Understanding the behavior of young people is a complex task that must focus on family patterns as its point of departure. This Advanced master’s degree in Clinical Child and Adolescent Psychology and Family Therapy offers you a comprehensive overview of these areas, so that you may be more effective in your daily practice"

As an educational institution, TECH considers it essential for psychologists who study this Advanced master’s degree to understand the different components involved in psychological treatment for children and adolescents, and, likewise, brain logic and processing at these ages, including particular behavior and interaction strategies in psychosocial relationships, as all this knowledge is crucial for successful psychological intervention with children and adolescents. 

Present-day clinical psychology should not only be able to provide students with a theoretical-scientific framework, but also with the skills they require in order to address mental illness in an effective way and, from there, become successful evaluators and generators of change in patients, both in terms of behavior as well as being able to help them overcome traumatic memories that lead to suffering cycles and emotional isolation. 

It has also become essential to know how families influence the behavior of young people. It is gradually being understood not only that family dynamics can help protect its members against certain adversities or are sometimes affected by personal disorders among the members, but that certain aspects of family functioning can contribute strongly to maladapted behaviour (especially among children and adolescents) in the family environment, as well as in other settings, and give rise to further imbalances, as is the case with emotional or psychosomatic disorders. 

Throughout this specialization, students will go through all the current approaches in the work of psychologists, with the different challenges that the profession brings. A high-level step that will become a process of improvement on both professional and personal levels.

We will not only take you through the theoretical knowledge we offer, but we will introduce you to another way of studying and learning, one which is simpler, more organic, and efficient. We will work to keep you motivated and to develop your passion for learning, helping you to think and develop critical thinking skills. And we will push you to think and develop critical thinking. 

This Advanced master’s degree is designed to give you access to the specific knowledge of this discipline in an intensive and practical way. A great value for any professional.  

A high-level scientific program, supported by advanced technological development and the teaching experience of the best professionals" 

This Advanced master’s degree in Clinical Child and Adolescent Psychology and Family Therapy contains the most complete and up-to-date academic program in the university landscape. The most important features of the program include: 

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by remote training
• Continuous updating and retraining systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification  
• Support groups and educational synergies: Questions to the expert, discussion forums and knowledge 
• Communication with the teacher and individual reflection work
• Content that is accessible from any, fixed or portable device with an Internet connection
• Supplementary documentation databases that are permanently available, even after the program

A training program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way" 

Our teaching staff is made up of working professionals. In this way we ensure that we deliver the educational update we are aiming for. A multidisciplinary team of doctors trained and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but above all, they will bring their practical knowledge from their own experience to the course. 

This command of the subject is complemented by the effectiveness of the methodological design of this Grand Master. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of easy-to-use and versatile multimedia tools that will give you the necessary skills you need for your specialization.

The design of this program is based on Problem-Based Learning, an approach that views learning as a highly practical process. To achieve this remotely, we will use telepractice learning. With the help of an innovative interactive video system and bylearning from an expert, you will learn the skills you need to deal with real situations through their simulation. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.  

We offer an in-depth and comprehensive immersion plan in strategies and approaches developed for this Advanced master’s degree"

The sensory systems of the human being studied from the neuropsychologist's point of view, with a view to intervention and improvement"

The contents of this specialization have been developed by different professors with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The program of this Advanced master’s degree enables you to learn all aspects of the different disciplines involved in the field. A complete and well-structured program that will take you to the highest standards of quality and success. 

Through a well-organized program, you will be able to access the most advanced knowledge that will allow you to provide more specific treatments"   

Module 1. Framework of Clinical Psychology for Children and Adolescents

1.1. Child and Adolescent Psychological Disorders
1.2. Communication Paths Between the Normal and the Pathological

1.2.1. Symptoms as a Means of Expression
1.2.2. Differences Between Major and Minor Psychological Problems

1.3. Etiology of Mental Disorders in the Child and Adolescent Population
1.4. Characteristics of Psychiatric Illness in Childhood and Adolescence

Module 2. Children, Adolescents and Family

2.1. Aspects to Consider

2.1.1. Communication and Family
2.1.2. Language in the Home?

2.2. Characteristics of the Pathological Family

2.2.1. Pathological Management of Children from the Family
2.2.2. Childhood Rejection
2.2.3. Abandonment of and Aggression Towards a Minor

