Working on our emotional wellness is essential for proper mental health”

The Advanced master’s degree in Family Therapy and Emotional Wellness offers the psychologists a complete and specific specialization in these areas, which will allow them to make more accurate and effective diagnoses to their patients.

Family dynamics can not only protect its members against certain adversities, or be affected by certain disorders of the same, but also certain aspects of family functioning can contribute with particular strength to its members (especially children and adolescents) to develop inappropriate behaviors not only in the family environment, but also in other areas and other disorders, as in the case of emotional or psychosomatic disorders.

Certain factors external to the family can have a negative impact on the development of emotional and behavioral problems in children and adolescents, which is directly modulated by family functioning. In many cases, stress factors can modify the family environment to such an extent that they become dysfunctional.

One of the most commonly studied factors of familial pathology has been their economic situation. Different research has brought to light that economics has a negative influence on psychological well-being and family relationships. 

Moreover, it is important to work on emotions, both at the individual and family level, which will help patients to improve their mental health. Scientific research has shown that information coming from a stimulus reaches the limbic structures of the brain before it reaches the neocortex. It is precisely these limbic structures that are responsible for functions such as emotional processing, memory creation or learning processes.

Throughout this specialization, the students will go through all the current approaches in the work of the psychologist in the different challenges that their profession poses. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

This challenge is one of TECH's social commitments: To help highly qualified professionals to specialize and develop their personal, social and labor competencies during the course of their training. 

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 create in you a passion for learning. And we will push you to think and develop critical thinking.

Family Therapy and Emotional Wellness are a helpful way to progress in certain pathologies. Here we offer you all the necessary information that will take you to a higher level in your profession”

This Advanced master’s degree in Family Therapy and Emotional Wellness contains the most complete and up-to-date program on the market. The most important features include:

• The latest technology in online teaching software
• The teaching system, intensely visual, supported by graphic and schematic contents that are easy to assimilate and understand
• The development of case studies presented by practicing experts
• The latest generation of interactive video systems
• Teaching supported by remote education
• Continuous updating and retraining systems
• Self-regulated learning: full compatibility with other occupations
• Practical exercises for self-assessment 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 Internet connection
• Supplementary documentation databases are permanently available, even after completing the program

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

Our teaching staff is made up of working professionals. This way, we ensure that we provide you with up-to-date knowledge, which is what we are aiming for. A multidisciplinary team of psychologists specialized and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will bring their practical knowledge derived from their own experience to the course: one of the differential qualities of this Advanced master’s degree.  

This mastery 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. With the help of an innovative, interactive video system and Learning From an Expert, you will be able to acquire the knowledge as if you were dealing with the case you are studying in real time. A concept that will allow you to integrate and fix learning in a more realistic and permanent way. 

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

A deep and comprehensive dive into strategies and approaches in Family Therapy and Emotional Wellness"

The contents of this specialisation degree have been developed by the different Professors on this course, 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 content of this course enables you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will take you to the highest standards of quality and success.  

Through a very well structured development, you will be able to access the most advanced knowledge in Family Therapy and Emotional Wellness”

Module 1. Psychodiagnosis and Assessment of the Family System

1.1. Anthropological, Historical, Sociological and Psychological Perspective of the Family
1.2. The Diagnosis as a Catalyst for the Therapeutic Bond
1.3. Assessor Skills

1.3.1. Be Useful in the Process
1.3.2. Understand What is Happening
1.3.3. Be Open and Understanding
1.3.4. Become a Figure of Authority

1.4. Psychodiagnosis and Assessment of the Family System

1.4.1. Language
1.4.2. Pathological and Healthy Bonds
1.4.3. Use of Others
1.4.4. Rejection and Abandonment
1.4.5. Stress, Distress and Eustress
1.4.6. Conflicts and Tensions
1.4.7. Family Psychopathology

1.5. Place in the Fraternity and Social Desirability

1.5.1. Family Composition
1.5.2. The Right to Have Siblings
1.5.3. Twins
1.5.4. The Sick Sibling
1.5.5. Grandparents, Uncles and Aunties
1.5.6. Other Components

