With this qualification you will find the necessary tools to diagnose the needs of patients with High Capacities in a successful way, expanding your competences as a Psychology professional"

The learning process in children and adolescents is very important, especially in those who present specific educational needs due to their High Capacities. Their recommendations will contribute satisfactorily in their development, so that once diagnosed, both individual and collective projects will be implemented to enhance their skills, marking a before and after in the lives of patients.

This Postgraduate diploma provides knowledge on analysis for the identification of the needs of patients with High Capacities. In this way, specialists will approach giftedness from a different perspective and will acquire the necessary skills to provide effective care. They will understand the peculiarities of the adolescent brain and the mechanisms of reward, self-control and motivation, and will be able to differentiate between manifestations or symptoms that could be related to high capacity and symptoms that could be related to the presence of disorders.

A complete educational plan that will bring you up to date with the most innovative methodologies to respond to the educational and emotional needs of children with this profile, making you a psychologist with a broadened view of new diagnoses and therapeutics, being an expert in Neuropsychology of High Capacity Individuals.

This will be possible in only 6 months thanks to TECH's methodology, which bases its programs on the most advanced and the most efficient learning systems, offering a syllabus that provides high rates of results.  An intensive work that will be done 100% online, which makes it perfectly compatible with other day-to-day occupations. A high-level step that will become a route to improvement, not only on a professional level but also on a personal level.

With this program you will identify the educational needs of children and adolescents with High Capacities, evolving in your profession as a psychologist"

This Postgraduate diploma in Identifying the Educational Needs of High-Capacity Individuals contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Case studies presented by experts in High-Capacity Individuals and Inclusive Education
• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• 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

TECH puts in your hand the most complete and up to date teaching contents in the market"

The program includes in its teaching staff a team of professionals from the sector who bring to this training the experience of their work, in addition to recognized specialists from prestigious reference societies and universities.

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 education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Know the different possibilities of personalized, adaptive or inclusive detection"

With TECH a new educational model is possible"

This program has the highest quality contents in the sector, which have been designed by professionals of the highest level with the objective of ensuring that students learn to detect the needs of high-capacity individuals and to work with them to positively influence their lives. In this way, in a 100% online way, you will be up to date in a fast and comfortable way, since with only a device with an internet connection you will be able to enjoy the most up to date content. There will be 6 months of intensive study that you will organize at your own pace, without pre-set schedules or attending to a classroom.

This qualification will ensure you the best theoretical and practical content and you will be able to maximize your job opportunities"

Module 1. Definition and Classification of High-Capacity Individuals

1.1. Definitions of High-Capacity Individuals

1.1.1. What do we mean by High Intellectual Capacities?   
1.1.2. Models to differentiate High Capacity Individuals  
1.1.3. Definition of High Capacities: principles to take into account   
1.1.4. Variables that intervene in the identification of High Capacity Individuals  
1.1.5. Risk factor of the High Capacity Individuals  
1.1.6. Defining the diversity of High Capacities: profiles of High Intellectual Capacity Individuals

1.2.  Spectrum of High-Capacity Individuals

1.2.1. Differential Evolutionary Profiles 
1.2.2. Qualitative Cut-off Points 
1.2.3. East of the Gaussian Bell 
1.2.4. Crystallization of Intelligence 

1.3. Intellectual Precociousness 

1.3.1. Intellectual Precociousness Characteristics 
1.3.2. Annotated Real Case Studies 

1.4. Simple Talent 

1.4.1. Simple Talent Characteristics 
1.4.2. Verbal Talent 
1.4.3. Mathematical Talent 
1.4.4. Social Talent 
1.4.5. Motor Talent 
1.4.6. Musical Talent 
1.4.7. Real Case Studies of the Different Talents

