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Humanistic-Existential Psychological Intervention 2017/2018

  • 4 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

The course general goal is to introduce the students to the basic concepts, therapeutic characteristics and skills of the humanist and existential therapist.
At the end of the school year the student should:
1. Know the history of the existential and humanist movement;
2. Describe the key features and concepts of the main models of psychological intervention within the existential-humanistic stream and its empirical basis;
3. Recognize the main therapeutic skills, assessment strategies and therapeutic techniques associated with the main models of psychological intervention within the existential-humanistic stream to practical cases.
4. Apply the theoretical principles of the main models of psychological intervention within the existential-humanistic stream to practical cases.

Recommended Prerequisites

History of Psychology. Models of psychological Intervention. This course belongs to the 2nd cycle of the psychology degree. Thus it expects the students to detain some theoretical bases on the humanistic paradigm, being the current course centred on deepening and developing intervention skills in different intervention models originated within this paradigm.

Teaching Metodology

The practical-theoretical lectures will combine active expository methodologies ¬– supported on slides, discussion and analyses of recommended and supplementary bibliography – with practical methodologies, assuming the engagement into individual or group practical activities, including role-plays, demonstrations and simulations, viewing and analysis of films and therapy sessions extracts, analysis of empirical papers and supervised analysis of clinical cases, departing from the intervention models presented.
The evaluation methodology is continuous, consisting of course participation (5%) group assignment (35%) and three mini-tests (total 60%; 20% each).

Body of Work

1. Introduction to Existential and Humanistic movements

2. Existential therapy: V. Frankl
2.1. Historical Introduction
2.2. Theoretical assumptions
2.3. Therapeutic process and therapist relational skills
2.4. Assessment
2.5. Therapeutic techniques

3. Gestalt therapy: F. Perls
3.1. Historical Introduction
3.2. Theoretical assumptions
3.3. Therapeutic process and therapist relational skills
3.4. Assessment
3.5. Therapeutic techniques

4. Person centred therapy: C. Rogers
4.1. Historical Introduction
4.2. Theoretical assumptions
4.3. Therapeutic process and therapist relational skills
4.4. Assessment
4.5. Therapeutic techniques

5. Emotion focused therapy: L. Greenberg
5.1. Historical Introduction
5.2. Theoretical assumptions:
5.3. Therapeutic process and therapist relational skills
5.4. Assessment
5.5. Therapeutic techniques

Recommended Bibliography

Barnett, L. & Madison, G., (2012). Existential Therapy: Legacy, Vibrancy and Dialogue. New York: Routledge.

Frankl, V. (2004). On the theory and the therapy of mental disorders. New York: Brunner¬ Routledge.

Greenberg, L. S. (2017). Emotion-Focused Therapy (Revised Edition). Washington DC: APA.

Greenberg, L. S. (2015). Emotion-Focused Therapy: Coaching clients to work through their feelings. Washington DC: APA.

O’Leary, E. (2013). Gestalt therapy around the world. Oxford: Wiley¬Blackwell.

Rogers, C. (1942/1974). Psicoterapia e consulta psicológica. Lisboa: Moraes Editores.

Rogers, C. (1951/1974). Terapia centrada no paciente. Lisboa: Moraes Editores.

Rogers, C. (1961/1984). Tornar-¬se pessoa. Lisboa: Moraes Editores.

Scheider, K. J., Pierson, J. F., & Bugental, J. F. T. (Eds. )(2015). The Handbook of Humanistic Psychology: Theory, Research and Practice. NY: SAGE.

Complementary Bibliography

Frankl, V. (2012). O homem em busca de um sentido. Alfragide: Lua de Papel.
Retrieved from: http://gropius.awardspace.com/ebooks/frankl.pdf

Greenberg, L. S. & Watson, J. C. (2006). Emotion-Focused Therapy for Depression. Washington DC: APA.

Wilkins, P. (2016). Person-Centred Therapy: 100 key points and techniques. (2nd Ed.). New York: Routledge.

Yalom, I. (2007). The gift of therapy. New York: HarperCollins Publishers. Retrieved from http://www.steporebook.com/book/the-gift-of-therapy-84533-pdf.html

Weekly Planning

1st week
Presentation of course syllabus and assessment

2nd week
1. Introduction to Experiencial and Humanistic movements

3rd week
2. Existential therapy: V. Frankl e I. Yalom
2.1. Historical Introduction
2.2. Theoretical assumptions
2.3. Therapeutic process and therapist relational skills
2.4. Assessment
2.5. Therapeutic techniques

4th week
3. Gestalt therapy: F. Perls
3.1. Historical Introduction
3.2. Theoretical assumptions
3.3. Therapeutic process and therapist relational skills

5th week
3. Gestalt therapy: F. Perls
3.4. Assessment
3.5. Therapeutic techniques
3.6. Training of practical skills

6th week
Mini-test
Group work presentations: Conceptualization and interventin plan in the light of gestalt therapy

7th week
4. Person centred therapy: C. Rogers
4.1. Historical Introduction
4.2. Theoretical assumptions

8th week
4. Person centred therapy: C. Rogers
4.3. Therapeutic process and therapist relational skills
4.4. Assessment
4.5. Therapeutic techniques

9th week
4. Person centred therapy: C. Rogers
4.6. Training of practical skills

10th week
Mini-test
Group work presentations: Conceptualization and interventin plan in the light of client centred therapy

11th week
5. Emotion focused therapy: L. Greenberg
5.1. Historical Introduction
5.2. Theoretical assumptions

12th week
5. Emotion focused therapy: L. Greenberg
5.3. Therapeutic process and therapist relational skills
5.4. Assessment
5.5. Therapeutic techniques

13th week
5. Emotion focused therapy: L. Greenberg
5.6. Training of practical skills

14th week
Case studies centered on the therapeutic models addressed during the course.

15th week
Mini-test
Group work presentations: Conceptualization and interventin plan in the light of emotion focused therapy

Demonstration of the syllabus coherence with the curricular unit's objectives

The specific aims of the course are a pragmatic operationalization of the overall goal: the introduction to the features and main concepts of the existential-humanistic movement. The contents follow closely the learning aims, in its operationalization. The introduction to the humanistic and existential therapies intents to provide the historical context in order for the students to understand the origins of the emergence of this movement and how the different models of intervention that departed from it are integrated within this paradigm. The presentation of different models of intervention aims to allow the students to be acquainted and critically analize different intervention approaches centered on existential and humanistic paradigm. The practical application of strategies and relational therapeutic skills will allow the students to apply the theoretical principles addressed, in a close format to the one they will encounter in clinical context.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

Through expository lectures the course aims at spreading knowledge on the history of the humanist movement as well as on the main concepts and empirical support to the mais therapeutic approaches derived from this paradigm. Through practical and reflexion exercises, and critical discussion of scientific papers and therapeutic session videos, as well as through case studies and role play, it is intended that the students develop skills in the application of theoretical principles to practical cases.

relevant generic skillimproved?assessed?
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