1.6. Psychodiagnostics Objectives

1.6.1. Evaluator and Evaluee Link
1.6.2. Discover What Truly Exists
1.6.3. Clarify the Facts
1.6.4. Explain the Scientific Facts of the State of the Subject
1.6.5. Understand the Relationship Between the Individual in the Study and the Situation They Have Experienced

1.7. Millon's Clinical Multiaxial Inventory (MCMII-III)

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

1.8. CATELL’s 16 PF-5

1.8.1. Agreeableness, Reasonableness, Stability, Dominance, Encouragement, Attention to Standards, Boldness, Sensitivity, Vigilance, Abstraction, Privacy, Apprehension, Openness to Change, Self-sufficiency, Perfectionism and Tension. It Incorporates a "Social Desirability", an "Infrequency" and an "Acquiescence" Scale to Control for Response Bias

1.9. BASC Behavioral Assessment System for Children and Adolescents

1.9.1. Internalized Problems: depression, anxiety, social anxiety, somatic complaints, obsession-compulsion and post-traumatic symptomatology
1.9.2. Externalized Problems: hyperactivity and impulsivity, attention problems, aggressiveness, defiant behavior, anger control problems, antisocial behavior
1.9.3. Specific problems: developmental delay, eating behavior problems, learning disabilities, schizotypy, substance abuse

1.10. Questionnaire for the evaluation of adopters, caregivers, guardians and CUIDA mediators
1.11. Personality Assessment Inventory PAI

1.11.1. 4 Scales of Assessment (Inconsistency, Infrequency, Negative Impression and Positive Impression)
1.11.2. 11 Clinical Scales (Somatic Complaints, Anxiety, Anxiety-related disorders, Depression, Mania, Paranoia, Schizophrenia, Borderline traits, Antisocial traits, Alcohol problems, and Drug problems)
1.11.3. 5 Scales of Consideration for Treatment (Aggression, Suicidal Thoughts, Stress, Lack of Social Support, and Refusal of Treatment)
1.11.4. Two Scales of Interpersonal Relationships (Dominance and Affability)
1.11.5. 30 Subscales with Provide More Detailed Information

1.12. Study of the Story's Credibility

1.12.1. CBCA System (Criteria-Based Content Analysis)
1.12.2. The Statement Validity Assessment (SVA) Udo Undeutsch
1.12.3. SVA = Interview + CBCA + Validity Checklist

Module 2. The Family Interview

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. Symmetric and Asymmetric

2.3. Communication Exploration

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

2.4. Medical History

2.4.1. Personal
2.4.2. Familiar
2.4.3. Generational

2.5. Anamnesis from the Limited Time Psychotherapy

2.5.1. Psychopathological Biography
2.5.2. Biography of Medical Diseases
2.5.3. Biography of Social Problems

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, Signs and Symptoms

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. Multiple Diagnosis and Comorbidity
2.10. Clinical vs. Research Criteria
2.11. Expert Interview

Module 3. Family Stress

3.1. New Ways to Define Stress
3.2. Common Stressors in the Family

3.2.1. Relationship
3.2.2. Living Conditions / Environment
3.2.3. Economy
3.2.4. Emotional
3.2.5. Pathologies of Family Members
3.2.6. Abuse and Violence
3.2.7. Separation and/ or Abandonment

3.3. Interpersonal Stress
3.4. Toxicity and Family

3.4.1. With Substances
3.4.2. Without Substances
3.4.3. Dependency

3.5. The Information Retrieval Process: The Transfer of Learning
3.6. Occupational Stress
3.7. Learning and Family Events
3.8. Family Crises

Module 4. Family Bonds and Systemic Organization

4.1. Family Functions
4.2. Family Institution

4.2.1. Life Cycle of the Family
4.2.2. Family Law
4.2.3. Legal Nature
4.2.4. Family Characteristics

4.3. Types of Family

4.3.1. Conjugal Family
4.3.2. Matriarchal Family
4.3.3. Patriarchal Family
4.3.4. Gang Family
4.3.5. Inverted Family
4.3.6. Extended Family