1.5. Compound Talent 

1.5.1. Academic Talent 
1.5.2. Artistic Talent 
1.5.3. Real Case Studies of Compound Talents 

1.6. Giftedness 

1.6.1. Differential Diagnosis 

1.7. Characteristics of Giftedness 

1.7.1. Gender and Evolutionary Variables 
1.7.2. Giftedness Clinic 
1.7.3. Double Exceptionality

1.8. Giftedness Clinic 

1.8.1. Introduction to Desynchronies  
1.8.2. Other disorders and comorbidities

1.9.  Cognitive Learning Styles 

1.9.1. Learning Styles 
1.9.2. Brain quadrant model 
1.9.3. Silverman's dimensional model 
1.9.4. Experience-based learning model 
1.9.5. Neurolinguistic Programming Model 
1.9.6. Cognitive Learning Styles 
1.9.7. Questionnaires and instruments for their assessment 
1.9.8. Implications in Educational Practice

Module 2. Identification of High-Capacity Individuals 

2.1. Group and Individual Detection: Tools 

2.1.1. Legislative section 
2.1.2. Historical Approach  
2.1.3. Individual and group detection of High Capacities
2.1.4. Tools for the Individual and group detection of High Capacities 

2.2. Psychopedagogical Evaluation Models 

2.2.1. Psychopedagogical Evaluation Principles 
2.2.2. Measurement Validity and Reliability 

2.3. Psychometric Assessment Tools 

2.3.1. Cognitive Aspects 
2.3.2. Performance and Aptitude Tests 
2.3.3. Complementary Tests 

2.4. Qualitative Assessment Tools

2.4.1. Personality Tests 
2.4.2. Motivation Tests 
2.4.3. Behavior Tests 
2.4.4. Self-concept Tests 
2.4.5. Adaptation and Socialization Tests 
2.4.6. Projective Tests

2.5. Multidisciplinary Assessment and Clinical Diagnosis

2.5.1. Educator and Teacher Contributions 
2.5.2. Specialist Psycho-pedagogue Contributions 
2.5.3. Clinician and Physician Contributions 
2.5.4. Asynchronous Neurodevelopment 

2.6. Comorbidities

2.6.1. Asperger’s Syndrome 
2.6.2. Double Exceptionality 
2.6.3. Attention Deficit Disorder with or without Hyperactivity 
2.6.4. Personality Disorders 
2.6.5. Eating Disorders 
2.6.6. Learning Difficulties 

2.7. Personal Treatment

2.7.1. Trauma Intervention  
2.7.2. Educational measures for High Capacity students 
2.7.3. Principles and guidelines to be taken into account by the teachers  
2.7.4. Tutorial Action  
2.7.5. Supervision and assessment of the measures carried out

2.8.  Response to the family's demand 

2.8.1.  The family as a socializing agent  
2.8.2. High Capacities and main characteristics of this type of students. 
2.8.3. Role of Parents  
2.8.4. Family models and their influence on the development of High Capacities 
2.8.5. Main concerns of family members 
2.8.6. Myths and Reality about High Capacities 
2.8.7.  Strategy for families

2.9. Guidelines for Educational Response

2.9.1. Big changes at the school  
2.9.2. Educational Response

Module 3. Neuropsychology of High-Capacity Individuals 

3.1. Introduction to Neuropsychology

3.1.1. Introduction to Neuropsychology 
3.1.2. Brain Development
3.1.3. The Development of Intelligence
3.1.4. The Flynn Effect.

3.2. Crystalization of High-Capacity Individuals

3.2.1. Introduction to Differences in HC C:
3.2.2. HC skull size hypothesis C:
3.2.3. HC Hypothesis of process differentiation C:
3.2.4. HC Hypothesis of neuronal hyperconnectivity C:
3.2.5. HC Neuronal Inhibition C:
3.2.6. HC Neuronal Plasticity C:

3.3. Differential Cognitive Functioning 

3.3.1. Cognitive differences in HC C:
3.3.2. Positive decay theory 
3.3.3. Resource management optimization 
3.3.4. The over-optimized cognitive process in H C:
3.3.5. Cognitive differences in Early Childhood

