ECTS - Adult Psychotherapies
Adult Psychotherapies (PSY508) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Adult Psychotherapies | PSY508 | 3 | 2 | 0 | 4 | 8 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Social Sciences Master's Degree |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of the course is to provide perspective to contemporary psychotherapy approaches such as psychotherapy integration. Course content includes the basic level methods used in CBT. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Contemporary psychoterapy approaches, aims, methods, techniques, and applications of psychotherapies. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to contemporary issues regarding psychotherapies | Bowins, B. (2021). States and Processes for Mental Health Advancing Psychotherapy Effectiveness. Academic Press, Elsevier. Ch. 28. Problems with the discrete psychotherapy approach p. 229 |
| 2 | Introduction to 21st-Century Psychotherapies | Bowins, B. (2021). Ch. 29. Advancing psychotherapy effectiveness p. 241 Wedding, D., & Corsini, R. J. (2019). Current psychotherapies. Cengage Learning. Ch. 1. p.2 |
| 3 | Defining and Comparing the Psychotherapies: An Integrative Framework | Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press. Ch.1. p.1 |
| 4 | A Primer on Psychotherapy Integration | Norcross, J. C. & Goldfrie, MR. (2005). Handbook of Psychotherapy Integration. Oxford. Ch.1. p.1 |
| 5 | Introduction to Cognitive Behavior Therapy & Overview of Treatment | Beck Ch’s. 1&2 |
| 6 | Cognitive Conceptualization &The Evaluation Session | Beck Ch’s. 3&4 |
| 7 | Cognitive Conceptualization & The Evaluation Session | Beck Ch’s. 3&4 |
| 8 | Structure of the First Therapy Session & Behavioral Activation | Beck Ch’s. 5&6 |
| 9 | Session 2 and Beyond: Structure and Format & Problems in Structuring Sessions | Beck Ch’s. 7&8 |
| 10 | Identifying Automatic Thoughts & Identifying Emotions | Beck Ch. 9&10 |
| 11 | Evaluating Automatic Thoughts | Beck Ch’s. 11 |
| 12 | Responding to Automatic Thoughts & Emotions | Beck Ch’s. 12 |
| 13 | Identifying and Modifying Intermediate Beliefs | Beck Ch’s. 13 |
| 14 | Identifying and Modifying Core Beliefs | Beck Ch’s. 14 |
Sources
| Course Book | 1. Wedding, D., & Corsini, R. J. (2019). Current Psychotherapies. Cengage. |
|---|---|
| 2. Beck, J.S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Publications. | |
| 3. Bowins, B. (2021). States and Processes for Mental Health Advancing Psychotherapy Effectiveness. Academic Press, Elsevier. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 14 | 10 |
| Laboratory | - | - |
| Application | 10 | 10 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 10 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 27 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships, power relationships, boundary issues, therapeutic alliance and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting. | X | ||||
| 2 | Knowledge of self, such as motivation, resources, values, personal biases and others; macro (work, national norms) and micro (family, gender differences) environment in which the person functions. | X | ||||
| 3 | Acquiring skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship. | X | ||||
| 4 | Accepting obligations, being sensitive to others, and conducting the self in an ethical manner while working with other professionals. | X | ||||
| 5 | Knowledge and skills of assessment and evaluation such as assessment methods, knowledge of populations served in a cultural context, human development and diagnosis along with necessary skills such as collection and processing data, formulation of hypotheses and making a diagnosis when appropriate, report writing and formulation of an action plan. | X | ||||
| 6 | The learning of an array of varied interventions with individuals and systems such as couples, families, groups and organizations, selecting and applying appropriate intervention methods. | X | ||||
| 7 | Analyzing the information by utilizing critical reasoning skills, developing a conceptual framework towards solution of a critical problem, and communicating this to the client. | X | ||||
| 8 | Sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context. Applications of various research approaches to social systems. | X | ||||
| 9 | Has knowledge of ethical principles and skills of ethical decision-making process, proactive identification of potential ethical dilemmas and resolution of ethical dilemmas. | X | ||||
| 10 | Learning to be a receptive supervisee such as open to supervision, well prepared, able to use time efficiently, aware of limits, and ability to link learning approaches to specific evaluation criteria. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 14 | 5 | 70 |
| Laboratory | |||
| Application | 10 | 2 | 20 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 20 | 20 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 20 | 20 |
| Prepration of Final Exams/Final Jury | 1 | 30 | 30 |
| Total Workload | 188 | ||