Master psychology, consisting 6 courses IM8-1 CERTIFICATE

Name: Master psychology, consisting 6 courses IM8-1 CERTIFICATE
Rating: 4.5 (83 reviews)

Formed by courses in child psychology, Autism, Dyslexia and depression

Bestseller

Created byMywebstudies

Last updated 5/2026

English

What you'll learn

The master's degree in psychology is made up of the following courses
Child Psychology Course CERTIFICATE - InC047
Dyslexia Course CERTIFICATE - InC024
Autism Course CERTIFICATE - InC044
Course psychology treatment of depression CERTIFICATE -INC048
ACT Psychology Course - Acceptance and Commitment Therapy CERTIFICATE - C85
Sports Psychology Course - C83

Course content

7 sections • 779 lectures • 67h 24m total length

1.1 DEFINITION OF THE ROLE AND DEMYSTIFYING3:36
1.2 STRATEGIES FOR ENTERING THE SPORTS ORGANIZATION3:49
1.3 LOGISTICAL AND FINANCIAL PLANNING3:55
1.4 WEEKLY ORGANIZATION AND REPORTING3:33
2.1 BRAIN ANATOMY APPLIED TO SPORTS3:57
2.2 BIochemistry OF WELL-BEING AND EXERTION4:18
2.3 MIRROR NEURONS AND VICARIOUS LEARNING4:06
3.1 SELF-DETERMINATION THEORY4:19
3.2 SMART METHODOLOGY IN SPORTS3:54
3.3 PROCESS GOALS VS. OUTCOME GOALS3:48
3.4 PERFORMANCE PROFILING3:37
4.1 TRAIT ANXIETY VS. STATE ANXIETY4:50
4.2 EXPLANATORY MODELS OF STRESS4:15
4.3 THE PHENOMENON OF CHOKING4:13
4.4 COPING STRATEGIES3:45
5.1 INTERNAL FOCUS VS. EXTERNAL FOCUS3:56
5.2 PROCESSING EFFICIENCY AND DISTRACTIONS3:53
5.3 THE IRONIC EFFECT IN SPORTS3:40
5.4 THE ZONE3:47
6.1 DIAFRAGMATIC AND CONTROLLED BREATHING3:52
6.2 PROGRESSIVE MUSCLE RELAXATION3:51
6.3 PRE-COMPETITION ROUTINES4:12
6.4 MINDFULNESS3:58
7.1 MECHANISMS OF VISUALIZATION4:13
7.2 THE PETTLEP MODEL4:13
7.3 INTERNAL VS. EXTERNAL PERSPECTIVE4:02
7.4 IMAGERY AND VIDEO SCRIPTS3:43
8.1 SELF-EFFICACY THEORY4:35
8.2 INTERNAL DIALOGUE (SELF-TALK)4:14
8.3 REFRAMING AND POSITIVE THINKING4:05
8.4 BUILDING RESILIENCE4:14
9.1 BASICS OF ACT AND RELATIONAL FRAMEWORK THEORY4:33
9.2 THE HEXAFLEX IN SPORTS4:38
9.3 EXPERIENTIAL AVOIDANCE4:08
9.4 THE SELF AS CONTEXT4:05
10.1 THE ACT MATRIX4:58
10.2 COGNITIVE DEFUSION3:56
10.3 VALUES AND COMMITTED ACTION3:59
10.4 INTERVENTION METAPHORS3:54
11.1 DIFFERENCE BETWEEN A GROUP AND A TEAM4:30
11.2 TUCKMAN MODEL TEAM DEVELOPMENT STAGES4:27
11.3 TASK COHESION VS. SOCIAL COHESION4:02
11.4 SOCIAL LOAFING (RINGELMANN EFFECT)3:49
12.1 CLASSIC LEADERSHIP STYLES4:03
12.2 TRANSFORMATIONAL LEADERSHIP3:42
12.3 CREATING CULTURE AND VALUES3:45
12.4 EFFECTIVE COACH-ATHLETE COMMUNICATION4:06
13.1 CHILD MOTIVATION4:08
13.2 SPORTS DROPOUT3:49
13.3 THE SPORTS TRIANGLE: COACH, ATHLETE, PARENTS4:11
13.4 FACILITATING LEARNING ENVIRONMENTS3:54
14.1 HISTORICAL EVOLUTION OF WOMEN IN SPORTS4:10
14.2 DIFFERENTIAL MOTIVATIONAL FACTORS3:52
14.3 PSYCHOLOGY OF PARALYMPIC SPORTS4:18
15.1 PSYCHOLOGICAL IMPACT OF INJURY4:13
15.2 FEAR OF RELAPSE3:52
15.3 ATHLETIC IDENTITY AND IDENTITY CLOSURE4:12
15.4 PLANNING FOR RETIREMENT FROM SPORTS3:47
16.1 DEPRESSION IN ATHLETES4:11
16.2 SPORTS BURNOUT4:05
16.3 OVERTRAINING SYNDROME4:02
16.4 GENERALIZED ANXIETY AND PANIC3:56
17.1 GAMBLING ADDICTION IN SPORTS4:15
17.2 SUBSTANCE USE AND ALCOHOL4:03
17.3 IMPACT OF SOCIAL MEDIA3:51
17.4 SLEEP HYGIENE AND RECOVERY3:48
18.1 THE PRINCIPLE OF SUPERCOMPENSATION4:37
18.2 EXERCISE ADHERENCE4:27
18.3 FIELD VS. CLINIC INTERVENTIONS4:06
18.4 CHARACTER DEVELOPMENT AND FAIR PLAY3:55
18.5 AGGRESSION IN SPORTS4:07
18.6 BUILDING A SENSE OF PURPOSE3:56
18.7 MOOD AND PERFORMANCE3:58
18.8 MUSIC AND STATE MODULATION3:55
18.9 MULTIDISCIPLINARY WORK4:01
18.10 PRACTICAL PSYCHOLOGICAL ASSESSMENT3:49
18.11 SELF-CARE FOR THE PSYCHOLOGIST3:49
18.12 POSITION-SPECIFIC INTERVENTIONS3:51
18.13 COPING WITH VICTORY AND DEFEAT3:46
18.14 THE PERSON BEHIND THE ATHLETE4:11