3.4. Metacognitive Regulation 

3.4.1. Defining Metacognition 
3.4.2. Development of Metacognition 
3.4.3. The Relation between Metacognition. and Intelligence 
3.4.4. Metacognition training

3.5. Endophenotypes or Neurobiological Markers  

3.5.1. The origin of H C:
3.5.2. Endephenotypes and H C:
3.5.3. Inheritability of H C:
3.5.4. Neurobiological markers of H C:
3.5.5. Endophenotypes vs. Neurobiological markers of H C:

3.6. Contributions to Clinical Diagnosis 

3.6.1. Psychological problems and H C: 
3.6.2. H C and ADHD 
3.6.3. H C and Learning Disorders
3.6.3. H High-Capacities and Oppositional Defiant Disorder
3.6.4. H HC and ASD 

3.7. Plasticity and Brain Development 

3.7.1. Neuronal Plasticity Introduction 
3.7.2. The Role of Neurogenesis 
3.7.3. Fragility of the Neuronal Plasticity 
3.7.4. Brain development in High-Capacity Individuals C:

3.8. Cognitive Processing and Learning 

3.8.1. Cognitive processes in High-Capacity Individuals C:
3.8.2. Feelings in High-Capacity Individuals C:
3.8.3. Perception in High-Capacity Individuals C:
3.8.4. Attention in High-Capacity Individuals C:
3.8.5. Memories in High-Capacity Individuals C:
3.8.6. Emotion in High-Capacity Individuals C:
3.8.7. Learning in High-Capacity Individuals C:
3.8.8. The P.A.S.S. theory 
3.8.9. Motivation in High-Capacity Individuals C:
3.8.10. The MEPS Model

3.9. Different Minds, Different Learning Experiences.

3.9.1. Approximation to Differences in H C:
3.9.2. Approximation to H C from Talents 
3.9.3. Facilitating factors of H C: 
3.9.4. Environment and High-Capacity Individuals
3.9.5. Characteristics of Students with H C:

3.10. Brain Functioning: Classroom Strategies

3.10.1. High- Capacity Individuals in Classroom
3.10.2. Neuroeducation and High-Capacity  Individuals
3.10.3. School adaptations for High-Capacity Individuals

Module 4. Clinical Aspects and Educational Needs of High-Capacity Individuals 

4.1. Clinical aspects,  non-pathological

4.1.1. Criteria in Manual for Reference: 
4.1.2. Multiprofessional teams  

4.2. The Biopsychosocial Model 

4.2.1. Biological Fundamentals 
4.2.2. Phsycological Fundaments 
4.2.3. Social Fundaments

4.3. Clinical Manifestations of High-Capacity Individuals 

4.3.1. Internal Dyssynchrony 
4.3.2. External Dyssynchrony 
4.3.3. Negative Pygmalion Effect 
4.3.4. Identity Diffusion Syndrome 
4.3.5. Overexcitabilities 
4.3.6. Cognitive and Creative Functions

4.4. Clinical Features and Explanation on the Basis of High-Capacity Individuals

4.4.1. Most Frequents Symptoms 
4.4.2. Explanation based on High Capacity Individuals 
4.4.3. Most Frequent Diagnostic Confusions

4.5. Needs derived from self-knowledge and cognitive profile

4.5.1. I Know What I Am Like 
4.5.2. I Know How I Behave 
4.5.3. Homogeneity vs. Heterogeneity 
4.5.4. Capacity and Performance 

4.6. Needs derived from the teaching-learning process 

4.6.1. Defined Style 
4.6.2. Undefined Style 
4.6.3. Transmitting Information 
4.6.4. Methodological Flexibility 

4.7. Personality and Emotional Needs

4.7.1. Personality Profiles 
4.7.2. External Points

4.8. Motivation and Emotional Needs 

4.8.1. Affective Problems 
4.8.2. Hypomotivation  

4.9. Interaction Needs 

4.9.1. Peer Relationships 
4.9.2. Other Group Relationships

With TECH a new tool for professional development has arrived"