4.4. Family Characteristics to Promote or Hinder Learning
4.5. Family Structure Variables
4.6. Dysfunctional Family
4.7. Family Reactions to Illness
4.8. Pathological Management of Children from the Family
4.9. Consequences of Family Composition
4.10. Morphology of Family and the Implication on the Psychopathy
4.11. Family and Process of Socialization
4.12. Psychotherapy Intervention in a Dysfunctional Family
4.13. Conflict Inheritance
4.14. Concept of Accompaniment, Containment and Escort

Module 5. Family Models and Parenting Roles

5.1. Separation, Divorce and Nulled Marriage
5.2. Disability from the Expert's Point of View

5.2.1. Deficiency, Disability and Handicap
5.2.2. Civil Incapacity and Labor Incapacity
5.2.3. Degrees of Permanent Disability
5.2.4. Major Disability

5.3. Gender Violence

5.3.1. Psychological Violence
5.3.2. Psychological Consequences of Violence

5.4. Abuse

5.4.1. Confirmation
5.4.2. Psychological Consequences
5.4.3. Causal Nexus

5.5. Secondary Victimization

5.5.1. Credibility of Testimony
5.5.2. Difficulty of the Psychological Opinion

5.6. Psychological Support for Family Members
5.7. Juvenile Expertise
5.8. Toxicomaní Psychopedagogical Expert
5.9. Elderly Expertise
5.10. Profile of the Basic Emotion "guilt" in Current Research

Module 6. Modes of Intervention in Family Therapy

6.1. Notion of Conflict

6.1.1. Change of Attitude Towards Team Cooperation
6.1.2. Attitue Improvement
6.1.3. Emphasize Performance

6.2. Types of Conflicts

6.2.1. Atraction-Atraction
6.2.2. Evasión-Evasion
6.2.3. Atraction-Evasion

6.3. Family Mediation

6.3.1. Mediator Is Present Does Not Influence
6.3.2. Arbitration Makes Decisions by Listening to the Parties
6.3.3. Neutral Evaluation Draw Consequences from the Data Obtained

6.4. Family Coaching

6.4.1. Equalities
6.4.2. Differences
6.4.3. Contradictions
6.4.4. Intrusiveness

6.5. Learning in Coaching

6.5.1. Breakage Declaration
6.5.2. Take off the Masks
6.5.3. Re-Engineering Ourselves
6.5.4. Concentrate on the Exercise

6.6. Habits to Improve in Coaching
6.7. Focused on the Activity

6.7.1. Focussing Activities
6.7.2. Thought Control Techniques

6.8. Clear Goals

6.8.1. Definition of Where We Are
6.8.2. Definition of Where We Want to Go

6.9. Taking the Reins in Your Life Proactivity
6.10. Positive Psychology
6.11. Conflict Management with the Conscious Emotional Bonding (CEB) Model

6.11.1. Identify Emotions
6.11.2. Identify the Right Emotions
6.11.3. Change Some Emotions for Others

6.12. Training to Deal with Conflicts in the Family

Module 7. Family Problems Which Need Interventions

7.1. Behavior Modification Techniques
7.2. Cognitive-Behavioral Therapy
7.3. Treatment Oriented towards the Family
7.4. Other Focus of Systemic Family Treatment
7.5. Strategic Therapy and Constructivism

Module 8. Types of Expertise and Contexts that Surround Psychological Expertise

8.1. Definitions Regarding Appraisal
8.2. Adoptions
8.3. Care and Custody
8.4. Simulation
8.5. Expert Evidence
8.6. Object of the Expert Evidence
8.7. Guarantees of the Expert Evidence
8.8. Basis of the Right of the Assessee and the Assessor
8.9. Law 41/2002 Regulating Patient Autonomy
8.10. Personal Data Protection Regulation
8.11. Role of the Expert in the XXI Century
8.12. Procedure of a Judicial Hearing
8.13. Relationship with Other Groups
8.14. Family Diagnosis:  the Family as a System
8.15. Assessment of Guilt in Psychopathology
8.16. Framework of the Diagnostic Process within Expert Opinion
8.17. Psychological Expert Opinion