1.1 Framing and Definition of Therapy5:27
1.2 Empirical Evidence and Scope5:11
1.3 The Philosophy of Suffering and Pain4:56
1.4 The Paradox of Progress and Well-Being5:06
2.1 Basic RFT Relational Frame Theory4:26
2.2 Evolution and Survival4:42
2.3 The Dark Side of Language4:22
2.4 Psychological Flexibility vs. Rigidity4:27
3.1 Overview of Hexaflex5:06
3.2 The Inflexa Model of Psychopathology4:51
3.3 The Stuck Not Broken Perspective4:29
4.1 The Control Trap4:44
4.2 Experiential Avoidance4:39
4.3 Creative Hopelessness4:19
4.4 Metaphors of Control Ineffectiveness4:37
5.1 Understanding Cognitive Fusion4:51
5.2 Thoughts as Historical Events4:27
5.3 The Story of Not Good Enough and Impostor Syndrome4:35
5.4 Absorption vs. Fusion4:26
6.1 Verbal Distancing Techniques4:52
6.3 Visualization exercises for defusion4:29
6.4 Metaphor: The bus passengers4:31
7.1 Redefining acceptance4:33
7.2 The fight switch4:17
7.3 Metaphors of active acceptance4:32
7.4 Willingness and curiosity4:23
8.1 Clinical vs. traditional mindfulness4:38
8.2 The Anchor in the Storm4:30
8.3 Brief Connection Exercises4:24
8.4 Informal Mindfulness and Divided Attention4:29
9.1 The Dimensions of the Self5:05
9.2 Metaphors of Transcendence4:51
9.3 Transcendence Exercises4:51
10.2 Characteristics of Values4:50
10.3 Direction Metaphors4:42
10.4 Values and Flexibility4:45
11.1 Deep Visualization Techniques5:07
11.2 Removal of Barriers and Fear5:07
11.3 Exploration of Vital Areas4:58
11.4 Discovery Metaphors4:35
12.1 Committed Action4:35
12.2 Setting Effective Goals4:22
12.3 Micro-commitment strategies4:27
12.4 Barriers to action4:44
13.1 The therapist's stance4:57
13.2 Essential therapeutic conditions4:58
14.1 Assessment and Formulation5:29
14.2 Structure of sessions5:06
14.3 Non-linearity of treatment4:40
15.1 Anxiety and Phobias4:55
15.2 Depression and Rumination4:37
15.3 Addictions and Impulse Control4:31
15.4 Obsessive-Compulsive Disorder (OCD)4:27
16.1 The Happiness Trap5:07
16.2 Relapse Prevention and the Future5:07
17.1 Addiction as Experiential Avoidance4:54
17.2 Impulse Management Urge Surfing5:04
17.3 Comprehensive Treatment5:12
18.1 Managing Doubt and Uncertainty4:50
18.2 Normalization of Intense Emotions5:10
18.3 Positive Thinking vs. Restructuring vs. Defusion4:53
18.4 Suggestion and Fusion4:26

