Systemic psychotherapy foundations: theory and research

Recommended Prerequisites

It is recommended the frequency with approval in the following units of the 1st cycle of studies: Family Psychology (elective); Systemic Models and Psychodynamic Models (mandatory, 3rd year, 1st semester). 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 and active methodologies, fostering the articulation between theoretical concepts and their application, through reflective exercises; all material is provided prior to the classes, encouraging research and critical thinking.

Learning Outcomes

Objectives: Knowledge and critical understanding of theoretical assumptions and concepts underlying systemic psychotherapy as well as the scientific evidence that supports it. Implications for assessment and intervention. Learning outcomes: ability to 1) identify a system as a) the object of understanding / intervention and b) to describe it in structural and functional terms, 2) analyze its functioning, communication processes, having change in perspective, 3) assess a psychopathology situation in relational and ecosystemic terms, deconstruct problems in terms of multiple views and their reframing, 4) construct systemic hypotheses and thereafter, to identify therapeutic approaches; 6) review the empirical evidence in the field and draw implications.

 

Work Placement(s)

No

Syllabus

Systemic paradigm: theoretical foundations

 1.1. Systems Theory. Definition, structure and properties of systems

 1.2. Cybernetics (s). Functioning and change in systems. The evolution of the cybernetic metaphor, combination with the constructivist and constructionist paradigms

 1.3. Pragmatics of Human Communication: general principles and axiomatic

 2. Systemic paradigm: concepts

 2.1. Complexity and interaction

2.2. Change, multiple views and reframing

 2.3. Ecosystemic psychopathology

 3. Implications of the systemic paradigm in assessment and intervention

 3.1. The systemic hypothesis

 4. Scientific evidence: empirical validation of systemic psychotherapy

 4.1. Efficacy and processes studies: meta-analysis and systematic review of studies

 4.2. Studies on the common factors in therapy and the particular case of systemic and family psychotherapy

Head Lecturer(s)

Ana Paula Pais Rodrigues Fonseca Relvas

Assessment Methods

Assessment
Students should make an individual work (60%) on a continuing basis, with a critical analysis based on theory of practical exercises and contents covered in the classes. The second assessment component is a group work with presentation in the classroom on the themes of the program (40%): 100.0%

Bibliography

Adler, R., & Rodman, G. (2006). Understanding human communication. Oxford: Oxford UP.

Anderson, H. & Goolishian. H. (1989). Human systems as linguistic systems: Preliminary and evolving ideas about the implications for clinical therapy. Fam. Proc., 27, 371-393.

Morin, E. (1992). Introduction à la pensée complexe. Paris: ESF.

Relvas, A. P. (2000). Por detrás do espelho. Da teoria à terapia com a família. Coimbra: Quarteto.

Relvas, A. P., & Major, S. (coords.) (2014). Avaliação Familiar. Funcionamento e Intervenção (Vol. I), Coimbra: IUC http://dx.doi.org/10.14195/978-989-26-0841-9

Sprenkle, D., Davis, S., & Lebow J. (2009). Common Factors in Couple and Family Therapy: The Overlooked Foundation for Effective Practice. NY: Guilford.

Vilaça. M. & Relvas, A. P. (2014). The State of the Art in Family Therapy Research: What Works? How it Works? International Journal of Social Sciences Studies, 2, 10-19.