Syllabus for course at advanced level

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Syllabus

for course at advanced level

Basic Psychotherapy

Grundläggande utbildning i psykoterapi

60.0 Higher Education Credits

60.0 ECTS credits

Course code: SU7126

Valid from: Autumn 2012

Date of approval: 2010-02-10

Changed: 2012-05-16

Department Department of Social Work

Subject Social Work

Decision

Approved by the Board of the Department of Social Work, Stockholm University.

Prerequisites and special admittance requirements

Admission requirements: A Bachelor Degree in Social Work or the equivalent. Swedish B or the equivalent.English A or the equivalent.

At least 2 year of professional social work experience following qualification.

Course structure

Examination code Name Higher Education Credits

0001 Basic psychodynamic theories and methods 4.5

0003 Diagnostics and treatment 4

0002 Developmental psychology 4.5

0004 Psychodynamic theory, advanced level 6.5

0005 Cognitive theory and cognitive behavioural therapy 6.5

0010 Supervision 1 2

0014 Systemic theory, family therapy, theories and methods, basic 13

0015 Systemic theory, family therapy, theories, advanced 5.5

0016 Research methods of clinical psycho teraphy and paper 7.5

Course content

This course teaches basic psychotherapy building on psychodynamic and system theoretical grounds with an orientation in cognitive theory and is specially designed to fit the BSc in Social Work professional field. The course comprises four semesters of part-time study and consists of 9 theoretical modules (240 hours), 4 practical modules (120 hours) and a number of non-teacher-led integrated seminars (60 hours).

Learning outcomes

Students who have successfully completed the course shall:

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• be able to clinically apply the theoretical psychotherapeutic knowledge gained

• understand the concept of the psychotherapeutic alliance and be able to establish such an alliance with patients in their work

• understand and be able to describe the importance of own self in psychotherapeutic work

• understand and be able to describe the importance of frame factors in psychotherapeutic work

• be able to describe, analyse and critically examine conceptions and theoretical perspectives in the psychotherapeutic field

• be able to apply the knowledge detailed above in description and analysis of two psychotherapeutic processes

• have demonstrated ability to investigate and analyse a research issue in the field of psychotherapy by producing an independent essay

• be able to discuss the importance of the chosen research issue for psychotherapeutic work.

Module contents and intended learning outcomes Psychodynamic Theory and Methods I, 4.5 credits Content

History, definitions, frames, concepts, the psychotherapeutic approach, the psychotherapeutic alliance Intended learning outcomes

Students who have successfully completed this module shall be able to:

• demonstrate knowledge and understanding of the psychodynamic approach and methods

• apply the psychodynamic approach and methods

• demonstrate knowledge and understanding of the importance of frame factors in psychotherapeutic work

• demonstrate knowledge and understanding of the significance of the psychotherapeutic approach and the psychotherapeutic alliance.

Developmental Psychology, 4.5 credits Content

Dynamic developmental psychology; attachment theory; affect theory Intended learning outcomes

• demonstrate knowledge and understanding of the importance of developmental psychology for personality and its relevance in psychotherapeutic work

• demonstrate knowledge and understanding of the importance of attachment for human development and in psychotherapeutic work

• demonstrate knowledge and understanding of the importance of affect for human development and in psychotherapeutic work

Diagnosis and Treatment, 4.0 credits Content

Psychodynamic diagnosis; orientation in psychiatric diagnosis (DSM IV); psychosis; personality disorders;

anxiety disorders

Intended learning outcomes

• inform themselves of patients’ mental problems and suggest suitable forms of treatment

• demonstrate knowledge and understanding of personality structure and its importance for psychotherapeutic work

Psychodynamic Theory and Methods II, 6.5 credits Content

Crises; mourning; depression; gender; sexuality; ethnicity; closure; orientation in different psychodynamic methods; group theory

• demonstrate knowledge and understanding of crises, mourning and depression and the differences and similarities between them along with their importance for psychotherapeutic work

• demonstrate knowledge and understanding of the other central areas dealt with in the module and their importance for psychotherapeutic work

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Orientation in Cognitive Theory and Cognitive Behavioural Therapy, 6.5 credits Content

Introduction to cognitive theory; collaborative empiricism; conceptualisation; structured exploration and reformulation of premises; psychology of learning and behavioural analysis; treatment of depression, anxiety, social phobia and dependency

• demonstrate understanding of the cognitive approach and have competence in its application

• demonstrate knowledge and understanding of other central theories and methods dealt with in the module and their importance for psychotherapeutic work

Systems Theory, Family Therapy, 3.0 credits Content

The family life cycle; the genogram; the three-generational perspective; the therapeutic approach based on system-theoretical concepts

• demonstrate understanding of the systems-theoretical approach and have competence in its application

• demonstrate knowledge and understanding of other central concepts dealt with in the module and their importance for psychotherapeutic work

Systems-theoretical Perspectives; Family Therapy – Theory and Methods, 10.0 Content