1.1. Historical evolution of depression and its forms of treatment5:11
1.2. Difference between sadness and depression5:40
1.3. Identification and diagnosis of clinical depression5:04
1.4. Depression and somatic symptoms4:35
1.5. Depression from the brain. Structures, chemistry, and paths to recovery5:33
1.6. How beliefs are formed and their impact on emotional well-being4:59
1.7. Rigidity in life plans and its impact on emotional well-being5:33
1.8. The three mental focuses that fuel emotional distress4:29
1.9. Somatization in depression5:14
1.10. Conscious choice as a tool for modifying emotional distress4:58
1.11. Levels of depression: mild, moderate, and severe4:51
1.12. The link between rest and emotional health4:57
1.13. Internal reconstruction: how to transform the beliefs that fuel distress4:45
1.14. Risk factors and triggers5:21
1.15. Rebuilding identity: a key tool for emotional transformation5:40
1.16. The importance of timely diagnosis4:19
1.17. Rediscovering identity to escape emotional suffering4:39
1.18. Don't self-medicate, seek specialized support5:04
1.19. Rebuilding identity from a conscious perspective4:29
1.20. Rediscovering personal identity: a step toward transformation4:54
1.21. How to redefine your internal rules to feel good about yourself4:38
1.22. Rebuilding identity from within: a path to emotional well-being4:43
1.23. Self-care and support networks3:28
1.24. Recommended physical exercises4:00
1.25. Coping and prevention strategies4:31
2.1. Types of depression8:21
2.2. Depression in children and adolescents4:01
2.3. Depression in creative minds4:41
2.4. Cyclothymia: a mild but persistent mood disorder4:25
2.5. Bipolar disorder4:45
2.6. Depression due to pain or grief4:33
2.7. Prenatal and postpartum depression4:46
2.8. Persistent depression in children and adolescents4:28
2.9. Depression in the elderly4:43
2.10. Major depression4:45
3.1. Understanding how depressive thoughts work6:09
3.2. Recognizing the repetitive emotional circuit: a key to overcoming distress5:28
3.3. How to control negative thoughts and the inner voice5:09
3.4. Strengthening SELF-ESTEEM to manage CRITICISM4:09
3.5. Transforming the belief system to promote emotional recovery4:55
3.6. Psychological strategies to modify mental patterns7:21
3.7. Behavioral activation: breaking the cycle of inactivity6:43
3.8. Regulating physical habits to promote well-being6:05
3.9. Reviewing beliefs to transform emotional distress4:54
3.10. Regaining social connection6:12
3.11. Emotional approach: healing past wounds6:56
3.12. Opening up to pain without running away from it: gradual emotional exposur3:51
3.13. The meaning of depression: a call for change4:56
3.14. The importance of professional help5:31
3.15. The recovery process: hope, patience, and perseverance6:00
4.1. Introduction to cognitive behavioral therapy (CBT)3:51
4.2. How to apply cognitive behavioral techniques in primary care.3:48
4.3. Why educating patients and their families about depression improves treatme3:44
4.4. Addressing false beliefs that hinder patient recovery3:24
4.5. How to detect negative behaviors that reinforce depression3:53
4.6. The importance of social and family support in treatment4:09
4.7. Techniques for assessing history, symptoms, and baseline depression3:32
4.8. Practical tools for identifying thoughts and emotions3:09
4.9. How to interpret thoughts, emotions, and behaviors in therapy3:10
4.10. Recognizing distorted thoughts and their emotional effect4:43
4.11. Cognitive restructuring, relaxation, gradual exposure, among others6:33
4.12. Tools for measuring and controlling negative emotions2:35
4.13. How to design a personalized plan and evaluate its progress2:54
4.14. Importance of resuming healthy routines in patient recovery2:38
4.15. Encouraging assertiveness, emotional expression, and criticism management3:18
4.16. Practical steps for facing and resolving difficult situations.3:36
4.17. When and how to recommend complementary pharmacological treatment2:40
4.18. Practical guidelines on how to structure therapy sessions.4:32
4.19. Criteria for discharge and strategies to prevent relapse.4:37
4.20. The importance of teamwork in achieving optimal therapeutic results4:08
5.1. Overview of depression in children and adolescents3:29
5.2. Theoretical perspectives on depression4:51
5.3. Factors that influence the onset of depression in children and adolescents4:43
5.4. Clinical manifestations according to developmental stage4:56
5.5. Diagnosis and clinical tools5:19
5.6. Comprehensive treatment of depression in minors5:35
5.7. Prevention, prognosis, and school reintegration in childhood and adolescent5:04
5.8. Influence of the family environment on the onset of depression5:26
5.9. School factors as emotional triggers5:11
5.10. Effective strategies for early detection in the school environment5:19
5.11. Emotional indicators expressed in the body5:31
5.12. Essential elements of clinical diagnosis6:18
5.13. Role of the support network: family, school, and community3:16
5.14. Therapeutic tools at home3:28
5.15. The importance of the emotional bridge4:13
6.1. Introduction to psychogeriatrics4:47
6.2. Overview of depression in older adults4:42
6.3. Epidemiology of depression in older adults4:27
6.4. Etiology and risk factors5:09
6.5. Clinical presentation and specific symptoms4:33
6.6. Differential Diagnosis and Clinical Challenges4:59
6.7. Diagnostic Tools and Assessment Scales5:19
6.8. Suicide in Older Adults: Early Detection and Prevention4:37
6.9. Comprehensive Treatment of Depression in Older Adults5:10
6.10. Support and Care Network4:34
6.11. Clinical Cases and Integration of Learning4:53
7.1. Introduction to Perinatal Depression4:48
7.2. Classification of Perinatal Affective Disorders5:18
7.3. Risk Factors in Perinatal Depression4:18
7.4. Etiology and Factors Involved in Perinatal Depression5:07
7.5. Impact of Perinatal Depression4:26
7.6. Diagnosis and Clinical Screening4:35
7.7. Intervention and Treatment in Perinatal Depression4:28
7.8. Prevention and Comprehensive Management4:35
7.9. Clinical Cases and Specific Approaches5:27
7.10. Conclusion and Final Considerations4:28
8.1. Introduction to Perinatal Mental Health4:58
8.2. Epidemiology and Prevalence4:59
8.3. Clinical Features of Postpartum Depression5:11
8.4. Risk Factors5:10
8.5. Early Detection and Clinical Assessment5:36
8.6. Intervention and Treatment5:52
8.7. Prevention and Support Networks4:42
8.8. Consequences of non-intervention4:13
8.9. Conclusions and projections4:21
9.1. Grief as a normal psychological experience5:22
9.2. The psychological work of grief4:39
9.3. The libidinal economy of grief4:59
9.4. Health criteria in the grieving process4:14
9.5. Affective ambivalence and psychological conflict3:53
9.6. Grief as a process of subjective transformation3:49
9.7. Risks of unresolved grief4:59
9.8. The place of language and lack thereof in the grieving process5:19
9.9. Analytical support during grief4:05
9.10. Grief, psychological structure, and prevention of depression5:44
9.11. Psychoanalytic support in grief processes4:36
10.1. Overview of pharmacological treatment for depressive disorders5:50
10.2. Differences between psychotherapy and pharmacotherapy: combined indication5:12
10.3. Clinical indications for the use of antidepressants: diagnostic criteria5:51
10.4. Most commonly used types of antidepressants: SSRIs, duals, tricyclics, and5:41
10.5. Start of treatment: time of action, adherence, and clinical response5:31
10.6. Common side effects and considerations based on patient profile5:07
10.7. Recommended duration of treatment and criteria for gradual withdrawal5:51
10.8. Importance of psychiatric support during follow-up5:29
10.9. Monoamine oxidase inhibitors. Potent antidepressants with important precau4:30
10.10. Serotonin syndrome: a serious reaction to excess serotonin4:59
10.11. Tyramine and antidepressants: an interaction that should not be ignored4:42
10.12. Neurogenesis and pharmacological treatment in depression4:24
11.1. Self-medication as a social and clinical phenomenon5:28
11.2. Factors that encourage self-medication: accessibility, misinformation, and5:57
11.3. Dangers of self-medication with psychotropic drugs: adverse effects and de5:00
11.4. So-called “Z drugs”: commonly used hypnotics and clinical risk4:10
11.5. Inappropriate use of benzodiazepines and antidepressants without medical s5:22
11.6. Clinical consequences: excessive sedation, tolerance, risk of suicide4:31
11.7. Legal regulation and health control of psychotropic drugs4:58
11.8. The role of professionals in prevention and education about self-medicatio4:01
12.1. Essential knowledge and qualities for the practice of psychological therap4:50
12.2. Person-centered therapy4:37
12.3. Couples and family therapy4:05
12.4. Gestalt therapy, a present-focused approach:4:39
12.5. Psychodynamic and interpersonal therapy4:34
12.6. Behavioral therapy4:39
12.7. Stepwise treatment: a progressive model for addressing depression4:59
13.1. Yoga as a therapeutic resource in the management of depression3:50
13.2. Creative therapies as support in the treatment of depression4:24
13.3. Omega-3 fatty acids and emotional health4:08
13.4. St. John's wort4:17

