Professional and personal development in systemic and family psychotherapy

Year
4
Academic year
2014-2015
Code
02018035
Subject Area
Psychology
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
Duration
SEMESTRIAL
ECTS Credits
4.0
Type
Compulsory
Level
2nd Cycle Studies - Mestrado

Recommended Prerequisites

It is recommended the frequency with approval of 1st semester units from the Systemic and Family Psychotherapy specialization subarea. The student must have good knowledge of English (reading) since many bibliographic references are in English.

Teaching Methods

Theoretical and practical teaching with the use of lectures, discussion of cases and other clinical materials (ex.: videos) articulated with active methods (ex.:  simulation of therapeutic sessions) for skills training and experiencing movement and self-references processes. Thus, this unit acts as a "laboratory" of clinical work.

Learning Outcomes

The unit, taught according to the model of family therapy developed by the teacher (Therapy of curiosity - an integrative model) has the overall objective to develop in students a professional identity as systemic family therapists. Students should acquire practical skills on how to manage therapeutic processes and professional practice. They should also be able to assess the role of personal values, beliefs and interpersonal relational style in therapy work, as well as how personal and family history shapes their clinical practice. They must learn to use the self in therapy. Should acquire skills associated with legal and ethical issues related to therapeutic practice through a family and systemic perspective.

Work Placement(s)

No

Syllabus

Introduction: Ethical, aesthetic and pragmatic standards in family and systemic psychotherapy. Ethical and legal issues

 1. Skills training for individual, couple and family interview

 1.1. From the creation and maintenance of the therapeutic context to the definition of the omnidirected  therapeutic relationship; structuring the interview and ongoing relationship intervention-assessment

 1.2. Co-therapy: pitfalls and potential;

 1.3. Supervision

 2. Training techniques to promote systemic change

2.1. The co-construction of change: negotiating objectives, applying the techniques resulting from different models

 2.2. Particular aspects: use of circular questions, metaphors and analogical language, reframing and deconstruction, reflecting team and "as if"; creativity and sense of humor

 3. The person of the therapist.

 3.1. Resonances and personal work on the therapist’s origin family, the therapist-client setting

 3.2. Discovering the therapist's personal style, skills and attitudes

Head Lecturer(s)

Ana Paula Pais Rodrigues Fonseca Relvas

Assessment Methods

Final
Exam: 100.0%

Periodic
Construction of the systemic toolbox or reflective analysis of personal genogram or family genealogy: 20.0%
Laboratory work or Field work: 30.0%
Mini Tests: 50.0%

Bibliography

Anderson, H. (2012). Collaborative Relationships and Dialogic Conversations: Ideas for a Relationally Responsive Practice. Fam. Proc., 51 (1), 8-24.

Andersen, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Fam. Proc., 26, 415-428.

Ausloos, G. (1999). A competência das famílias: tempo, caos e processos. Lisboa: Climepsi.

Haber, R. (1990). From handicap to handy capable: Training therapists in use of self. Fam. Proc., 29 (4), 375-384.

Keeney, B. (1992). La improvisación en psicoterapia. Guía práctica para estrategias clínicas creativas. Barcelona: Paidós.

Real, T. (1990). The therapeutic use of self in constructionist systemic therapy. Fam. Proc., 29 (3), 255-272.

Relvas, A. P. (2003). Por detrás do espelho. Da teoria à terapia com a família. Coimbra: Quarteto. Roberts, J. (2005). Transparency and Self-Disclosure in Family Therapy: Dangers and Possibilities. Fam. Proc., 44, 1, 45-63.