2.3. Modern Family Structures

2.3.1. Identical and Non-Identical Twins
2.3.2. The Sibling of a Sick Child
2.3.3. The Importance of the Place of Birth

2.4. Grandparents, Aunties and Uncles
2.5. Family Types and their Implication on Child and Adolescent Psychopathy
2.6. Parent-Child Bonds
2.7. Stress, Family Workings and Psychopathology in Children and Adolescents

2.7.1. Family Stress Factors with Dysfunctional Behavior Patterns

2.8. Death of a Parent in Childhood and Adolescence

Module 3. Evaluation Process and Psychodiagnosis in Childhood and Adolescence

3.1. Introduction
3.2. The Interview

3.2.1. Definition and General Aspects
3.2.2. Framework of Psychological Evaluation
3.2.3. Interviewing Tactics

3.3. The Structured Clinial Interview

3.3.1. Differences and Similarities Between Evaluation and Intervention
3.3.2. Diagnostic Process
3.3.3. Diagnostic Objectives

3.4. Evaluation of Intelligence

3.4.1. Intellectual Level for the Intelligence Test
3.4.2. Multiple Intelligences
3.4.3. Emotional Intelligence

3.5. Evaluation of Motor Activity

3.5.1. Acquisition of Motor Skills
3.5.2. Laterality and Fine Motor Skills

3.6. Language Evaluation

3.6.1. Vocabulary
3.6.2. Written and Spoken Language
3.6.3. Expression and Communication

3.7. Family Evaluation

3.7.1. Closed Family Systems
3.7.2. Open Family Systems
3.7.3. Family Rules
3.7.4. Family Rituals
3.7.5. Types of Family Homeostasis

3.8. New Perspectives on the Diagnosis of Mental Illnesses

Module 4. Psychopathology in  Childhood and Adolescence

4.1. Child and Adolescent Psychic Structure - Part 1
4.2. Child and Adolescent Psychic Structure - Part 2
4.3. Neurodevelopment Disorders

4.3.1. Intellectual Disability
4.3.2. Autism Spectrum Disorder
4.3.3. Attention Deficit and Hyperactivity Disorder
4.3.4. Specific Learning Disorder
4.3.5. Language Disorders
4.3.6. Motor Disorders
4.3.7. Tic Disorders

4.4. Psychotic Disorders

4.4.1. Delirious Disorders
4.4.2. Brief Psychotic Disorder
4.4.3. Schizophrenia
4.4.4. Schizoaffective Disorder

4.5. Cyclothymic and Bipolar Disorder
4.6. Depressive Disorder

4.6.1. Severe Depression
4.6.2. Dysthymia
4.6.3. Premenstrual Dysphoric Disorder

4.7. Anxiety Disorders

4.7.1. Separation Anxiety Disorder
4.7.2. Mutism
4.7.3. Specific Phobia
4.7.4. Social Anxiety Disorder
4.7.5. Panic Disorder
4.7.6. Agoraphobia
4.7.7. Generalized Anxiety Disorder
4.7.8. Substance-Induced Anxiety Disorders

Module 5. Psychopathology in Childhood and Adolescence II

5.1. Obsessive Compulsive Disorder

5.2. Trauma and Stress-Related Disorders
5.3. Dissociative Disorders
5.4. Somatic Symptom Disorders
5.5. Eating and Food Intake Disorders
5.6. Excretory Disorders
5.7. Sleep-Wake Disorders
5.8. Gender Dysphoria
5.9. Impulse-Control and Behavior Disorders
5.10. Substance Abuse and Addictive Disorders

Module 6. Personality Disorders in Childhood and Adolescence

6.1.  Introduction
6.2.  Approach to the Concept of Personality Disorders in the Child and Adolescent Population
6.3.  Clinical Framework of Personality Disorders in the Child and Adolescent Population
6.4.  Clinical Aspects
6.5.  Paranoia Spectrum Disorders

6.5.1.  Untrusting Individuals
6.5.2.  Worried Individuals

6.6. Schizophrenic Spectrum Disorders

6.6.1. Solitary Individuals
6.6.2. Individuals Who Don’t Feel Pleasure

6.7. Schizotypal Spectrum Disorders

6.7.1. Socially Excluded Individuals
6.7.2. Disconcerted Individuals

6.8. Antisocial Spectrum Disorders

6.8.1. Violent Individual
6.8.2. Aggressive Individuals
6.8.3. Unscrupulous Individuals

6.9. Borderline Personality Disorders

6.9.1. Self-harming Individuals
6.9.2. Challenging Individuals

6.10. Histrionic Personality Disorders

6.10.1. Theatrical Individuals
6.10.2. Unstable Individuals

6.11. Narcissistic Spectrum Disorders

6.11.1. Selfish Individuals
6.11.2. Egocentric Individuals

6.12. Avoidant Personality Disorders

6.12.1. Phobics
6.12.2. Disabled Individuals

6.13. Dependant Personality Disorders

6.13.1. Submissive Individuals

6.14. Obsessive-Compulsive Spectrum Disorders

6.14.1. Ritualists
6.14.2. Perfectionism

6.15. Time-Limited Psychotherapy. Therapeutic Suggestions for Personality Disorders

Module 7. Intervention from  The Perspective of Clinical Psychology in Childhood and Adolescence Disorders