1.1. Definition and scope of child psychology4:30
1.2. Main theories of child development6:10
1.3. Research methods in child psychology6:18
1.4. Factors influencing child psychological development7:36
1.5. Prenatal and neonatal development5:16
1.6. Importance of early childhood in emotional development7:10
1.7. Cognitive development in childhood7:41
1.9. Holistic well-being in childhood and adolescence7:56
2.1. Discipline in child rearing4:25
2.2. Patience in raising children4:38
2.3. Parenting model in authoritarian families5:18
2.4. Parenting model in overprotective families5:26
2.5. Parenting model in permissive families5:03
2.6. Ideal parenting model5:55
2.7. Safe environment in child rearing6:18
2.8. Children's self-esteem and parenting6:01
2.9. Self-regulation in child rearing6:43
2.10. Role of adults in the development of a child's skills7:07
2.11. Controlled participation of children in adult conversations7:57
2.12. How do positive words affect children?5:22
2.13. Celebrate children's efforts, not just their success.6:01
2.14. Make your child feel special6:36
2.15. Spontaneity in parenting5:15
2.16. Love in the parenting environment6:32
2.17. The influence of parenting styles on children's behavior6:12
2.18. Financial responsibility tips for parents raising children5:48
2.19. Challenges of parenting5:48
3.1. Emotional bonding and early attachment4:27
3.2. Development of basic emotions4:24
3.3. Emotional regulation in children3:52
3.4. Emotional regulation strategies6:24
3.5. Emotional development tools5:50
3.6. Influence of the family environment on emotional development3:47
3.7. Strategies to foster emotional intelligence in childhood4:26
3.8. Manifestations of emotional problems in children4:53
3.9. Therapeutic interventions in child emotional development5:28
3.10. Explain and teach children to express emotions4:07
3.11. What can parents do to help their children manage their emotions?4:46
4.1. Stages of cognitive development according to Piaget5:20
4.2. Development of preoperational and operational thinking4:54
4.3. Language development in childhood4:45
4.4. Factors influencing language acquisition6:00
4.5. Memory and attention development in children5:45
4.6. Importance of play in cognitive development5:14
4.7. Learning difficulties and how to address them6:28
4.8. Strategies to stimulate critical thinking in childhood6:21
4.9. Cultivating somatic awareness and nervous system health4:43
4.10. Gifted children. Teaching techniques6:01
4.11. Conditions necessary for children to develop their talents5:29
4.12. Positive support for developing children's talents5:40
4.13. Discipline and talent5:02
4.14. Habits to foster children's talents6:13
4.15. Technologies based on children's talents5:40
5.1. Children's self-perception5:18
5.2. Understanding changes in children5:27
5.3. Understanding the child's context4:57
5.4. Spiritual formation in children4:21
5.5. Self-definition, self-esteem, and play from preschool onwards5:31
5.6. Do not underestimate children's reasoning5:26
5.7. Help your child develop social skills5:53
5.8. Fear of making mistakes in children5:02
5.9. Social identity. Children's roles5:21
6.1. What is child socialization?4:49
6.2. Role of the family in child socialization5:24
6.3. Development of identity and self-concept5:31
6.4. Development of social skills and empathy5:33
6.5. Influence of friends and peers on socialization5:46
6.6. Development of morals and values in childhood5:03
6.7. Interventions to address behavioral problems5:24
6.8. Strategies to promote inclusion and diversity5:24
7.1. Behavior management using points and rewards4:45
7.2. Rewards according to the child's preferences5:11
7.3. Communication in the point system5:31
7.4. Effectiveness of the reward system5:27
7.5. Children who avoid responsibility5:36
7.6. Plan to improve behavior4:56
7.7. Explaining consequences to children3:46
7.8. Appropriate conditions for punishment5:03
7.9. Parenting mistakes7:12
7.10. Effects of excessive stimulation4:23
7.11. Ignoring positive behavior5:23
7.12. Communication and behavior control6:11
7.13. Five-factor personality test6:01
7.14. Influence of siblings on personality4:14
7.15. Imitation of parental behavior5:00
7.16. Strategies for children who are victims of bullying4:10
7.17. Strategies for aggressive children4:26
8.1. Psychological assessment methods in children5:22
8.2. Interviews and observation in child assessment5:43
8.3. Psychometric and intelligence testing in childhood5:58
8.4. Assessment of behavior and social skills6:11
8.5. Academic performance assessment6:47
8.6. Assessment of developmental disorders5:43
8.7. Ethical considerations in psychological assessment5:43
8.8. Communicating results to parents and caregivers4:30
9.1. Erikson's psychosocial development theory4:56
9.2. Behavior theories5:20
9.3. Piaget: four stages of cognitive development6:41
9.4. Bowlby and Ainsworth. Attachment theory6:56
9.5. Bandura's social learning theory6:16
9.6. Vygotsky's sociocultural theory6:44
9.7. Logical systems theory or bioecological model6:42
9.8. Theory of mind6:12
9.9. Emotional regulation and self-expression5:28
9.10. Theory of self-regulation5:44
9.11. Freud's theory of psychosexual development4:49
10.1. Autism spectrum disorders (ASD)5:15