System theory and family therapy from a historical perspective; family descriptive concepts; family patterns with emphasis on social constructionism, narrative theory and gender; the salutogenic perspective and approach; the links between interpersonal developmental psychology and systemic family therapy Intended learning outcomes

• demonstrate understanding of the family therapy approach and facility in its application

• demonstrate knowledge and understanding of central theories and methods dealt with in the module and their importance for psychotherapeutic work

Couples, Children and the Family from a Relational Perspective, 5.5 credits Content

Crisis- and attachment-theoretical perspectives on couples, children and the family; life adjustments;

separation and divorce; conflict management Intended learning outcomes

• demonstrate knowledge and understanding of central theoretical and methodological perspectives dealt with in the module and their importance for psychotherapeutic work

Theory of Knowledge and Research Paper, 7.5 credits Content

Methods of research and analysis relevant to psychotherapeutic work

Epistemological considerations and validity issues in psychotherapy and research The importance of theory in the research process and in clinical work

Ethical issues in research and in clinical psychotherapy The evidence concept in psychotherapeutic work The planning and production of a research paper Information retrieval

• see parallels between the research process and the psychotherapy process

• demonstrate understanding of and discuss evidence issues and their connection to psychotherapy

• independently investigate and analyse a research question and present the results in a paper

• demonstrate understanding of research ethical principles

• search for and find scientific literature, including critical examination of research reports, in preparation for the production of their research paper

• produce a research paper within a given time frame

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• prepare and carry out opposition on another participant’s paper Supervision 1 & 2, 2.0 + 2.0 credits

Content

Group supervision sessions during two semesters for own work of psychodynamic therapy with individuals.

• integrate psychodynamic theory and method and apply this in their psychotherapeutic work

• establish a working alliance with a supervisor

• demonstrate understanding of the concept of the psychotherapeutic alliance and establish such a relationship with their patients

• demonstrate knowledge and understanding of the importance of own self in the psychotherapeutic process, i.e. reflect upon and examine how own approach and own personality affect the process

• set up goals to work towards and revise these if necessary during the course of the work

• understand the importance of the processes of separation and closure and apply them in their psychotherapeutic work

• apply the knowledge gained through the module in a description and analysis of the therapeutic process.

Supervision 3 & 4, 2.0 + 2.0 credits Content

Group supervision sessions during two semesters for own work with couples/families using systemic family therapy.

• integrate systems theory and methods and apply this in their psychotherapeutic work

• establish a working alliance with a supervisor

• demonstrate understanding of the concept of the psychotherapeutic alliance and establish such a relationship with their patients

• demonstrate knowledge and understanding of the importance of own self in the psychotherapeutic process, i.e. reflect upon and examine how own approach and own personality affect the process

• demonstrate knowledge and understanding of collaborative processes in family therapy work

• understand the importance of the processes of separation and closure and apply them in their psychotherapeutic work

• apply the knowledge gained through the module in a description and analysis of the therapeutic process.

Education

Instruction is in the form of lectures, seminars and practice exercises. In tandem with this course students shall work with individual psychotherapy, starting during the first module, and with couple/family therapy, starting during the 6th module (altogether at least 60 hours) and benefit in this work from group supervision.

Forms of examination

Theoretical parts of the course are examined by written and oral assignments, individual or in groups. The Theory of Knowledge and Research Paper module is examined by a written scientific work and by seminar tasks as directed by the teacher.

Grades are related to the specified learning outcomes and set according to the following seven-grade scale:

A Excellent outstanding performance with only minor errors B Very good above average standard but with some errors

C Good generally sound work but with a number of notable errors D Satisfactory fair but with significant shortcomings

E Sufficient performance meets the minimum criteria

Fx Fail some more work required before the credit can be awarded F Fail considerable further work required

The supervision modules are examined by a written process description and are graded as Pass or Fail.

To pass the course students must have obtained at least grade E on theoretical parts of the course and pass the supervision sessions.

Information on grading criteria will be handed out at the start of the course.

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For information on the rules for examination and retakes as approved by the Board of the Department of Social Work see separate information sheet.

Students have the right to request a retake with another examiner if failed twice on a module. Such requests must be made in writing to the director of studies no later than one year after the end of the course.

Required reading

Psykodynamiskt perspektiv:

Beck-Friis, J. (2009) Den nakna skammen. Stockholm: Natur och Kultur (166s)

Camitz,H. m.fl. (2004) Om projektiv identifikation:fem analytiker tillämpar begreppet utifrån olika perspektiv. 2rev uppl.: Stockholm: Mareld: Svenska psykoanalytiska sällskapet (170s)

Cleve, E. (2002) En stor och en liten är borta, kristerapi med en tvåårig pojke. Stockholm: Wahlström &

Widstrand (232s)

Freud, S. (2002) Sexualiteten. Stockholm: Natur & kultur, valda delar (200s)

Grina, T. (1997) Det viktiga mötet, om borderline i psykosocialt arbete. Stockholm: Natur och Kultur, valda delar (140s)

Gullestad, S.& Killingmo, B. (2011) Undertexten, psykoanalytisk psykoterapi i praktiken. Stockholm: Liber.

