This Postgraduate diploma is unique in that it presents a whole arsenal of technology that the psychologist can offer to psychotic disorders and Personality Disorders Always within a multidisciplinary environment, combining psychological and social intervention with pharmacotherapy”

In most patients the abnormal features become apparent as early as childhood and adolescence, and remain hidden or ignored until adulthood. Personality traits are considered abnormal only to the extent that they are conflicting for the subject or society. Undoubtedly, the most frequent additional diagnosis in subjects with personality disorders is depression (or affective disorders). An important trend in current psychopathological research is the description of Personality Disorders in terms that allow for a reliable differential diagnosis. 

A thorough and systematic mental status examination is essential in the assessment of patients presenting a psychotic disorder or personality disorder. On the other hand, bipolar disorder is another syndrome that has a characteristic impact at the family level. Moreover, as it is an episodic disease that often returns after the acute episode to previous levels of normal functioning, the immediate consequence is that the individual between episodes tends to work, marry and have children in spite of his/her disease, because given the absence of symptoms, he/she is in a position to do so. 

Expand your knowledge through the Postgraduate diploma in Assessment and Identification of Psychotic and Personality Disorders adapted to your needs”

This Postgraduate diploma in Assessment and Identification of Psychotic and Personality Disorders contains the most complete and updated scientific program on the market. The most important features of the Postgraduate diploma include:

• Clinical cases presented by experts in psychology. The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in psychotic and personality disorders
• Decision making on clinical situations raised
• Special emphasis on test-based medicine and research methodologies in emergencies
• All complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This course may be the best investment you can make when choosing a refresher program for two reasons: in addition to updating your knowledge in Assessment and Identification of Psychotic and Personality Disorders, you will obtain a qualification from TECH Global University"

Forming part of the teaching staff is a group of professionals in the world of Psychology who bring to this training their work experience, as well as a group of renowned specialists, recognised by esteemed scientific communities.

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training program to train in real situations.

This program is designed around Problem Based Learning, whereby the student will must try to solve the different professional practice situations that arise during the Postgraduate diploma. For this reason, you will be assisted by an innovative, interactive video system created by renowned and experienced experts in the field of psychology with extensive teaching experience.

The Postgraduate diploma includes real clinical cases and exercises to bring the development of the Postgraduate diploma closer to the psychologist's clinical practice"

The structure of the contents has been designed by a team of professionals who recognise the implications of specialization in the daily praxis of the psychologist, aware of the relevance of current training to treat the patient with psychological disorders and are committed to quality teaching using new educational technologies.

This Postgraduate diploma in Assessment and Identification of Psychotic and Personality Disorders contains the most complete and updated scientific program on the market”

Module 1. Psychosocial Assessment in Psychotic and Personality Disorders

1.1. The Basic Elements of Clinical Evaluation
1.2. Physical Evaluation

1.2.1. General Physical Evaluation
1.2.2. Neurological Examination
1.2.3. Neuropsychological Examination

1.3. Psychosocial Examination

1.3.1. The Evaluation Interview
1.3.2. Observation
1.3.3. Psychological Tests

1.4. Why Seek Therapeutic Treatment?
1.5. The Therapeutic Relationship

1.5.1. Elements of the Therapeutic Bond or Relationship
1.5.2. Personal, Attitudinal, Emotional and Behavioral Characteristics of the Psychotherapist
1.5.3. Personal, Attitudinal, Emotional and Behavioral Characteristics of the Patient That Will Represent a Difficulty in the Therapeutic Relationship
1.5.4. Emotional Bonding Using the "“U" Technique”

1.6. What Therapeutic Strategies Must Be Used in Psychotherapy
1.7. Pharmacological Strategies

1.7.1. Mechanisms of Action of Pharmacokinetics
1.7.2. Mechanisms of Action of Hypothermia

1.8. Antidepressants

1.8.1. Tricyclics
1.8.2. Selective Serotonin Reuptake Inhibitors (ISRS)
1.8.3. Mixed Serotonin and Norepinephrine Reuptake Inhibitors (imrsna)
1.8.4. Mixed Quaternary Serotonin and Noradrenaline Inhibitors