10.2. Language and communication disorders6:12
10.3. ADHD (attention deficit hyperactivity disorder)7:02
10.4. Learning disorders7:03
10.5. Sleep disorders and enuresis5:19
10.6. Strategies for children with sleep disorders4:07
10.7. Behavioral and conduct disorders6:36
10.8. Support strategies for children with developmental disorders6:58
10.9. Classification and diagnosis of psychological disorders in children6:45
10.10. Risk and protective factors in child psychopathology5:57
10.11. The four Ds of psychopathology4:55
10.12. Mood disorders in children5:52
10.13. Anxiety disorders in childhood5:40
10.14. Different forms of anxiety disorders6:10
10.15. Triggers of anxiety during parenting6:30
10.16. Parental behaviors that cause anxiety in children6:34
10.17. Taking control of our children's anxiety5:37
10.18. Parental anxiety in the parenting process5:24
10.19. Depressive disorder in children5:47
10.20. Eating disorders in children5:33
10.21. Therapeutic approach to child psychopathology5:16
11.1. Types of therapy for children5:35
11.2. Cognitive-behavioral therapy in children5:44
11.3. Play therapy and its therapeutic application6:24
11.4. Family therapy in the context of children6:04
11.5. Art therapy and creative expression6:06
11.6. Exposure therapy for anxiety disorders5:42
11.7. Mindfulness-based interventions5:43
11.8. Early intervention programs5:33
11.9. Interdisciplinary coordination in psychological interventions5:30
11.10. Children's needs through schema therapy5:37
12.1. Types of temperaments in children5:06
12.2. Strategies for managing a child's temperament5:09
C:\Users\rafa\Desktop\borrar 47 ingles\12.3.Factores que influyen en el temperam4:59
12.3. Factors influencing a child's temperament4:59
12.4. Children with difficult temperaments4:27
12.5. Children with easy or flexible temperaments4:07
12.6. Children with fearful or caustic temperaments4:36
12.7. Children with rhythmic temperaments4:59
12.8. Temperament according to Thomas and Chess's theory5:37
12.9. Adaptability in parenting5:07
12.10. Mood in children5:07
12.11. The sensory threshold in children6:34
12.12. Adapting to your child's temperament5:13
13.1. Cognitive development in children5:16
13.2. Role of the psychologist in the educational field5:46
13.3. Assessment of special educational needs6:12
13.4. Designing educational intervention programs5:02
13.5. Strategies to promote academic performance5:40
13.6. Prevention of bullying and violence5:28
13.7. Academic and vocational counseling5:24
13.8. Collaboration with teachers and school staff5:33
13.9. Curricular adaptations and support for diversity6:09
13.10. Excessive burden in the learning process5:12
13.11. Learning techniques in childhood5:02
13.12. Effects of celebrations on the learning process5:09
13.13. How to avoid distractions?4:44
13.14. Anxiety in children in the educational process4:31
13.15. Common learning and developmental disorders in childhood6:34
13.16. Managing learning problems5:38
14.1. Comparison between childhood and adolescence5:09
14.2. Physical and hormonal changes in adolescence6:48
14.3. Cognitive development and decision making5:36
14.4. Development of identity and autonomy6:13
14.5. Family relationships and conflicts in adolescence5:41
14.6. Sexual development in adolescence5:50
14.7. Influence of media and technology5:20
14.8. Risk and protective factors in adolescence5:08
14.9. Interventions for common problems in adolescence7:19
14.10. Adolescent development and globalization6:06
15.1. Technology and child development5:50
15.2. Appropriate use of devices5:45
15.3. Digital skills in children6:01
15.4. Social media: risks and benefits5:24
15.5. Cyberbullying and prevention4:17
15.6. Video games and digital content4:24
15.7. Online therapy for children4:58
15.8. Digital safety for families4:40
15.9. Parental responsibility for technology6:14
15.10. Screen time6:26
15.11. Accessible technology for children5:03
15.12. Accessible technology for adolescents5:04
15.13. Effective communication about technology5:12
16.1. Main psychological models and perspectives4:49
16.2. The scientific method in psychology4:55
16.3. Fundamentals of abnormal psychology5:15
16.4. Perspectives on abnormal behavior5:06
16.5. Clinical psychology5:31
16.6. The clinical interview4:53
C:\Users\rafa\Desktop\borrar 47 ingles\16.7.El DSM-5.mp45:54
16.7. The DSM-55:54
16.8. Behavioral therapy5:03
16.9. Behavior and behavioral therapy4:52
16.10. The stigma of mental illness4:48
16.11. Genetics, experiences, and upbringing5:26
16.12. Parental responsibility6:07
16.13. Social influence5:41
16.14. Learning from everyday experiences5:12
16.15. Personality traits4:36
16.16. Erikson's challenge: integrity vs. despair5:21
16.17. Old age4:51
16.18. Taboos in adult sexuality5:49
17.1. Intellectual development disorders7:50
17.2. Mood disorders5:59
17.3. Eating disorders in mental health5:37
17.4. Sleep disorders in adulthood5:58
17.5. Sexual disorders and dysfunctions5:25
17.6. Paraphilic disorders5:15
17.7. Fetishistic disorder5:44
17.8. Trends in acquired disorders5:50
17.9. Exhibitionist disorder5:42
17.10. Voyeuristic disorder5:54
17.11. Ristic disorder6:45
17.12. Pedophile disorder5:13
17.13. Sexual masochism disorder5:57
17.14. Treatments for sexual dysfunctions6:01