Havnesköld, L., Risholm Mothander P. (2009) Utvecklingspsykologi. Dynamisk teori i nya perspektiv. Lund:

Liber (400s)

Jansson, V., Sandin, G., Mesterton, A., Rönnås, P.A. & Barany, A.S. (2005) Sexualiteter. Svenska psykoanalytiska föreninges skriftserie, nr. 8.

McWilliams, N. (2000) Psykoanalytisk diagnostik, att förstå personlighetsstruktur. Stockholm: Wahlström &

Widstrand (482s)

Sigrell, B. (2000) Psykoanalytiskt orienterad psykoterapi. Stockholm: Natur och Kultur (255s) Sverne, T., Sylvander, I., m.fl. (2007) Etik och juridik för psykologer och psykoterapeuter. Lund:

Studentlitteratur.

Wennerberg, T. (2010) Vi är våra relationer. Stockholm: Natur & kultur.

Tillkommer artiklar som förmedlas av läraren.

Kognitivt perspektiv:

Kennerly, H. (2011) Introduktion to cognitive behavior therapy. London: Sage Publication LTD Kåver, A. (2006) KBT i utveckling. Stockholm: Natur och Kultur (339s)

Leahy, R.L., (2010) Bli av med dina rädslor och fobier. Stockholm: Natur & kultur.

Ramnerö, J. & Törneke, N. (2006) Beteendets ABC: en introduktion till behavioristisk psykoterapi. Lund:

Studentslitteratur (235s)

Systemteori, familjeterapi:

Hårtveit, H. & Jensen, P. (2005) Familjen plus en. En resa genom familjeterapins praktik och idéer.

Stockholm: Mareld, valda delar

Lundsbye, M. m.fl. (2010) Familjeterapins grunder : ett interaktionistiskt perspektiv, baserat på system-, process- och kommunikationsteori. Stockholm: Natur & kultur (delar av 428 s).

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Wrangsjö, B. (2009) Familjens livscykel. Om stabilitet och förändring i ett flergenerationsperspektiv.

Stockholm: Mareld

Tillkommer artiklar ca 50 sidor.

Systemteoretiskt perspektiv, familjeterapi, teori och metod:

Andersen, T. (2003) Reflekterande processer. Samtal och samtal om samtalen. Stockholm: Mareld

Hedges, F. (2005) An Introduction to Systemic Therapy with Individuals. A social Constructionist Approach.

Great Britain: Palgrave macmillan

Hughes, D. (2007) Attachment Focused Family Therapy. New York och London: W.W. Norton & Company (delar av 280 s).

Hårtveit, H. & Jensen, P. (2005) Familjen plus en. En resa genom familjeterapins praktik och idéer.

Stockholm: Mareld (delar av)

Morgan, A. (2004) Vad är narrativ terapi? Stockholm: Mareld

Ringborg, M. (2009) Förändrande familjesamtal. En handbok för familjelotsar. Stockholm: Mareld Wilson, J. (2001) Barnets röst i utredning och behandling. Stockholm: Mareld (delar av 176 s).

Par, barn och familj ur ett relationellt perspektiv, teori och metod:

Gottman, J. (2008) Sju gyllene regler för en lycklig kärleksrelation. Stockholm: Natur och Kultur

Hughes, D. (2007) Attachment Focused Family Therapy. New York och London: W.W. Norton & Company (delar av 280 s).

Lennér Axelsson, B. (2010) Förluster : om sorg och livsomställning. Stockholm: Natur & kultur. (336 s).

Wilson, J. (2001) Barnets röst i utredning och behandling. Stockholm: Mareld

Wrangsjö, B. (2010) Leva tillsammans. En bok om parrelationer. Stockholm: Natur och Kultur. E-bok. (302 s)

Vetenskapsteori och uppsatsarbete:

Ahn, H. & Wampold, B.E. (2001). Where oh where are the specific ingredients? A meta-analysis of

component studies in counseling and psychotherapy. Journal of Counselling Psychology, Vol. 48, no. 3:251- 257

Backman, J. (2008) Rapporter och uppsatser. Lund: Studentlitteratur (200s)

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Kvale, S. & Brinkman, S. (2009) Den kvalitativa forskningsintervjun.

Lund: Studentlitteratur (valda delar)

Larsson, S., Lilja, J. & Mannhemier, K. (2005) Forskningsmetoder i Socialt arbete. Lund: Studentlitteratur (409s)

Olsson, H. & Sörensen, S. (2007) Forskningsprocessen. Lund: Liber (192s) Philips, B. & Holmqvist, R. (2008) Vad är verksamt i psykoterapi?

Stockholm: Liber (valda delar)

Wampold, B. E. (2001). The great psychotherapy debate. Models, methods and findings. London: Lawrence Erlbaum Assoc. Pub. (Valda delar)

Tillkommer ytterligare aktuella vetenskapliga artiklar. Meddelas vid kursstart.