PSYC 357 Brief Interventions and TherapiesMEF UniversityDegree Programs PsychologyGeneral Information For StudentsDiploma SupplementErasmus Policy Statement
Psychology
Bachelor Length of the Programme: 4 Number of Credits: 240 TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF: Level 6

Ders Genel Tanıtım Bilgileri

School/Faculty/Institute Faculty of Economics, Administrative and Social Sciences
Course Code PSYC 357
Course Title in English Brief Interventions and Therapies
Course Title in Turkish Kısa Süreli Müdahaleler ve Terapiler
Language of Instruction EN
Type of Course Flipped Classroom,Lecture
Level of Course Intermediate
Semester Fall
Contact Hours per Week
Lecture: 3 Recitation: Lab: Other:
Estimated Student Workload 144 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
Expected Prior Knowledge Adult psychopathology or Child and adolescent psychopathology
Co-requisites None
Registration Restrictions Only Undergraduate Students
Overall Educational Objective To become familiar with the clinical psychology, psychotherapy techniques, psychopathology, innovative methods and brief solution focused perspective 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 and brief psychotherapy techniques. Students are introduced to psychopathology, psychotherapy techniques and short term manual for therapy sessions.
Course Description in Turkish Bu ders, öğrencilere yenilikçi ve kısa süreli psikoterapi teknikleri ile tanıştırmayı amaçlamaktadır. Öğrenciler psikopatoloji, psikoterapi teknikleri ve terapi seansı için kullanılan yeni kısa süreli psikoterapi modelleri ile tanışacaklardır.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) know psychopathology and assessment;
2) organize and practice case formulation;
3) critique and rethink case studies;
4) understand and use new technological methods for therapy session;
5) practice clinical psychotherapy skills;
6) organize treatment plans.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5 6
1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation.
3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes.
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts.
5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline.
6) Internalization and dissemination of professional ethical standards.
7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences.
8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level).
9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity.
10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement.
11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses.
12) Ability to acquire knowledge independently, and to plan one’s own learning.
13) Demonstration of advanced competence in the clarity and composition of written work and presentations.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. S Participation
2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. S Participation
3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. H Exam,Participation
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. S Participation
5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. S Participation
6) Internalization and dissemination of professional ethical standards. N
7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. S Participation
8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). H Exam,Participation
9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. S Participation
10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. S Participation
11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. N
12) Ability to acquire knowledge independently, and to plan one’s own learning. S Participation
13) Demonstration of advanced competence in the clarity and composition of written work and presentations. H Participation
Prepared by and Date NAZLI IŞIK BİRÇEK GÜL , March 2022
Course Coordinator SENA CÜRE ACER
Semester Fall
Name of Instructor