7.1. Behavior Modification Techniques

7.1.1. Use of Praise
7.1.2. Use of Ignoring Certain Behaviors
7.1.3. The Broken Record Technique

7.2. Praise Appropriate Behavior
7.3. Token Economy
7.4. Functional Analysis
7.5. Systemic Therapy

7.5.1. Managing Resistance
7.5.2. Clarify and Recap
7.5.3. Circular Questions

7.6. Family Sculpting
7.7. Narrating Metaphoric Stories
7.8. Prescriptions: Healing Processes
7.9. Original Prescriptions

7.10. Strategic Therapy and Constructivism

7.10.1. "I Don't Have To"
7.10.2. Worst-Case Scenarios
7.10.3. Losing Opportunities

7.11. Restructuring
7.12. Use of Resistance
7.13. Paradox
7.14. Time-Limited Psychotherapy
7.15. Meeting and Marking Phase
7.16. Unframing and Displacement Phase
7.17. Restoration and Resolution Phase

Module 8. Tools for intervention

8.1. Play
8.2. Drawing
8.3. Metaphors and Stories
8.4. Psychodrama
8.5. IT Resources
8.6. Fantasy, Relaxation and Hypnosis
8.7.  Biofeedback Techniques
8.8. Realtionship Problems

8.8.1. With Parents
8.8.2. With Siblings

8.9. Education Far Away From Parents
8.10. Children Affected by Conflictive Parent Relationships

8.10.1. Conflictive Relationships with the Spouse or Partner

8.11. Family Breakdown Due to Separation or Divorce

8.11.1. Heightened Level of Emotion Expressed in the Family

8.12. Grief
8.13. Abuse
8.14. Abuse
8.15. Educational Problems
8.16. Work Problems
8.17. Home or Economic Problems
8.18. Problems from Living Alone
8.19. Exposure to Catastrophic Events

Module 9. Psychodiagnosis and Assessment of the Family System

9.1. Anthropological, Historical, Sociological and Psychological Perspective of the Family
9.2. Diagnosis as a Catalyst for the Therapeutic Bond
9.3. Assessor Skills

9.3.1. Be Useful in the Process
9.3.2. Understand What is Happening
9.3.3. Be Open and Understanding
9.3.4. Become a Figure of Authority

9.4. Psychodiagnosis and Assessment of the Family System

9.4.1. Language
9.4.2. Pathological and Healthy Bonds
9.4.3. Use of Others
9.4.4. Rejection and Abandonment
9.4.5. Stress, Distress and Eustress
9.4.6. Conflicts and Tensions
9.4.7. Family Psychopathology

9.5. Place in the Fraternity and Social Desirability

9.5.1. Family Composition
9.5.2. The Right to Have Siblings
9.5.3. Twins
9.5.4. The Sick Sibling
9.5.5. Grandparents, Uncles and Aunties
9.5.6. Other Components

9.6. Psychodiagnostics Objectives

9.6.1. Evaluator and Evaluee Link
9.6.2. Discover What Truly Exists
9.6.3. Clarify the Facts
9.6.4. Explain the Scientific Facts of the State of the Subject
9.6.5. Understand the Relationship Between the Individual in the Study and the Situation Experienced

9.7. Millon Clinical Multiaxial Inventory (MCMI-III)

9.7.1. Modifying Scales: Desirability and Alteration Index
9.7.2. Basic Personality Scales: Schizoid, Avoidant, Depressive, Depressive, Dependent, Histrionic, Narcissistic, Antisocial, Aggressive-Sadistic, Compulsive, Passive -Aggressive, Self-estructive
9.7.3. Severe Personality Scales: Schizotypal, Borderline and Paranoid
9.7.4. Moderate Clinical Syndromes: Anxiety, Hysteriform, Hypomania, Depressive Neurosis, Alcohol Abuse, Drug Abuse, P-Trauma Stress D
9.7.5. Severe Clinical Syndromes: Psychotic Thinking, Major Depression and Psychotic Delirium