1.1. Definition and diagnosis of autism5:05
1.2. Autism spectrum diversity3:32
1.3. Historical approach to the discovery of autism4:34
1.4. Causes and risk factors3:23
1.5. Symptoms and manifestations of autism4:19
1.6. Importance of early diagnosis2:50
1.7. Gender Differences in Autism3:54
1.8. Statistics and prevalence4:46
1.9. Multidisciplinary approach to autism4:28
1.10. Myths and misinterpretations of autism6:27
2.1. Communication in children with autism4:26
2.2. Sensory hyper- and hypoactivity6:10
2.3. Routines and need for structure3:51
2.4. Repetitive behaviors4:11
2.5. Anxiety and sleep disorders6:08
2.6. Special interests4:05
2.7. Social skills and difficulties4:07
2.8. Strategies to address individual needs6:16
3.1. Educational options for children with autism4:09
3.2. Evidence-based therapies6:35
3.3. Speech and language therapy4:26
3.4. Occupational therapy6:53
3.5. Behavioral therapy4:08
3.6. Early intervention programs7:21
3.7. School Inclusion4:08
3.8. Educational supports and adaptations6:58
4.1. Language development in children with autism4:23
4.2. Non-verbal communication7:23
4.3. Alternative communication systems4:32
4.4. Language stimulation7:12
4.5. Understanding communication difficulties4:17
4.6. Fostering functional communication4:33
4.7. Warning signs and language delay7:05
4.8. Effective communication strategies4:27
5.1. Understanding your child's behavior4:35
5.2. Behavioral Management Strategies5:34
5.3. Application of Positive Reinforcers4:36
5.4. Consequence planning5:53
5.5. Coping strategies4:27
5.6. Crisis prevention5:27
5.7. De-escalation of crisis situations4:18
5.8. Emotional support for parents5:22
6.1. The metaphor of the brain as a computer4:15
6.2. Theory of the Mind6:31
6.3. Theory of Mind Blindness3:46
6.4. Central Coherence Weakening Theory Frith7:00
6.5. Executive Dysfunction Theory3:37
6.6. Hobson's theory3:30
7.1. Introduction to Neuroscience: Principles and Research Methods4:13
7.2. Neurobiology of Autism: Neuroanatomical and Neurochemical Basis5:57
7.3. Genetics and Epigenetics in Autism3:35
7.4. Neuroplasticity and Brain Adaptation5:38
7.5. Neuroimmunology and Autism3:42
7.6. Cognitive and Social Development in Autism6:29
7.7. Neuroimaging and Autism4:02
7.8 Neuroscience-Based Treatments for Autism6:12
8.1. Physical health in children with autism4:12
8.2. Dental care needs5:18
8.3. Nutrition and diet4:18
8.4. Medications and medical treatments6:08
8.5. Vaccines Myths and reality3:30
8.6. Addressing common health problems5:01
8.7. Strategies to take care of physical health3:45
8.8. Access to adequate health services5:52
8.9. Parental mental health5:05
9.1. Nutritional requirements of children with autism4:04
9.2. Recommended Diets for Children with Autism5:58
9.3. Gastrointestinal manifestat4:19
9.4. Eating behaviors in children with autism5:59
9.5. Relationship of the senses with food3:29
9.6. Behavioral problems affecting child nutrition5:48
9.7. Environmental problems affecting child feeding3:29
9.8. Strategies to reduce stress and anxiety before mealtime.5:09
9.9. Vitamin and mineral supplementation in autistic children.6:00
10.1. Social support for parents3:24
10.2. Creating a support network6:33
10.3. Strategies to improve family relations4:10
10.4. Effective communication with other family members and friends 10.5.6:24
10.5. Participation in support groups3:32
10.6. Rights and Legislation for Families with Autism6:37
10.7. Stigmatization and prejudice3:07
10.8. Promoting social inclusion4:45
10.9 Why are there more reports of autism cases nowadays?4:22
11.1. Sensory peculiarities of children with ASDDQA4:01
11.2. How to design a pleasant room for a child with ASD?4:34
11.3. Light and climate in the child's environment3:19
11.4. Recommended toys for children with ASD5:00
11.5. Strategies to create a pleasant environment in public spaces.3:10
11.6. Safety measures in spaces where a child with ASD lives.4:40
12.1. Education and Transition to Adulthood3:19
12.2. Independent living options4:55
12.3. Employment and vocational training3:46
12.4. Long-term care and estate planning.4:06
12.5. Legal and financial support3:16
12.6. Self-determination and decision making4:43
12.7. Self-care and parental wellbeing3:16
12.8. Resources available for the future4:12
13.1. Early stimulation3:31
13.2. Play and learning activities4:32
13.3. Fostering the development of social skills3:44
13.4. Learning through play4:30
13.5. Strategies for motivation and teaching3:34
13.6. Curricular adaptations4:45
13.7. Teamwork with educators and therapists3:41
13.8. Development of academic skills4:18
14.1. Celebrate achievements and progress3:20
14.2. Positive qualities likely to develop5:03
14.3. Fostering independence3:56
14.4. Parental self-care3:51
14.5. Defending your child's rights3:58
14.6. Establish goals and action plans4:32
14.7. Facing challenges with resilience3:08
14.8. Promotion of positive autism4:44
14.9. Inspiration and resources for the parent community5:04
14.9. Inspiration and resources for the parent community5:04