Course Contents

Week Subject
1) What is a brief therapy? • The need for brief therapy work • Postmodern form of the brief therapy • Differences and similarities among brief psychotherapies • Patient selection criteria for brief therapy
2) • Model of behaviour change • Motivational Interviewing • Screening and Brief Intervention • Case example; Brief intervention for substance use/alcohol use
3) Solution focused brief therapy • Solution-focused principles and techniques • Postmodern theories • A strategic approach to eclecticism • Solution-Focused Triangle Approach to the Treatment of Anxiety • Case Example/formulation: Anxiety disorder
4) What is an Interpersonal therapy (IPT) ? Interpersonal deficits Evidence-based psychotherapy for depression Resolving problems: grief, interpersonal role disputes, role transitions Case Examples : Specific treatment for depression (in adults, adolescents, and older adults)
5) What is a brief Cognitive Behavioural Therapy? Introduction to Brief Cognitive Behavioral Therapy (CBT) Case Conceptualization and Treatment Planning Orienting the Patient to Brief Cognitive Behavioral Therapy Goal Setting, Agenda Setting, Homework
6) Brief Eclectic Psychotherapy Brief Eclectic Psychotherapy for PTSD (BEPP): Psychoeducation on posttraumatic stress disorder (PTSD) Relaxation and imaginary exposure Case Example: Post Traumatic Stress Disorder
7) Strategic Therapies Effectiveness on panic, phobias, obsessions and compulsions, eating disorders Work on how the problem works Strategic interventions Communication techniques Displacement A process-oriented psychoeducational (POP) treatment model
8) Brief Therapy for group interventions Improvement of problem-solving skills Functional Analytic Psychotherapy׳s : A brief, group mindfulness intervention Brief group therapy for personality disorder
9) A transdiagnostic perspective focused on brief therapies Brief therapies for Eating disorders Case example: Eating disorder
10) Brief Emotion-Focused Therapy A humanistic–integrative,research-derived method The primacy of human emotion Transformational change The process of emotional change: six sequential phases Pain compass Empty-chair and two-chair work
11) Midterm & Assignment
12) Brief Narrative Therapy A process of conversation and questioning Life stories (or narratives) Narrative-metaphor dynamic The use of metaphors in therapy The use of therapeutic letters
13) Brief Intervention for Personality disorder Brief psychotherapy and community linkage model Suicide prevention and management Case example: Support after a suicide attempt
14) Brief Therapy and Family Therapy A model for teaching and evaluating brief psychotherapy with children and their families. A method of planned time-limited therapy Techniques from structural family therapy and from educational, behavioural, and cognitive interventions Case: Child/adolescent and family relationship problems.
15) Final Examination Period
16) Final Examination Period
Required/Recommended ReadingsTextbook: Dewan. M J., Steenbarger, B.N.,Greenberg, R.P. (eds.)(2007).The Art and Science of Brief Psychotherapies: A Practitioner’s Guide. Other Readings: 1. Dewan MJ, Steenbarger BN, Greenberg RP, eds. The Art and Science of Brief Psychotherapies: A Practitioner’s Guide. Washington, DC: American Psychiatric Press, Inc; 2004. 2. Dewan MJ, Steenbarger BN, Greenberg RP. Brief psychotherapies. In: Hales RE, Yudofsky SC, Gabbard, eds. The American Psychiatric Publishing Textbook of Psychiatry. 5th ed. Washington, DC: American Psychiatric Publishing; 2008:1155-1170. 3. Dewan MJ, Steenbarger BN, Greenberg RP. Brief psychotherapies. In: Tasman A, Kay J, Lieberman JA, eds. Psychiatry. Vol 2. 3rd ed. New York: Wiley; 2008:1889-1903. 4. Stuart S. Brief interpersonal psychotherapy. In: Dewan MJ, Steenbarger BN, Greenberg RP, eds. The Art and Science of Brief Psycho¬therapies: A Practitioner’s Guide. Washington, DC: American Psychiatric Press, Inc; 2004:119-156. 5. De Shazer S. Investigating Solutions in Brief Therapy. New York: WW Norton; 1988. 6. Walter JL, Peller JE. Becoming Solution-Focused in Brief Therapy. New York: Brunner/Mazel; 1992. 7. Greenberg RP. Essential ingredients for successful psychotherapy: effect of common factors. In: Dewan MJ, Steenbarger BN, Greenberg RP, eds. The Art and Science of Brief Psychotherapies: A Practitioner’s Guide. Washington, DC: American Psychiatric Publishing; 2004:231-242. 8. Prochaska JO, Norcross JC. Stages of change. In: Norcross JC, ed. Psychotherapy Relationships That Work: Therapist Contributions and Responsiveness to Patients. New York: Oxford University Press; 2002: 303-314. 9. 10. Blatt SJ, Quinlan DM, Zuroff DC, Pilkonis PA. Interpersonal factors in brief treatment of depression: further analyses of the National Institute of Mental Health Treatment of Depression Collaborative Research Program. J Consult Clin Psychol. 1996;64:162-171.
Teaching MethodsThis course will be in the lecture format. Before the lecture, students will be expected to read each week’s articles and chapters prior the course. Students will work independently but also they need to do group works in classroom. Student will discuss and evaluate new psychotherapy techniques. Students will be expected to contribute to class discussions.
Homework and ProjectsCase formulation and treatment plan
Laboratory Work
Computer Use
Other ActivitiesClassroom discussion, readings, videos, power-point etc.
Assessment Methods
Assessment Tools Count Weight
Attendance 14 % 15
Homework Assignments 1 % 30
Presentation 1 % 20
Paper Submission 1 % 35
TOTAL % 100
Course Administration

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 presentation, assignment and final assignment deadlines. 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.

ECTS Student Workload Estimation

Activity No/Weeks Hours Calculation
No/Weeks per Semester Preparing for the Activity Spent in the Activity Itself Completing the Activity Requirements
Course Hours 14 2 3 2 98
Presentations / Seminar 2 14 28
Homework Assignments 1 16 2 18
Total Workload 144
Total Workload/25 5.8
ECTS 6