Psychological Therapies II

The overall goal is that by the end of the course students have a critical view about the essential elements that make up psychological treatments.

Students will be placed within a historical and cross-sectional perspective that would allow the students to understand the diversity of psychological treatments, as well as commonalities and differences among treatments. Emphasis will be placed both in the process of psychological treatments and in the elements of therapeutic relationship

1. 1. The Foundations of Psychotherapy: Definition, scope and main actors. Disease vs. mental disorder. Diagnosis vs. objectives.
2. Overview of psychotherapy outside the cognitive-behavioral approach. Psychoanalysis.Humanistic psychotherapy and Systems Model. Assumptions and developments.
3. Current trends in the design of psychological treatments. School, technical eclecticism, syncretism, common factors, integration, unification.
4. The placebo effect in psychological treatment. Seeking help, motivation and reward.
5. Therapeutic change. Stages of change. The concept and management of resistance. Principle of universality.
6. The therapeutic process. Advice, insight, corrective emotional experience, emotions, psycho-education.
7. The therapeutic relationship. Transference, limits and therapeutic alliance.
8. 50 years of research in psychotherapy. Empirically supported treatments: The state of the art.

Textbooks

Kleinke, C.L. (2002). Principios comunes en Psicoterapia. Bilbao: Desclée de Brouwer.
Feixas, G. e Miró, Mª.T. (1993). Aproximaciones a la psicoterapia. Una introducción a los tratamientos psicológicos. Barcelona: Paidós.

Recommended bibliography

Ávila, A. y Poch, J. (Comps.). (1994). Manual de Técnicas de Psicoterapia. Un enfoque psicoanalítico. Madrid: Siglo XXI Editores.
Campos, A. (1982). La psicoterapia no directiva. Barcelona: Herder.
Benedetti, F. (2011) The patient’s brain. The neuroscience venid the doctor-patient relationship. Oxford Univ. Press: New York.
Bleichmar,Hugo (1997). Avances en Psicoterápia Psicoanalítica / Paidos barcelona 1998 .
Caro, I. (comp.) (1997). Manual de psicoterapias cognitivas. Barcelona: Paidos.
Furedi, F. (2004). Therapy Culture. London: Routledge.
Frank, J.D., y Frank J.B. (1991). Persuasion and healing : a comparative study of psychotherapy. 3rd ed Baltimore, Maryland : Johns Hopkins University Press.
Gavino, A. (2003). Tratamientos psicológicos y trastornos clínicos. Madrid: Pirámide.
Garrido, M. y García, J. (comps.) (1994). Psicoterapia. Modelos contempo-ráneos y aplicaciones. Valencia: Promolibro.

Goldfried, M.R. (1996). De la terapia cognitivo-conductual a la psicoterapia de integración. Bilbao: Desclée de Brouwer.

Goldstein, W.N. (2001). Iniciación a la psicoterapia. Madrid: Alianza Editorial.
Gonzalez Pardo, H. y Perez Alvarez, M. (2007). La Invención de los Trastornos Mentales. Madrid: Alianza Editorial.
Hersen, M. e Bellack, A.S. (Eds.) (1999). Comparative interventions for adult disorders. N.Y.: Willey & Sons.

Labrador, F.J., Echeburúa, E. y Becoña, E. (2000). Guía para la elección de tratamientos psicológicos efectivos: hacia una nueva psicología clínica. Madrid: Dykinson.
Lazarus, A.A. (2000). El enfoque multimodal. Una psicoterapia breve pero completa. Bilbao: Desclée de Brouwer.
Levenson, H. (1997). Guía práctica para una nueva terapia de tiempo limitado. Bilbao: Desclée de Brouwer.
Linn, S.J. e Gaske, J.R. (1988). Psicoterapias contemporaneas: modelos y métodos. Bilbao: Desclée de Brouwer.
Mahoney, M.J. y Freeman, A. (Eds.) (1988). Cognición y psicoterapia, Barcelona:Paidos.
Malugani, M. (1990). Las Psicoterapias Breves. Teoría y práctica. Barcelona: Herder.
Martorell, J.L. Psicoterapias: Escuela y Conceptos Básicos. Madrid: Pirámide, 2004.
Pérez Álvarez, M. (1996). Tratamientos psicológicos. Madrid: Editorial Universitas, S.A.
Rodríguez-Naranjo, C. (2000). De los principios de la psicología a la práctica clínica. Madrid: Pirámide

The competencies to be developed in this area will focus on student awareness about:
The inability to conceive psychological treatments outside the particular conception of problems.
The principle of minimal and brief intervention.
The need to develop a therapeutic relationship as opposed to the idea of isolated techniques.

Competences of the program to which the subject contributes

1. To know the contributions and limitations of the diverse theoretical models for Psychology.
2. To know the research methods and designs as well as the different procedures for data analysis in Psychology.
3. To know the main methods for psychological assessment, diagnosis and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
4. To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
5. To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
6. To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
7. To be able to select and apply adequate and specific psychological intervention procedures and instruments.
8. To be able to set goals and to plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
9. To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
10. To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
11. To conform with the deontological duties of Psychology.

The specific competences of the program will focus on helping the student to:
1. Being able to understand the meaning of mental disorders, regardless of the disease concept.
2. Understanding the intimate relationship of psychological treatments with the conception of the specific problem.
3. To develop a strategy of minimum intervention.
4. To identify the balance between information, psychoeducation and acculturation in the treatment process
5. Locate the relative importance of the factors that play a role in the therapeutic process

METHODS AND EVALUATION CRITERIA

Final grade (0 to 10) is achieved taking into account three different aspects:
1. Final Examination. It accounts for 70% of the final score. Taking the examination is imperative to pass the course. It's a multiple choice exam questions. Is performed at the end of the semester. One third of the questions are based on presentations in lectures, technical developments in role-play sessions, while that the two-thirds remaining questions are selected from textbooks.
2. Attendance to interactive classes. Up to 15% of the final grade can be acquired through participation in interactive clases with a small-group format,
3. Attendance to course classes. Students are expected to attend classes according to his/her group timetable. Up to 5 % of the final grade can be acquired through the five controls of attendance that will be made without prior notice. Students with no absences will get 0,5 points which is a 5% of the final grade. Each non-attendance instance will be penalized with 0,10 points.
4. Voluntaryr work. A presentation of a work done either individually or in teams, accepted by the teacher. Represents 10% of the final grade
Attendance at workshops and seminars. Attendance to activities related to clinical training, can help to increase a low score in paragraphs 2, 3 and 4.

In this subject, exemption from class attendance is not contemplated, since attendance and participation in expository and interactive classes are necessary to achieve planned skills and competencies to fulfill the course.

Commitment and involvement will be related to final grade desired.
Basically, attendance to classes and a weekly mean time of 3 hours of study will be required to pass the course.subject.

Tal como se estructura la materia su superación implica adquirir la habilidad de comprender, diferenciar y relacionar conceptos e ideas. Para conseguirlo se recomienda aprovechar todos los recursos metodológicos que se ponen al alcance de los alumnos, es decir, la asistencia a las clases expositivas, que debe de ir acompañada de la revisión y estudio diario de los contenidos, así como la participación activa en las clases interactivas y participación en actividades complementarias. Se estima que además de la asistencia a las clases expositivas e Interactivas, más un tiempo de estudio alrededor de las tres horas semanales, son suficientes para superar la asignatura