1.9. Anxiolytics

1.9.1. Benzodiazepines

1.10. Mood Stabilizers
1.11. Antipsychotics
1.12. Psychological Strategies
1.13. Behavioral Therapy

1.13.1. Exhibition
1.13.2. Aversion 
1.13.3. Modeling
1.13.4. Systematic Use of Reinforcement
1.13.5. Token Economy

1.14. Cognitive Therapy
1.15. Rational Emotive Behavior Therapy
1.16. Stress Innoculation Therapy
1.17. Becks Cognitive Therapy
1.18. Humanistic Therapies
1.19. Patient-Centered Therapy
1.20. Existential Therapy
1.21. Gestalt Therapy
1.22. Psychodynamic Therapies

1.22.1. Freudian Psychoanalysis

1.23. Interpersonal Therapy
1.24. Time-Limited Psychotherapy (Eclectic Psychotherapy)

Module 2. The Clinical Interview with the Psychotic Patient and Personality Disorders

2.1. The interview in a Clinical and Expertise Setting

2.1.1. Information Theory
2.1.2. Communication Channels
2.1.3. Communication System

2.2. Axioms of the Interview

2.2.1. It is Impossible Not To Communicate
2.2.2. Content and Relationship
2.2.3. Affective Valence
2.2.4. Digital and Analog Communication
2.2.5. Symmetry & Asymmetry

2.3. Exploring Communication 

2.3.1. Verbal Communication
2.3.2. Non-Verbal Communication
2.3.3. Double Bond
2.3.4. A Gesture is Worth a Thousand Words

2.4. Medical History

2.4.1. Personal
2.4.2. Family
2.4.3. Generational

2.5. Anamnesis

2.5.1. Psychopathological Biography
2.5.2. Biography of Medical Diseases
2.5.3. Biography and Relationships Social Point of View

2.6. General Structure of the Mental Examination

2.6.1. Non-Verbal Communication and Emotions
2.6.2. Communication Around the Table

2.7. Semiology

2.7.1. Signs
2.7.2. Symptoms

2.8. Epistemology of Diagnosis

2.8.1. Descriptive Syndromic Diagnosis Versus Disease
2.8.2. Nosology Categorical Vs. Dimensional Diagnosis

2.9. Polythetic vs. Monothetic Criteria
2.10. Multiple Diagnosis and Comorbidity
2.11. Clinical vs. Research Criteria
2.12. Expert Interview

Module 3. Questionnaires and Tests Used in the Diagnosis of Psychosis and Personality Disorders

3.1. Projective Techniques in Expert Appraisal
3.2. Rorchach Test

3.2.1. Applications
3.2.2. Presentation of Sheets
3.2.3. Reaction Time
3.2.4. Patient's Time in Front of the Sheet
3.2.5. Removal of Sheets. The Survey
3.2.6. Rorschach Assessment

3.3. Expressive Techniques
3.4. Drawing (HTP)

3.4.1. Of the House 
3.4.2. Tree 
3.4.3. Person 

3.5. Free Drawing
3.6. Associative Projective Techniques
3.7. Desirable Test
3.8. Max Lüscher Color Test
3.9. T.A.T. Thematic Apperception Test
3.10. Intelligence Test
3.11. Wechsler Intelligence Test

3.11.1. WISC-IV
3.11.2. WAIS-IV

3.12. Neuropsychological Maturity Questionnaire CUMANES
3.13. Raven’s Progressive Matrices
3.14. Goodenough’s Test
3.15. The Personality Test
3.16. Millon's Clinical Multiaxial Inventory (MCMII-III)