Module 9. The Emotion-Based Psychotherapy

9.1. The Study of Emotion Throughout History
9.2. Emotion from Different Models in Psychology
9.3. Scientific Bases in the Study of Emotions
9.4. Emotional Intelligence
9.5. Positive Psychology
9.6. Greenberg's Emotion-Centered Therapy
9.7. Time-Limited Psychotherapy as an Integrative and Emotion-Focused Model

Module 10. The Brain and Learning

10.1. The Three Brains

10.1.1. The Reptilian Brain
10.1.2. The Mammal Brain
10.1.3. The Human Brain

10.2. Reptilian Brain Intelligence

10.2.1. Basic Intelligence
10.2.2. Intelligence Patterns
10.2.3. Parameter Intelligence

10.3. The intelligence of the Limbic System
10.4. The Intelligence of Neocortex
10.5. Evolutionary Development
10.6. The Stress Response or Flight Attack
10.7. What is the World? The Learning Process
10.8. Learning Schemes
10.9. The Importance of the Bond
10.10. Attachment and Parenting Styles
10.11. Basic Desires, Primary Desires
10.12. Secondary Desires
10.13. Different Contexts and their Influence on Development
10.14. Emotional Schemes and Limiting Beliefs
10.15. Creating a Self-Concept

Module 11. Emotion

11.1. What is an Emotion

11.1.1. Definition
11.1.2. Difference Between Emotion, Feeling and State of Mind
11.1.3. Function, Are there Positive and Negative Emotions? 

11.2. Different Classifications of Emotions
11.3. Fear

11.3.1. Function
11.3.2. Action Platform
11.3.3. Neurological Structures
11.3.4. Associated Biochemistry

11.4. Anger

11.4.1. Function
11.4.2. Action Platform
11.4.3. Neurological Structures
114.4. Associated Biochemistry

11.5. Guilt

11.5.1. Function
11.5.2. Action Platform
11.5.3. Neurological Structures
11.5.4. Associated Biochemistry

11.6. Disgust

11.6.1. Function
11.6.2. Action Platform
11.6.3. Neurological Structures
11.6.4. Associated Biochemistry

11.7. Sadness
11.8. Function

11.8.1. Action Platform
11.8.2. Neurological Structures
11.8.3. Associated Biochemistry

11.9. Surprise

11.9.1. Function
11.9.2. Action Platform
11.9.3. Neurological Structures
11.9.4. Associated Biochemistry

11.10. Curiosity

11.10.1. Function
11.10.2. Action Platform
11.10.3. Neurological Structures
11.10.4. Associated Biochemistry

11.11. Safety

11.11.1. Function
11.11.2. Action Platform
11.11.3. Neurological Structures
11.11.4. Associated Biochemistry

11.12. Admiration

11.12.1. Function
11.12.2. Action Platform
11.12.3. Neurological Structures
11.12.4. Associated Biochemistry

11.13. Joy

11.13.1. Function
11.13.2. Action Platform
11.13.3. Neurological Structures
11.13.4. Associated Biochemistry

11.14. Influence of Emotion in Cognitive Processes
11.15. Emotion in Children
11.16. Emotion in Adolescents

Module 12. The Therapist's Role in Emotional Well-Being

12.1. Intrapersonal Intelligence (Gardner)
12.2. Self-Knowledge
12.3. Self Management
12.4. Difference Between Empathy, Sympathy and Mirror Neurons
12.5. The Therapist-Patient Bond