9.8.  Cattell 16 PF-5

9.8.1. Agreeableness, Reasonableness, Stability, Dominance, Encouragement, Attention to Standards, Boldness, Sensitivity, Vigilance, Abstraction, Privacy, Apprehension, Openness to Change, Self-sufficiency, Perfectionism and Tension. Incorporate a "Social “Desirability" (SI), an "Infrequency" (IN) and an "Acquiescence” (AQ) Scale to Control Response Bias

9.9. Child and Adolescent Assessment System BASC

9.9.1. Internalized problems: Depression, Anxiety, Social Anxiety, Somatic Complaints, Obsessive-Compulsion and Post-Traumatic Symptomatology
9.9.2. Externalized Problems: Hyperactivity and Impulsivity, Attention Problems, Aggressiveness, Defiant Behavior, Anger Control Problems, Antisocial Behavior
9.9.3. Specific Problems: Developmental Delay, Eating Behavior Problems, Learning Disabilities, Schizotypy, Substance Abuse

9.10. Questionnaire for the Evaluation of Adopters, Caregivers, Guardians and CUIDA
9.11. Personality Assessment Inventory (PAI)

9.11.1. 4 Validity Scales (Inconsistency, Infrequency, Negative Impression, Positive Impression)
9.11.2. 11 Clinical Scales (Somatic Complaints, Anxiety, Anxiety-related disorders, Depression, Mania, Paranoia, Schizophrenia, Borderline traits, Antisocial traits, Alcohol problems, and Drug problems)
9.11.3. 5 Scales of Consideration for Treatment (Aggression, Suicidal Thoughts, Stress, Lack of Social Support, and Refusal of Treatment)
9.11.4. 2 Scales of Interpersonal Relationships (Dominance and Agreeableness)
9.11.5. 30 Subscales Providing More Detailed Information

9.12. Study of the Story's Credibility

9.12.1. CBCA System (Criteria-Based Content Analysis)
9.12.2. The Statement Validity Assessment (SVA) Udo Undeutsch
9.12.3. SVA = Interview + CBCA + Validity Checklist

Module 10. The Family Interview

10.1. The Interview in a Clinical and Expertise Setting

10.1.1. Information Theory
10.1.2. Communication Channels
10.1.3. Communication System

10.2. Axioms of the Interview

10.2.1. It is Impossible Not To Communicate
10.2.2. Content and Relationship
10.2.3. Affective Value
10.2.4. Digital and Analog Communication
10.2.5. Symmetry and Asymmetry

10.3. Exploring Communication

10.3.1. Verbal Communication
10.3.2. Non-Verbal Communication
10.3.3. Double Bond
10.3.4. Psychopathology of Communication
10.3.5. A Gesture is Worth a Thousand Words

10.4. Medical History

10.4.1. Personal
10.4.2. Family
10.4.3. Generational

10.5. Anamnesis from Limited-Time Psychotherapy

10.5.1. Psychopathological Biography
10.5.2. Biography of Medical Diseases
10.5.3. Biography Social Problems

10.6. General Structure of the Mental Examination

10.6.1. Non-Verbal Communication and Emotions
10.6.2. Communication Around The Table

10.7. Semiology, Signs and Symptoms

10.7.1. Signs
10.7.2. Symptoms

10.8. Epistemology of Diagnosis

10.8.1. Descriptive Syndromic Diagnosis Versus Disease
10.8.2. Nosology Categorical Versus Dimensional Diagnosis

10.9. Multiple Diagnoses and Comorbidity
10.10. Clinical vs. Research Criteria
10.11. Expert Interview

Module 11. Family Stress

11.1. New Ways to Define Stress

11.2. Common Stressors in the Family
11.2.1. Relationship
11.2.2. Living Conditions / Environment
11.2.3. Economic
11.2.4. Emotional
11.2.5. Pathologies of Family Members
11.2.6. Abuse and Violence
11.2.7. Separation and/ or Abandonment

11.3. Interpersonal Stress
11.4. Toxicity and Family

11.4.1. With Substances
11.4.2. Without Substances
11.4.3. Dependency

11.5. The Information Retrieval Process: The Transfer of Learning
11.6. Occupational Stress
11.7. Learning and Family Events
11.8. Family Crises

