Information Package / Course Catalogue
| 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 |
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| 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 |
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| 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 CompetencesUpon 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 Readings | Textbook: 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 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 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 Projects | Case formulation and treatment plan | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | Classroom discussion, readings, videos, power-point etc. | ||||||||||||||||||
| Assessment Methods |
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| 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. |
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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 | ||||||