12.5.1. Therapist as Advisor and Referent
12.5.2. U. Techniques

12.6. Approach to Neuro Linguistic Programming (NLP)
12.7. Motivational Interviewing 

Module 13. A Multifactorial View of Health. Psychoneuroimmunology

13.1. What is Psychoneuroimmunology?

13.1.1. Definition
13.1.2. Origins

13.2. Channels of Communication
13.3. The Psyche-Nervous System-Endocrine System-Immune System Axis (1) The Nervous System
13.4. The Psyche-Nervous System-Endocrine System-Immune System Axis (2) The Endocrine System
13.5. The Psyche-Nervous System-Endocrine System-Immune System Axis (3) The Immune System
13.6. The Psyche-Nervous System-Endocrine System-Immune System Axis (4) Interaction Between Systems
13.7. Emotion, Personality and Illness
13.8. The Process of Getting Sick. Biopsychosocial Model of Health
13.9. Healthy Life

Module 14. Techniques for Emotional Processing in Therapy

14.1. Emotional Memories

14.1.1. Creation of Memories
14.1.2. Classification and Types of Memory
14.1.3. Difference Between Memories and Reminiscences

14.2. Traumatic Memory
14.3. Bilateral Stimulation Techniques. SHEC, EMDR
14.4. Brainspotting
14.5. Emotional Liberation Technique. EFT
14.6. Writing-Based Techniques. Written Ventilation
14.7. Integrative Meditation from the Big Mind Model. The Voice Dialogue
14.8. Clinical Hypnosis
14.9. Hypnotic Induction Techniques
14.10. Techniques for Children

Module 15. Mindfulness

15.1. Meditation
15.2. The 7 attitudes in Mindfulness

15.2.1. Mindfulness
15.2.2. Benefits and Scientific Evidence
15.2.3. Formal and Informal Practice

15.3. Compassion and Self-Compassion
15.4. Directing Attention
15.5. Fields of Application
15.6. Mindfulness for Children
15.7. Mindfulness and ADHD
15.8. Stress, Anxiety and Mindfulness
15.9. Mindfulness and Impulse Dyscontrol Related Disorders
15.10. Mindfulness and Eating Disorders
15.11. Mindfulness in Psychotherapy: Cognitive Therapy based on Mindfulness
15.12. Mindfulness in Psychotherapy: Acceptance and Commitment Therapy
15.13. Mindfulness in Psychotherapy: Dialectical Behavioral Therapy

Module 16. Intervention of Emotion through the Body

16.1. Body Therapies

16.1.1. What are Body Therapies
16.1.2. Historical Development

16.2. Character-Analytic Vegetotherapy

16.2.1. Origins W. Reich
16.2.2. What is Characteroanalytic Vegetotherapy
8.2.3. Vegetotherapy Today

16.3. Lowen Bioenergetic Analysis

16.3.1. What is Bioenergetics?
16.3.2. Historical Overview
16.3.3. Bioenergetic Types
16.3.4. Psychotherapeutic Techniques
16.3.5. The Bioenergetic Therapist

16.4. Focusing

16.4.1. Historical Approach: Eugene Gendlin
16.4.2. Protocol
16.4.3. Applications in Psychotherapy

16.5. Yoga

16.5.1. Brief Historical Review. Origins
16.5.2. The 9 Branches of the Yoga Tree
16.5.3. Yoga Doctrines
16.5.4. Benefits

16.6. Biodynamic Craniosacral Therapy
16.7. Laughter therapy

16.7.1. Brief Historical Review
16.7.2. Therapy or Psychotherapeutic Technique?
16.7.3. Techniques and Exercises

16.8. Art Therapy

16.8.1. What is Art Therapy?
16.8.2. A Bit of History
16.8.3. What Can Be Worked On? Objectives
16.8.4. Materials and Techniques
16.8.5. Art Therapy for Children

16.9. DMT: Dance Movement Therapy

16.9.1. What Is It? Definition
16.9.2. A Bit of History
16.9.3. Movement and Emotion
16.9.4. Who Can Benefit from DMT
16.9.5. Techniques
16.9.6. A DMT Session