Module 12. Family Bonds and Systemic Organization

12.1. Family Functions
12.2. Family Institution

12.2.1. Life Cycle of the Family
12.2.2. Family Law
12.2.3. Legal Nature
12.2.4. Family Characteristics

12.3. Types of Family

12.3.1. Conjugal Family
12.3.2. Matriarchal Family
12.3.3. Patriarchal Family
12.3.4. Gang Family
12.3.5. Inverted Family
12.3.6. Extended Family

12.4. Family Characteristics to Promote or Hinder Learning
12.5. Family Structure Variables
12.6. Dysfunctional Family
12.7. Family Reactions to Illness
12.8. Pathological Management of Children from the Family
12.9. Consequences of Family Composition
12.10. Morphology of Family and the Implication on Psychopathy
12.11. Family and the Socialization Process
12.12. Intervention in a Dysfunctional Family
12.13. Conflict Inheritance
12.14. Concept of Accompaniment, Containment and Escort

Module 13. Family Models and Parenting Roles

13.1. Separation, Divorce and Nulled Marriage

13.2. Disability from the Expert's Point of View
13.2.1. Deficiency, Disability and Handicap
13.2.2. Civil Incapacity and Labor Incapacity
13.2.3. Degrees of Permanent Disability
13.2.4. Major Disability

13.3. Gender-Based Violence

13.3.1. Psychological Violence
13.3.2. Psychological Consequences of Violence

13.4. Abuse

13.4.1. Confirmation
13.4.2. Psychological Consequences
13.4.3. Causal Nexus

13.5. Secondary Victimization

13.5.1. Credibility of Testimony
13.5.2. Difficulty of the Psychological Opinion

13.6. Psychological Support for Family Members
13.7. Juvenile Expertise
13.8. Psychopedagogical Drug Addiction Expertise
13.9. Elderly Expert
13.10. Profile of the Basic Emotion "Guilt" in Current Research

Module 14. Modes of Intervention in Family Therapy

14.1. Notion of Conflict

14.1.1. Changing the Attitude Towards Team Cooperation
14.1.2. Improve Attitude
14.1.3. Emphasizing Performance

14.2. Types of Conflict

14.2.1. Attraction-Attraction
14.2.2. Evasion-Evasion
14.2.3. Attraction-Evasion

14.3. Family Mediation

14.3.1. Mediator is Present, Does Not Have an Influence
14.3.2. Arbitration Makes Decisions by Listening to the Parties
14.3.3. Neutral Evaluation Draw Consequences From the Data Obtained

14.4. Family Coaching

14.4.1. Equalities
14.4.2. Differences
14.4.3. Contradictions
14.4.4. Impersonation

14.5. Learning in Coaching

14.5.1. Declaring Bankruptcy
14.5.2. Stripping Off the Masks
14.5.3. Re-Engineering Ourselves
14.5.4. Focusing on the Task

14.6. Habits to Improve in Coaching
14.7. Focused on the Activity

14.7.1. Focusing Techniques
14.7.2. Thought Control techniques

14.8. Clear Goals

14.8.1. Definition of Where We Are
14.8.2. Definition of Where We Want to Be

14.9. Taking the Reins in Your Life Being Proactive
14.10. Positive Psychology
14.11. Conflict Management with the Conscious Emotional Bonding (CEB) Model

14.11.1. Identifying Emotions
14.11.2. Identifying Suitable Emotions
14.11.3. Changing Emotions for Others

14.12. Training to Deal with Conflicts in the Family

Module 15. Family Problems Which Need Interventions

15.1. Behavior Modification Techniques

15.2. Cognitive-Behavioral Therapy
15.3. Treatment Oriented Towards the Family
15.4. Other Focus of Systemic Family Treatment
15.5. Strategic Therapy and Constructivism

Module 16. Types of Expertise and Contexts that Surround Psychological Expertise

16.1. Definitions Regarding Appraisal
16.2. Adoptions
16.3. Care and Custody
16.4. Simulation
16.5. Expert Evidence
16.6. Object of the Expert Evidence
16.7. Guarantees of the Expert Evidence
16.8. Basis of Appraisee and Appraiser Rights
16.9. Law 41/2002 Regulating Patient Autonomy
16.10. Personal Data Protection Regulation
16.11. Role of the Expert in the 21st Century
16.12. Procedure of a Judicial Hearing
16.13. Relationship with Other Groups
16.14. Family Diagnosis: The Family as a System
16.15. Assessment of Guilt in Psychopathology
16.16. Diagnostic Process Framing in the Expert Appraisal
16.17. Psychological Expert Opinion

A comprehensive specialized program that will take you through the necessary training to compete with the best in your profession”