GRADUATE SCHOOL
Clinical Psychology With Thesis (English)
CPSY 510 | Course Introduction and Application Information
| Course Name |
Theories of Psychotherapy
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
CPSY 510
|
Fall
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
Second Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of the current course is to help students to gain a deeper understanding of different psychotherapy approaches. Students will be teached in different psychotherapy approaches while comparing and critically discussing differences and similarities among these approaches. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Students will be taught in major psychotherapy approaches. Similarities and differences of these approaches will be compared and critically discussed. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (2013). The value of using an evolutionary framework for gauging children's well-being. In D. Narvaez, J. Panksepp, A. N. Schore, & T. R. Gleason (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 3–30). Oxford University Press. Helga Fischer-Mamblona (2000) On the evolution of attachment-disordered behaviour, Attachment & Human Development, 2:1, 8-21, doi: 10.1080/146167300361291 -Brüne, M., Brüne-Cohrs, U., McGrew, W. C., & Preuschoft, S. (2006). Psychopathology in great apes: concepts, treatment options and possible homologies to human psychiatric disorders. Neuroscience and biobehavioral reviews, 30(8), 1246–1259. doi.org/10.1016/j.neubiorev.2006.09.002 Vicedo M. (2018). Ethopathology and Civilization Diseases: Niko and Elisabeth Tinbergen on Autism. Canadian bulletin of medical history = Bulletin canadien d'histoire de la medecine, 35(1), 1–31. doi.org/10.3138/cbmh.191-122016 Buczynski, R. (2011). The Neurocience of Psychotherapy, transcript of a teleseminar session, Louis Cozolino, PhD, conducted by – Ruth Buczynski, Phd of NICABM./Interviewer: Ruth Buczynski. The National Institute for the Clinical Application of Behavioral Medicine |
| 2 | Introduction | Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (2013). The value of using an evolutionary framework for gauging children's well-being. In D. Narvaez, J. Panksepp, A. N. Schore, & T. R. Gleason (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 3–30). Oxford University Press. Helga Fischer-Mamblona (2000) On the evolution of attachment-disordered behaviour, Attachment & Human Development, 2:1, 8-21, doi: 10.1080/146167300361291 -Brüne, M., Brüne-Cohrs, U., McGrew, W. C., & Preuschoft, S. (2006). Psychopathology in great apes: concepts, treatment options and possible homologies to human psychiatric disorders. Neuroscience and biobehavioral reviews, 30(8), 1246–1259. doi.org/10.1016/j.neubiorev.2006.09.002 Vicedo M. (2018). Ethopathology and Civilization Diseases: Niko and Elisabeth Tinbergen on Autism. Canadian bulletin of medical history = Bulletin canadien d'histoire de la medecine, 35(1), 1–31. doi.org/10.3138/cbmh.191-122016 Buczynski, R. (2011). The Neurocience of Psychotherapy, transcript of a teleseminar session, Louis Cozolino, PhD, conducted by – Ruth Buczynski, Phd of NICABM./Interviewer: Ruth Buczynski. The National Institute for the Clinical Application of Behavioral Medicine |
| 3 | Introduction | Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (2013). The value of using an evolutionary framework for gauging children's well-being. In D. Narvaez, J. Panksepp, A. N. Schore, & T. R. Gleason (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 3–30). Oxford University Press. Helga Fischer-Mamblona (2000) On the evolution of attachment-disordered behaviour, Attachment & Human Development, 2:1, 8-21, doi: 10.1080/146167300361291 -Brüne, M., Brüne-Cohrs, U., McGrew, W. C., & Preuschoft, S. (2006). Psychopathology in great apes: concepts, treatment options and possible homologies to human psychiatric disorders. Neuroscience and biobehavioral reviews, 30(8), 1246–1259. doi.org/10.1016/j.neubiorev.2006.09.002 Vicedo M. (2018). Ethopathology and Civilization Diseases: Niko and Elisabeth Tinbergen on Autism. Canadian bulletin of medical history = Bulletin canadien d'histoire de la medecine, 35(1), 1–31. doi.org/10.3138/cbmh.191-122016 Buczynski, R. (2011). The Neurocience of Psychotherapy, transcript of a teleseminar session, Louis Cozolino, PhD, conducted by – Ruth Buczynski, Phd of NICABM./Interviewer: Ruth Buczynski. The National Institute for the Clinical Application of Behavioral Medicine |