Module 17. Up to the Emotion from Spirituality. Transpersonal Therapy

17.1. The Integration of East and West
17.2. Origins and Founders
17.3. A New Approach: Transpersonal Therapist
17.4. Transpersonal Psychotherapy
17.5. Tools and Techniques: The Shadow
17.6. Tools and Techniques: The Inner Child
17.7. Tools and Techniques: Family Constellations
17.8. Tools and Techniques: The Witness
17.9. Support Orders
17.10. Transpersonal Therapy and Self-Esteem

Module 18. Emotional Group Psychotherapy

18.1. Emotion-based Group Psychotherapy
18.2. Psychodrama
18.3. Debriefing
18.4. Family Therapy
18.5. Integral Couple Therapy

Module 19. Mediation and Coaching

19.1. Family Mediation

19.1.1. Pre-mediation
19.1.2. Mediation
19.1.3. Mediator Techniques

19.2. Notion of Conflict

19.2.1. Psychological Conflicts
19.2.2. Communication Conflicts or Conflicts related to the Communication Channel
19.2.3. Substantive Conflicts
19.2.4. Ways of Dealing with Conflicts

19.3. Types of Conflict and Methods of Resolution

19.3.1. Atraction-Atraction 
19.3.2. Evasión-Evasion 
19.3.3. Atraction-Evasion 
19.3.4. Negotiation, Mediation, Arbitration and Neutral Evaluation

19.4. Mediation in Parent/Child Relationships 

19.4.1. Conflict Resolution in the Parent-Child Relationship
19.4.2. As a Father I Win and as a Son You Lose”
19.4.3. You as a Son Win and I as a Father Lose"
19.4.4. Concertation: Nobody Loses

19.5. Coaching and Psychology 

19.5.1. Similarities and Differences? 
19.5.2. Contradictions  

19.6. How to work with Coaching and Psychotherapy 
19.7. Learning in Coaching

19.7.1. Take off the Masks 
19.7.2. Coaching and Psychologists

19.8. Coaching in the Company

19.8.1. Facing Challenges that Can Be Assumed
19.8.2. The Life of Managers
19.8.3. Self-Deception

19.9. All Psychological Therapy Involves Personal Growth

19.9.1. Coach or Psychologist, According to the Coaches
19.9.2. Conflict and Coaching

19.10. Clear Goals 

19.10.1. Definition of Where you Are 
19.10.2. Definition of Where you Want to Go

19.11. To Feed Back with the Activity 

19.11.1. Place the Attitude in Action and not in Anticipatory Thinking 
19.11.2. Verbalize Small Accomplishes 
19.11.3. Be Flexible and Allow Frustration 

19.12. Work on Self-Deception

19.12.1. The coach as a Trainer
19.12.2. The coach as an Advisor
19.12.3. The coach as a Corrector

19.13. Obstacles to Coaching

19.13.1. Feedback
19.13.2. Coaching Through Rewards
19.13.3. Coaching and Leadership

19.14. Emotional Management Through the C.E.B Model (Conscious Emotional Bonding)

19.14.1. What is Proposed?
19.14.2. Identity Marks of the Emotional Bonding Model. Conscious (CEB)
19.14.3. Basic Assumptions of the CEB Model
19.14.4. Conclusions

19.15. Dialogue with Beliefs

19.15.1. A Critique of Goleman's Work
19.15.2. Intelligence and Emotional Intelligence

19.16. Emotional Neuroanatomy

19.16.1. The Brain and its Messengers

19.17. Intrapersonal Skills

19.17.1. Self-Concept
19.17.2. Basic Emotions

Module 20. Pharmacological Intervention in Anxiety and Stress Disorders    

20.1. Anxiety or Panic Disorder
20.2. Agoraphobia
20.3. Social Phobia
20.4. Specific Phobias
20.5. Generalized Anxiety Disorder
20.6. Obsessive Compulsive Disorder and Related Disorders
20.7. Separation Anxiety Disorder
20.8. Adaptation Disorder
20.9. Dissociative Disorders
20.10. Somatic Symptom Disorders
20.11. Trauma and Stress-Related Disorders

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