| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | PSYC 354 | |||||
| Course Title in English | Contemporary Psychotherapy Techniques | |||||
| Course Title in Turkish | Modern Psikoterapi Teknikleri | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Orta | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 145 hours per semester | |||||
| Number of Credits | 6 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
PSYC 208 - Adult Psychopathology | PSYC 301 - Child and Adolescent Psychopathology |
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| Co-requisites | None | |||||
| Expected Prior Knowledge | Child and Adolescent Psychopathology or Adult Psychopathology | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To become familiar with the clinical psychology, psychotherapy techniques, psychopathology and innovative methods in therapy sessions; to be able to understand and interpret case formulation and treatment plan via case study examples. | |||||
| Course Description | This course aims to introduce the students to the innovative/contemporary psychotherapy techniques. Students are introduced to psychopathology, psychotherapy techniques and new technological methods for therapy sessions. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Psikopatoloji ve değerlendirme bilgisine sahip olmak. 2) Vaka formülasyonunu analiz etmek ve kullanmak. 3) Vaka çalışmalarını değerlendirmek ve yeniden düşünmek. 4) Terapi seansı için yeni teknolojik yöntemleri anlamak. 5) Klinik beceri pratiğini bilmek. 6) Tedavi planları geliştirmek. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | MERVE CAN |
| Semester | Fall |
| Name of Instructor |
| Hafta | Konu |
| 1) | Bilişsel Davranışçı Terapi'de Standart ve Yenilikçi Stratejiler |
| 2) | Psikoterapi için Sanal Gerçeklik: Mevcut Gerçeklik ve Gelecek Olanakları |
| 3) | Rehberli İnternet Tedavileri - Nedir ve Nasıl Çalışır? |
| 4) | Tele sağlık, Tele psikoloji, E-sağlık, E-terapi - İntihar önleme |
| 5) | Depresyon ve İntihar Önleme Üzerine Bir Vaka Çalışması (E-Terapinin Örneği) ve CBT Stratejileri |
| 6) | AVATAR terapisi (psikoza sahip bireylerde işitsel sözel halüsinasyonlar) |
| 7) | Google Earth Kullanımı - PTSD tedavisinde travma sahnesine dönüş - neden, nasıl ve ne zaman? |
| 8) | Şefkat Odaklı Terapinin Tanıtımı |
| 9) | PTSD Üzerine Bir Vaka Çalışması (Google Earth Kullanarak) - Öğrencilerle Rol Oynama Uygulaması. |
| 10) | Davranışsal Deneylerde Çevrimiçi Anketler Kullanımı |
| 11) | Vahşi Doğa Terapisi - Açık Hava Davranışsal Sağlık Bakımı |
| 12) | Simüle Edilmiş Varlık Terapisi |
| 13) | Yetişkinler ve Çocuklar için Nörobiyolojik Geri Bildirim Sistemi |
| 14) | Çocuklar için Hayvan Destekli Terapi Programları ve Çözüm Odaklı Terapi |
| 15) | Final Sınavı Dönemi |
| 16) | Final Sınavı Dönemi |
| Required/Recommended Readings | Hofmann, S. G. (2011). An introduction to modern CBT: Psychological solutions to mental health problems. John Wiley & Sons. Glanz, K., Rizzo, A. S., & Graap, K. (2003). Virtual reality for psychotherapy: Current reality and future possibilities. Psychotherapy: Theory, Research, Practice, Training, 40(1-2), 55. Carlbring, P., Andersson, G., Cuijpers, P., Riper, H., & Hedman-Lagerlöf, E. (2018). Internet-based vs. face-to-face cognitive behaviour therapy for psychiatric and somatic disorders: an updated systematic review and meta-analysis. Cognitive Behaviour Therapy, 47(1), 1-18. Zur, O. (2012). TelePsychology or TeleMentalHealth in the digital age: The future is here. California Psychologist, 45(1), 13-15. Choi, N. G., Marti, C. N., Bruce, M. L., Hegel, M. T., Wilson, N. L., & Kunik, M. E. (2014). Six‐month post-intervention depression and disability outcomes of in‐home telehealth problem‐solving therapy for depressed, low‐income homebound older adults. Depression and anxiety, 31(8), 653-661. Hayward, M., Jones, A. M., Bogen-Johnston, L., Thomas, N., & Strauss, C. (2017). Relating Therapy for distressing auditory hallucinations: a pilot randomized controlled trial. Schizophrenia research, 183, 137-142. Murray, H, Merritt, C, Grey, N (2015). Clients’ experiences of returning to the trauma site during PTSD treatment: an exploratory study. Behavioural and Cognitive Psychotherapy, 43, 1–11. Rouf, K., Fennell, M., Westbrook, D., Cooper, M., & Bennett-Levy, J. (2004). Devising effective behavioural experiments. Oxford guide to behavioural experiments in cognitive therapy, 21-58. Fletcher, T. B., & Hinkle, J. S. (2002). Adventure based counselling: An innovation in counselling. Journal of Counseling & Development, 80(3), 277-285. Cohen-Mansfield, J. (2004). Nonpharmacologic interventions for inappropriate behaviours in dementia: a review, summary, and critique. Focus, 9(2), 361-308. Ochi, Y., Laksanasopin, T., Kaewkamnerdpong, B., & Thanasuan, K. (2017) Neurofeedback game for attention training in adults. In Biomedical Engineering, International Conference (BMEiCON), pp. 1-5. Karol, J. (2007). Applying a Traditional Individual Psychotherapy Model to Equine-facilitated Psychotherapy (EFP): Theory and Method. Clinical Child Psychology and Psychiatry, 12(1), 77–90. https://doi.org/10.1177/1359104507071057 | ||||||||||||||||||
| Teaching Methods | This course will be in the lecture format. Before the lecture, students will be expected to read each week’s articles and chapters prior to that week’s lecture. I will explain contemporary psychotherapy techniques and psychopathology using clinical case studies examples. Following this, the student will discuss and evaluate new psychotherapy techniques on these case examples. Students will be expected to contribute to class discussions. | ||||||||||||||||||
| Homework and Projects | Case formulation and treatment plan | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | None | ||||||||||||||||||
| Other Activities | Classroom discussion, readings, videos, power-point etc. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam. Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Ders Saati | 14 | 2 | 3 | 2 | 98 | ||
| Uygulama | 1 | 10 | 1 | 1 | 12 | ||
| Sunum / Seminer | 1 | 6 | 1 | 1 | 8 | ||
| Ödevler | 3 | 7 | 1 | 1 | 27 | ||
| Total Workload | 145 | ||||||
| Total Workload/25 | 5.8 | ||||||
| ECTS | 6 | ||||||