3.16.1. Modifying Scales: Desirability and Alteration Index
3.16.2. Basic Personality Scales: Schizoid, Avoidant, Depressive, Dependent, Histrionic, Narcissistic, Antisocial, Aggressive-Sadistic, Compulsive, Passive-Aggressive, Self-Destructive
3.16.3. Severe Personality Scales: Schizotypal, Borderline and Paranoid
3.16.4. Moderate Clinical Syndromes: Anxiety, Hysteriform, Hypomania, Depressive Neurosis, Alcohol Abuse, Drug Abuse, P-Traum Stress D.
3.16.5. Severe Clinical Syndromes: Psychotic Thinking, Major Depression and Psychotic Delirium

3.17. CATELL’s 16 PF-5

3.17.1. Affability, Reasonableness, Stability, Dominance, Encouragement, Attention to Rules, Boldness, Sensitivity, Vigilance, Abstraction, Privacy, Apprehension, Openness to Change, Self-Sufficiency, Perfectionism and Tension. Incorporating a Scale Of Social Desirability (MI), one of Infrequency (IN) and another of Acquiescence (AQ) to Control Response Bias

3.18. Child and Adolescent Assessment System SENA

3.18.1. Internalized Problems: Depression, Anxiety, Social Anxiety,Somatic Complaints, Obsessive-Compulsion and Post-traumatic Symptomatology
3.18.2. Externalized Problems: Hyperactivity and Impulsivity, Attention Problems, Aggressiveness, Defiant Behavior, Anger Management Problems, Antisocial Behavior
3.18.3. Specific Problems: Developmental Delays, Developmental Problems, Problems With Eating Behavior, Learning Disabilities, Schizotypy, Substance Use

3.19. Personality Assessment Inventory PAI

3.19.1. Four Validity Scales (Inconsistency, Infrequency, Negative Impression and Positive Impression)
3.19.2. Eleven clinical scales (Somatic Complaints, Anxiety, Disorders Related to Anxiety, Depression, Mania, Paranoia, Schizophrenia, Borderline Traits, Antisocial Traits, Problems with Alcohol, Problems with Drugs)
3.19.3. Five scales of treatment considerations (Aggression, Suicidal Ideation, Stress, Lack of Social Support and Refusal of Treatment)
3.19.4. Two Scales of Interpersonal Relationships (Dominance and Agreeableness)
3.19.5. 30 Subscales with Provide More Detailed Information

3.20. Clinical Personality Questionnaire for Adolescents and Adults TAMADUL

3.20.1. Subjective Well-Being, Psychological Distress, Personal, Social, Occupational, Academic and Family Problems, Self-Adjustment, Anxiety, Depression, Addiction, Anorexia, Somatization, Interpersonal Conflict, Dissociation, Normative Maladjustment, Demotivation, etc.

3.21. CEP Personality Questionnaire

3.21.1. Emotional Stability
3.21.2. Extraversion
3.21.3. Paranoid

3.22. Children's Personality Questionnaire CPQ

3.22.1. Reserved / Open, Low / High Intelligence, Affected Emotionally / Stable, Calm / Excitable, Submissive / Dominant, Sober / Enthusiastic, Carefree / Conscientious, Cohibited / Enterprising, Hard Sensitivity / Soft, Confident / Dubitative, Simple / Cunning, Serene / Apprehensive, Less or more integrated and Relaxed / Tense

3.23. Personality Questionnaire (FORMS A AND J) EPQ

3.23.1. Instability
3.23.2. Extraversion
3.23.3. Hardness
3.23.4. Sincerity

3.24. Neuropsychology
3.25. Psycholinguistics
3.26. Aptitudes
3.27. Study of the Story's Credibility

3.27.1. CBCA System (Criteria Based Content Analysis)
3.27.2. The Statement Validity Assessment (SVA) is a Tool for Assessing the Validity of the  Statement) Udo Undeutsch
3.27.3. SVA = Interview + CBCA + Validity Checklist

A unique, key, and decisive training experience to boost your professional development”