| 4 | Classical Psychoanalysis | Mitchell (1996) Freud & Beyond. Chapter 1 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons |
| 5 | Classical Psychoanalysis | Mitchell (1996) Freud & Beyond. Chapter 1 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons |
| 6 | Ego Psychology and Student presentations | Mitchell (1996) Freud & Beyond. Chapter 2 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons. |
| 7 | Object Relations and Student presentations | Mitchell (1996) Freud & Beyond. Chapter 4&5 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons. |
| 8 | Midterm Exam | |
| 9 | Self Psychology and Student presentations | Mitchell (1996) Freud & Beyond. Chapter 6 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons. |
| 10 | Relational Psychology and Student presentations | Mitchell (1996) Freud & Beyond. Chapter 8 Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons. |
| 11 | Gestalt Therapy and Student presentations | Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. |
| 12 | Existential Therapy and Student presentations | Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. |
| 13 | Humanistic Therapy and Student presentations | Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. |
| 14 | Psychotherapy Integration and Student presentations | Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. |
| 15 | - | - |
| 16 | - | - |
| Course Notes/Textbooks | Mitchell, S. A., & Black, M. J. (2016). Freud and beyond: A history of modern psychoanalytic thought. Basic Books. ISBN-10: 0465014054
Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. ISBN-10: 049560187X |
| Suggested Readings/Materials | Fonagy, P., & Target, M. (2003). Psychoanalytic theories: Perspectives from developmental psychopathology. John Wiley & Sons. ISBN:186156239X
Greenberg, J., Mitchell, S. A., Greenberg, P. J., Greenberg, F. G., & Mitchell, R. I. (1983). Object relations in psychoanalytic theory. Harvard University Press. ISBN:0674629752
Palombo, J., Bendicsen, H. K., & Koch, B. J. (2009). Guide to psychoanalytic developmental theories. Springer Science & Business Media. ISBN:0387884548
Tyson, P., & Tyson, R. L. (1990). Psychoanalytic theories of development: An integration. Yale University Press. ISBN:0300055102
Suggested Articles: Bacal H. A. (1987). British object-relations theorists and self-psychology: some critical reflections. The International Journal of psycho-analysis, 68 ( Pt 1), 81–98. Baker, H. S., & Baker, M. N. (1987). Heinz Kohut's self-psychology: an overview. The American journal of psychiatry, 144(1), 1–9. https://doi.org/10.1176/ajp.144.1.1 Bion, W. R. (1957). Differentiation of the psychotic from non-psychotic personalities. The International Journal of Psychoanalysis, 38, 266–275. Bion, W. R. (1959). Attacks on linking. The International Journal of Psychoanalysis, 40, 308–315. Bion, W. R. (2013). The psycho-analytic study of thinking. The Psychoanalytic Quarterly, 82(2), 301–310. https://doi.org/10.1002/j.2167-4086.2013.00030.x Benjamin J. (2004). Beyond doer and done to: an intersubjective view of thirdness. The Psychoanalytic Quarterly, 73(1), 5–46. https://doi.org/10.1002/j.2167-4086.2004.tb00151.x Caper R. (1998). Psychopathology and primitive mental states. The International Journal of psycho-analysis, 79 ( Pt 3), 539–551. Brown L. J. (2012). Bion's discovery of alpha function: thinking under fire on the battlefield and in the consulting room. The International Journal of psycho-analysis, 93(5), 1191–1214. https://doi.org/10.1111/j.1745-8315.2012.00644.x Goldin, D. (2022) Prologue: Heinz Hartmann Revisited: The Ongoing Problem of Adaptation, Psychoanalytic Inquiry, 42:3, 159162, DOI: 10.1080/07351690.2022.2047365 Havens L. (1986). A theoretical basis for the concepts of self and authentic self. Journal of the American Psychoanalytic Association, 34(2), 363–378. https://doi.org/10.1177/000306518603400206 Klein M. Notes on some schizoid mechanisms. J Psychother Pract Res. 1996 Spring;5(2):160-79. PMID: 22700275; PMCID: PMC3330415. Kramer, S., & Akhtar, S. (1988). The developmental context of internalized preoedipal object relations. Clinical applications of Mahler's theory of symbiosis and separation-individuation. The Psychoanalytic Quarterly, 57(4), 547–576. Ogden T. H. (1988). Misrecognitions and the fear of not knowing. The Psychoanalytic Quarterly, 57(4), 643–666. Ogden, T. H. (2004). On holding and containing, being and dreaming. The International Journal of Psychoanalysis, 85(6), 1349–1364. https://doi.org/10.1516/T41H-DGUX-9JY4-GQC7 O'Shaughnessy, E. (1981). A commemorative essay on W.R. Bion's theory of thinking. Journal of Child Psychotherapy, 7, 181-192. Rogers, C. R. (1959). A Theory of Therapy, Personality, and Interpersonal Relationships: As Developed in the Client-Centered Framework. In S. Koch (Ed.), Psychology: A Study of a Science. Formulations of the Person and the Social Context (Vol. 3, pp. 184-256). New York: McGraw Hill. Safran, J. D. (1993). Breaches in the therapeutic alliance: An arena for negotiating authentic relatedness. Psychotherapy: Theory, Research, Practice, Training, 30(1), 11–24. https://doi.org/10.1037/0033-3204.30.1.11 Schore A. N. (2009). Relational trauma and the developing right brain: an interface of psychoanalytic self-psychology and neuroscience. Annals of the New York Academy of Sciences, 1159, 189–203. https://doi.org/10.1111/j.1749-6632.2009.04474.x Stern, D. N., Sander, L. W., Nahum, J. P., Harrison, A. M., Lyons-Ruth, K., Morgan, A. C., Bruschweiler-Stern, N., & Tronick, E. Z. (1998). Non-interpretive mechanisms in psychoanalytic therapy. The 'something more' than interpretation. The Process of Change Study Group. The International Journal of psycho-analysis, 79 ( Pt 5), 903–921. Winnicott, Donald W., 'The Theory of the Parent-Infant Relationship', in Lesley Caldwell, and Helen Taylor Robinson (eds), The Collected Works of D. W. Winnicott: Volume 6, 1960-1963 (New York, 2016; online edn, Oxford Academic, 1 Dec. 2016), https://doi.org/10.1093/med:psych/9780190271381.003.0022 van der Horst, F. C., & van der Veer, R. (2008). Loneliness in infancy: Harry Harlow, John Bowlby and issues of separation. Integrative psychological & behavioral science, 42(4), 325–335. https://doi.org/10.1007/s12124-008-9071-x |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
-
|
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
10
|
| Presentation / Jury |
1
|
20
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
16
|
5
|
80
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
20
|
20
|
| Presentation / Jury |
1
|
20
|
20
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
27
|
27
|
| Final Exam |
1
|
30
|
30
|
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. |
X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. |
X | ||||
| 3 | To be able to use the acquired theoretical and applied psychology knowledge at an expert level. |
X | ||||
| 4 | To be able to make a case formulation with a certain psychotherapy approach and apply innervation techniques accordingly. |
X | ||||
| 5 | To be able to evaluate personality structures and psychological disorders during clinical interviews, and write a psychological evaluation rapport. |
X | ||||
| 6 | To be able to analyze field related problems according to scientific methods and tools and develop a solution strategy. |
X | ||||
| 7 | To be able to question and critically evaluate issues that are related to behavioral and mental processes with a scientific and creative approach. |
X | ||||
| 8 | To be able to act according to legislation, professional values, and ethical principles while acquiring field knowledge. |
X | ||||
| 9 | To be able to differentiate the genetic, physiological, social and environmental factors while explaining individual’s emotion, thought and behavior; and to understand and interpret the interaction of these factors. |
X | ||||
| 10 | To have the acquired competence in etiology, symptoms, prognosis and termination of a psychological disorder. |
X | ||||
| 11 | To have the competence to evaluate and integrate current research and critical approaches in the field. |
X | ||||
| 12 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 13 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