1.1. Definition and concept of dyslexia6:46
1.2. History and evolution of knowledge about dyslexia5:27
1.3. Statistics and prevalence of dyslexia worldwide5:38
1.4. Myths and realities about dyslexia5:09
1.5. Dyslexia spectrum5:45
1.6. Differences between dyslexia and other learning difficulties6:40
1.7. Genetic and environmental factors associated with dyslexia7:55
1.8. Age groups most affected by dyslexia5:51
1.9. Emotional and social impact of dyslexia7:33
1.10. Assessment and diagnosis of dyslexia8:04
1.11. The role of the family in managing dyslexia8:39
1.12. Resources and organizations that support people with dyslexia8:36
2.1. Brain functions involved in reading7:51
2.2. Disorders derived from dyslexia6:51
2.3. Neuroanatomy and neurobiology of dyslexia8:02
2.4. Typical brain development in relation to reading7:15
2.5. Connections between dyslexia and other cognitive abilities6:47
2.6. Recent neuroscientific research on dyslexia7:34
2.7. Brain plasticity and its relevance in intervention7:02
2.8. Factors that can influence response to treatment8:33
2.9. The importance of a multidisciplinary approach to intervention8:00
2.10. Technologies and advances in neuroscience applied to dyslexia8:10
2.11. Ethical implications in dyslexia research7:34
3.1. Assessment tools for dyslexia7:56
3.2. Evaluation of related linguistic and cognitive skills8:15
3.3. Adaptations and modifications for assessment6:57
3.4. Importance of early assessment in children4:57
3.5. Can a dyslexic not know that they have this condition?6:37
3.6. The role of the psychologist and other professionals in diagnosis5:56
3.7. Non-formal routes to dyslexia diagnosis7:03
3.8. Strategies for identifying dyslexia in adults6:04
3.9. Assessing the emotional and social impact of dyslexia5:47
3.10. Reports and documentation in the diagnostic process5:58
3.11. Communication of results to parents and educators4:48
3.12. Continuous assessment and monitoring over time5:41
4.1. Signs that your child needs to be assessed8:08
4.2. How to detect dyslexia at an early age?7:29
4.3. Stages of reading development8:27
4.4. Stages of writing development8:52
4.5. When to teach reading and writing?7:57
4.6. What are effective interventions for dyslexic children?7:57
4.7. Basic symptoms of dyslexia in school-age children7:28
4.8. Behaviors to address in your adolescent child7:39
4.9. Progress of communication skills in a dyslexic child7:28
4.10. Dyslexia, parenting and self-esteem7:15
4.11. Role of the teacher in the detection of dyslexia7:36
4.12. Sensitivity and intelligence of children with dyslexia8:02
5.1. Specialized schools7:03
5.2. Effective approaches and methodologies in reading instruction6:55
5.3. Curricular adaptations for students with dyslexia8:24
5.4. Evidence-based intervention programs6:21
5.5. Techniques for teaching phonics and phonological awareness6:05
5.6. Strategies for developing vocabulary and reading comprehension5:47
5.7. The use of technology in dyslexia intervention5:09
5.8. The importance of individualized support in the classroom6:10
5.9. Collaboration between education professionals5:34
5.10. Design of inclusive activities for students with dyslexia5:53
5.11. Continuous assessment and adjustment of teaching strategies5:48
6.1. Emotional impact of dyslexia on children and adolescents7:17
6.2. Development of self-esteem and self-efficacy6:53
6.3. The importance of finding a good therapist6:59
6.4. Strategies for managing frustration and anxiety6:32
6.5. The role of the psychologist in providing emotional support to people with7:18
6.6. Imagination and creativity of people with dyslexia6:37
6.7. Problem-solving ability of people with dyslexia4:45
6.8. Complexity of information processing in dyslexic people5:56
6.9. Individual and group psychological intervention5:47
6.10. Effective communication with people with dyslexia5:14
6.11. Awareness and empathy in the educational and social environment5:23
6.12. Psychological support resources available6:44
6.13. The role of the family in emotional support4:24
6.14. Coping strategies and resilience5:41
6.15. Attention deficit hyperactivity disorder (ADHD) and dyslexia7:06
6.16. Anxiety disorders and nervous breakdowns in dyslexic people4:48
7.1. How does dyslexia affect everyday life?5:02
7.2. Special needs of people with dyslexia4:40
7.3. Noise as an obstacle to concentration for dyslexic people4:36
7.4. University and dyslexia. Challenges4:51
7.5. Adaptations for dyslexics5:24
7.6. Professional success in dyslexic people5:46
7.7. Risky jobs for dyslexics5:36
7.8. Problems of labor discrimination6:34
7.9. Legal protection of dyslexics against discrimination8:12
7.10. Importance of an empathetic work environment7:42
7.11. The economic cost of living with dyslexia7:46
8.1. Technological tools for reading and writing6:59
8.2. Applications and specific software for people with dyslexia6:57
8.3. Reading devices and audiobooks6:51
8.4. Accessibility in electronic devices and educational platforms7:55
8.5. Organization and planning tools6:39
8.6. Use of artificial intelligence in dyslexia7:49
8.7. Developing digital skills for people with dyslexia6:51
8.8. Evaluation of the effectiveness of assistive technologies5:47
8.9. Accessibility in virtual environments and distance learning6:28
8.10. Trends and advances in assistive technologies5:51
8.11. Fonts and typefaces most accepted by dyslexics6:49
8.12. Fonts and typefaces less tolerated by dyslexics6:12
8.13. The use of color filters to avoid visual fatigue5:56
8.14. Fluorescent lights and dyslexia6:11
9.1. Theories on language development7:30
9.2. Orton–Gillingham method7:49
9.3 Davis method of dyslexia correction6:38
9.4. Mind maps5:40
9.5. Benefits of the Pomodoro technique5:39
9.6. Useful relaxation techniques6:17
10.1. Prior skills necessary for comprehensive reading4:19
10.2. Techniques to improve text comprehension4:31
10.3. Inference and prediction strategies4:10
10.4. Development of working memory in reading4:33
10.5. Use of outlines and graphic organizers5:27
10.6. Critical reading and text analysis4:25
10.7. Development of reading speed and fluency4:40
10.8. Encouraging recreational and autonomous reading5:16
10.9. Integration of strategies in different curricular areas5:01
10.10. Evaluation and monitoring of progress in reading comprehension5:14
11.1. Design of individualized curricular adaptations7:36
11.2. Use of adapted teaching materials6:33
11.3. Formative and summative assessment for students with dyslexia7:22
11.4. Strategies for the assessment of non-verbal skills5:43
11.5. Alternatives to conventional written assessment6:23
11.6. Use of technology in adapted assessment5:35
11.7. Assessment of progress and adjustment of strategies4:54
11.8. Collaboration with educational support professionals5:58
11.9. Development of individualized intervention plans4:20
12.1. Specific challenges of dyslexia in bilingual contexts5:33
12.2. Assessment of dyslexia in bilingual students5:33
12.3. Strategies for teaching reading in two languages5:17
12.4. Curricular adaptations in bilingual programs5:11
12.5. Vocabulary development in both languages4:57
12.6. Use of bilingual literature as an educational resource5:00
12.7. The role of professionals in detection and support in bilingual settings4:31
13.1. Current state of research on dyslexia5:02
13.2. Advances in treatments and pedagogical approaches5:16
13.3. Research into the relationship between dyslexia and other conditions5:26
13.4. Developments in neuroscience and technology applied to dyslexia4:19
13.5. Trends in educational policies for people with dyslexia4:18
13.6. Emerging research needs in the field4:19
13.7. Collaboration between researchers and education professionals4:14
13.8. Future perspectives in the diagnosis and treatment of dyslexia5:17
13.9. Development of more accurate and accessible assessment tools4:16
13.10. Obstacles in dyslexia studies5:51
13.10. Obstacles in dyslexia studies5:51

