Systemic Intervention in Mental Illness and in the Community

Recommended Prerequisites

Students must have a good knowledge of English (reading) since many bibliographic references are in English.

Teaching Methods

Theoretical and practical teaching: analysis and discussion of case reports and theoretical elements provided by the teacher and/or students; practical exercises (mastery of systemic thinking and intervention models and techniques) and role-playing to train systemic intervention skills. Whenever possible, specialists (clinicians or researchers) in the areas of systemic intervention, mentioned in the syllabus, will be invited.

Learning Outcomes

To acquire theoretical and empirical knowledge and clinical skills to work systemically: i) in mental health disorders (e.g., eating disorders, anxiety disorders), ii) in problematic and risky family contexts (e.g., family violence, migrant families), iii) in community contexts (e.g., school system, poor communities) and d) in other present challenges (e.g., homoparenthood, families and ICTs). In this way, students are expected to deepen a systemic and ecopsychopathological understanding that takes into account the reciprocal influence between the individual and the various systems involved (e.g., family, school, social services) and, consequently, are able to formulate clinical judgments to intervene systemically based on empirically supported theoretical and clinical options.

Work Placement(s)

No

Syllabus

1. Systemic intervention in mental health: a) mood and anxiety disorders (e.g., depression, phobias, panic disorder); b) eating disorders (e.g., anorexia, bulimia).

2. Systemic intervention in problematic and at-risk family contexts: a) challenging adolescents and their families; b) family violence and abuse; c) migrant families; d) involuntary/mandated clients.

3. Systemic intervention in community contexts: a) school/family interface and school symptoms; b) primary, secondary and mixed systemic networks; c) community family therapy with disadvantaged/poor families.

4. Systemic challenges in a changing world: a) homoparenthood; b) families and ICTs; c) emerging adulthood and ageing; d) macroeconomic crisis.

Head Lecturer(s)

Luciana Maria Lopes Sotero

Assessment Methods

Assessment
Role-play: 20.0%
Individual assessment component: 30.0%
Based on the analysis of a clinical case, develop a systemic compreension (systemic hypothesis/s) and formulate a systemic intervention plan in articulation with the respective comprehensive hypothesis, as part of a Project Based Learning (PBL) involving other curricular units. Work carried out in groups: 50.0%

Bibliography

Breunlin, D. C., Schwartz, R. C., & Kune-Karrer, B. M. (2001). Metaframeworks: Transcending the models of family therapy. Jossey-Bass.

Carr, A. (2018). Couple therapy, family therapy and systemic interventions for adult‐focused problems: The current evidence base. Journal of Family Therapy, 41(4), 492-536.

Gouveia-Pereira, M., & Miranda, M. P. (2021). Manual de terapia familiar: Teoria, avaliação e intervenção sistémica. Pactor.

Pereira, R., & Linares, J. (2018). Clinical interventions in systemic couple and family therapy. Springer.

Pinsof., W. M., Breunlin, D. C., Russell, W. P., Lebow, J., Rampage, C., & Chambers, A. L., (2018). Integrative systemic therapy: Metaframeworks for problem solving with individuals, couples, and families. APA.

Relvas, A.P. & Sotero, L (2014). Familias obligadas, terapeutas forzosos. La alianza terapéutica en contextos coercitivos. Ediciones Morata.