Requirements

No previous knowledge required

Description

After completing 100% of the studies, you can apply for the Mywebstudies Certificate.

The master's degree in psychology is made up of the following courses

Course on child and adolescent psychology CERTIFICATE - INC047
Autism course CERTIFICATE - INC044
Dyslexia course CERTIFICATE - INC024
Course psychology treatment of depression CERTIFICATE -INC048
ACT Psychology Course - Acceptance and Commitment Therapy CERTIFICATE - C85
Sports Psychology Course - C83

The Master's Degree in Psychology is a comprehensive training designed for those who wish to acquire a broad, up-to-date and practical vision of human behavior. Through a careful selection of courses, this program covers the main areas of contemporary psychology, from clinical psychology and mental health to crisis intervention, personal development and the therapeutic techniques most commonly used in professional practice.

Each course of the master's degree provides specific tools, solid theoretical models and resources applicable to different contexts: individual therapy, group work, support in educational environments, emotional accompaniment or personal change processes. The approach is clear: to unite psychological knowledge with its practical and understandable application.

This training course allows the student to delve into key topics such as anxiety, depression, self-esteem, childhood, grief, couples therapy, social skills and cognitive-behavioral intervention techniques, among many others. All presented in a clear way, with real examples and materials of high educational value.

More than a degree, this master's degree represents an opportunity to grow, to better understand the human being and to develop useful skills both professionally and personally. A complete journey through the universe of psychology, accessible, flexible and full of transforming content.

Who this course is for:

Professionals in the educational field who wish to broaden their approach with psychological tools.
Teachers and school counselors working with children, adolescents or families.
People interested in understanding human behavior and emotions.
Students or graduates from social or health areas seeking complementary training.
Caregivers, monitors and care staff dealing with people in vulnerable situations.
Coaches, alternative therapists or emotional companions who want to deepen their knowledge of psychological bases.
Fathers, mothers or guardians who wish to improve their understanding of the mind and human development.
Social or community entrepreneurs working with specific groups.
Social workers who wish to strengthen their intervention from a psychological point of view.
Anyone who wishes to improve their personal well-being and that of their environment from psychological knowledge.

Master psychology, consisting 6 courses IM8-1 CERTIFICATE

What you'll learn

Explore related topics

Course content

Sports Psychology Course - C8380 lectures • 5hr 24min

ACT Psychology Course - Acceptance and Commitment Therapy - C8562 lectures • 4hr 55min

Course Psychology treatment Depression INC047157 lectures • 12hr 32min

Child psychology course222 lectures • 20hr 38min

Autism Course115 lectures • 9hr 2min

Dyslexia course142 lectures • 14hr 54min

Extra Class and Certification1 lecture • 1min

Requirements

Description

Who this course is for: