MODULE 1. INTRODUCTION TO THE INTEGRATIVE PSYCHOTHERAPY FOR CHILDREN AND ADOLESCENTS
1. The history of integrative psychotherapy; 2. The definition of integrative psychotherapy; 3. Integration in psychotherapy. Integrative models: 3.1. Multimodal therapy; 3.2. The future predictions model; 3.3. The trans-theoretical model; 3.4. Psychodynamic assimilative psychotherapy; 3.5. Relational psychotherapy; 3.6. Multi-theoretical psychotherapy; 4. Introduction to integrative strategic psychotherapy; 5. Introduction to integrative strategic psychotherapy for children and adolescents: 5.1. Particularities of child psychotherapy; 5.2. Specific approaches in child psychotherapy.
MODULE 2. CLINICAL ASSESSMENT IN WORKING WITH CHILDREN AND ADOLESCENTS
1. The initial assessment of the child: 1.1. Information obtained from parents; 1.2. Information obtained from collateral sources (ie school); 1. Initial assessment of the child: 1.1. Information obtained from parents; 1.2. Information obtained from collateral sources (ex school); 1.3. Initial interview; 1.4. Evaluation of the development and functioning of the child / adolescent (1.4.1. Biological development; 1.4.2. Cognitive development; 1.4.3. Emotional development; 1.4.4. Social development); 2. Methods of assessment and diagnosis: 2.1. Questionnaires for children and adolescents; 2.2. Questionnaires for parents / teachers and evaluation of parents; 2.3. Use of the drawing in the assessment procedure; 2.4. Projective tests; 2.5. Behavioral assessment; 2.6. Cognitive assessment; 2.7. Observing the child’s play; 2.8. Family interactions; 2.9. Social skills; 2.10. Considerations regarding the clinical assessment of adolescents; 3. School assessment; 4. Neurobiological assessment; 5. Assessment of the infant: 5.1. Developmental assessment of the infant; 5.2. Assessment of child’s interactions; 5.3. Evaluating the perceptions of the infant; 6. Writing reports.
MODULE 3. STRATEGIC INTEGRATIVE PSYCHOTHERAPY
1. Basic principles of strategic integrative psychotherapy; 2. The strategic integrative model of the Self: 2.1. Psychological axes; 2.2. The proto-self; 2.3. The core self; 2.4. The plastic self; 2.5. The external self; 2.6. The neuroanatomical model of the Self.
MODULE 4. COMMON FACTORS IN PSYCHOTHERAPY. PART 1
1. The definition and classification of common factors in psychotherapy – 1.1. Ehy psychotherapy is efficient; 1.2. Common psychotherapeutic factors; 1.3. The classification of common factors; 2. The client variable in psychotherapy – 2.1. The client – the most important common factor in psychotherapy; 2.2. The stages of change and resistance to change; 2.3. Motivation for psychotherapy – 2.3.1. Types of motivation; 2.3.2. Motivation and the process of change; 2.4. The development of the client’s self – 2.4.1. The global awareness of the self; 2.4.2. Dissociation; 2.5. Self-esteem, self-efficacy and learned helplessness; 2.6. Shame; 2.7. The coping style; 2.8. The attachment style; 2.9. The client’s values and preferences; 3. The psychotherapist variable in psychotherapy: 3.1. Relational variables – 3.1.1. Empathy; 3.1.2. Unconditional regard; 3.1.3. Authenticity; 3.2. Professional variables; 3.2. The psychotherapist’s personal development; 4. Research and ethics in integrative child and adolescent psychotherapy.
MODULE 5. COMMON FACTORS IN PSYCHOTHERAPY. PART 2.
1. Reational common factors – 1.1. The therapeutic alliance: a. The definition and the components of the therapeutic alliance; b. Assessment of the therapeutic alliance; c. The place of the alliance in the therapeutic process; d. Specific aspects of the therapeutic alliance; e. Ruptures of the therapeutic alliance and repair; 1.2. The therapeutic relationship: a. The development and maintenance of the therapeutic relationship; b. The model of the six modalities of the therapeutic relationships; 2. The trans-theoretical common factors – 2.1. The therapeutic context; 2.2. Placebo, hope and expectations; 2.3. The extra-therapeutic change; 3. Strategic common factors – 3.1. The therapeutic myth; 3.2. The assessment process; 3.3. Ego strengthening; 3.4. Emotional processing; 3.5. The corrective emotional experience; 3.6. Rituals and techniques in psychotherapy
MODULE 6. PRENATAL DEVELOPMENT AND BIRTH
1. From conception to birth: 1.1. The zygote; 1.2. The embryo; 1.3. The fetus; 2. Prenatal brain development: 2.1. Genome, epigenome and brain development; 2.2. Environmental influences on human fetal development; 2.3. Neurobehavioral development of the human fetus (2.3.1. Behavioral development of the fetus; 2.3.2. Developmental theories in the prenatal period); 3. Fetal experience; 4. Potential problems in prenatal development: 4.1. Teratogenesis; 4.2. The effects of antenatal maternal stress and anxiety; 5. Perinatal development; 5.1. The birth process; 5.2. The experience of the newborn; 5.3. The social environment at birth.
MODULE 7. CHILD DEVELOPMENT
1. The biological foundations of development: 1.2. Hereditary influences on development; 1.2. Hereditary disorders; 1.3. Hereditary influences on behavior; 2. Cognitive development: 2.1. Piaget’s theory; 2.2. Vygotsky’s socio-cultural perspective; 2.3. Perspectives of information processing (2.3.1. Multi-level model; 2.3.2. Development of memory; 2.3.3. Development of other cognitive skills); 2.4. Intelligence; 2.5. Development of language and communication skills; 2.6. Meta-cognition. The theory of mind; 3. Social and personality development: 3.1. Emotional development; 3.2. Attachment; 3.3. Developing the concept of self; 3.4. Differences in sexual and gender development; 3.5. Aggression, altruism and moral development; 4. Development context: 4.1. The family; 4.2. Friends, school and technology.
MODULE 8. ADOLESCENT DEVELOPMENT
1. Biological changes associated with puberty: 1.1. Hormonal changes; 1.2. Brain development in adolescence; 1.3. Physical development and transformation; 2. Moral development in adolescence: 2.1. Kohlberg’s theory of moral development; 2.2. The nature of morality; 2.3. Building morality; 3. Formation of identity: 3.1. Erikson’s theory of identity formation; 3.2. The nature of identity; 3.3. Identity building; 4. Social changes associated with adolescence: 4.1. Friendships and groups of friends; 4.2. Changes in family relationships; 4.3. School transitions; 5. Cognitive development in adolescence; 6. Emotional and personality development in adolescence; 8. Adolescent work and employment; 9. Positive behaviors, problematic behaviors and resilience in adolescence.
MODULE 9. THE COGNITIVE DOMAIN IN CHILD PSYCHOTHERAPY
1. The child’s cognitive development; 2. Proto-cognitions; 3. Cognitive maps: central beliefs, intermediary beliefs, automatic thoughts, the explanatory style; 4. Perfectionism; 55. Working with the cognitive axis
MODULE 10. THE EMOTIONAL DOMAIN IN CHILD PSYCHOTHERAPY
1. The emotional development of the child; 2. Attachment: 2.1. Attachment formation; 2.2. Attachment style; 2.3. Types of child attachment ; 2.4. Types of adult attachment; 2.5. The influence of parental attachment on the quality of the child’s attachment; 2.6. The client’s attachment style and the impact on psychotherapy; 2.7. Psychotherapist’s attachment style and impact on psychotherapy; 3. Emotions: 3.1. Affects; 3.2. Primary emotions; 3.3. Basic emotions; 3.4. Emotional regulation; 3.5. Emotional expression; 3.6. Alexithymia; 4. Intersubjectivity; 5. Conditions of worth; 6. Working with the emotional axis.
MODULE 11. PSYCHODYNAMICS. PART 1
1. Sub-personalities or ego parts – 1.1. Ego parts; 1.2. The Developmental Needs Meeting Strategy – DNMS; 1.2. The internal family systems model; 1.4. The inner counsellor; 1.5. Dissociation; 1.6. Therapeutic work with the ego parts; 2. Ego states – 2.1. The concept of ego states; 2.2. The therapy of ego states.
MODULE 12. PSYCHODYNAMICS. PART 2
1. Script and counter-script -1.1. The formation of script beliefs; 1.2. Maintenance and manifestation of the script; 1.3. The counter-script; 1.4. The difference between the script indicators and the counter-script; 1.5. Injunctions and drivers; 1.6. Types of life scripts; 1.7. Working with the script in psychotherapy; 2. Transference – 2.1. The definition of transference; 2.2. Manifestations of transference; 2.3. Models of transference; 2.4. The interpretation of transference; 3. Counter-transference – 3.1. Definition of counter-transference; 3.2. Manifestations of counter-transference; 3.3. Projective identification; 3.4. Working with counter-transference; 4. Enactments; 5. Psychological games.
MODULE 13. ELEMENTS OF FAMILY PSYCHOTHERAPY
Contents: 1. Principles of systemic theory; 2. Family life cycle: 2.1. Family with infants; 2.2. Family with school children; 2.3. Family with teenagers; 2.4. Middle-aged parents; 3. Bowen family systemic therapy; 4. Experiential family therapy; 5. Structural family therapy; 6. Family psychoanalytic therapy; 7. Cognitive-behavioral family therapy; 8. Solution-centered family therapy; 9. Integrative models of family therapy; 10. Parents and the child’s mental health: 10.1. Child-parent dyad; 10.2. Parents with mental disorders; 10.3. Depressed parents; 10.4. Parental competence and parenting styles; 10.5. Parent education.
MODULE 14. PLAY THERAPY
Contents: 1. The meaning of playing for the child; 1.1. Playing; 1.2. Processes expressed through play; 1.3. Play and emotions (1.3.1. The scale of affect in play); 1.4. Play communication; 1.5. Play in the therapeutic process; 1.6. Symbolic playing; 1.7. The stages of the therapeutic process; 2. Approaches in play therapy: 2.1. Psychoanalytic approaches to play therapy (2.1.1. Jungian analytical play therapy; 2.1.2. Adlerian play therapy); 2.2. Humanistic models (2.2.1. Child-centered play therapy; 2.2.2. Gestalt play therapy; 2.2.3. Experiential play psychotherapy); 2.3. Systemic models (2.3.1. Family play therapy; 2.3.2. Metaphors in play therapy); 2.4. Group play therapy; 2.5. Play-centered psychotherapy; 2.6. Cognitive-behavioral play therapy; 2.7. Narrative play therapy; 2.8. Integrative play therapy; 3. The characteristics of play therapy: 3.1. The therapeutic relationship; 3.2. The objectives of play therapy; 3.3. What children learn in play therapy; 3.4. Multicultural approaches; 3.5. Parents as playmates in play therapy; 3.6. Characteristics of facilitative responses in play therapy; 3.7. Typical problems in play therapy; 4. Techniques of play therapy: 4.1. Stories; 4.2. Expressive techniques; 4.3. Games; 4.4. Toys; 4.5. Sand tray; 4.6. Group play; 5. Play therapy with adolescents.
MODULE 15. EXPRESSIVE PSYCHOTHERAPY FOR CHILDREN AND ADOLESCENTS
1. Art versus language; 2. Art therapy as a container; 3. The therapeutic process in art therapy: 3.1. Development of drawing in children; 3.2. Symbols, signs, the theory of mind and drawing development; 3.3. The therapeutic process; 4. Approaches in art therapy for children and adolescents: 4.1. Psychodynamic approaches: discovery and insight, sublimation, symbolism and object relations; 4.2. Humanistic approaches; 4.3. Psycho-educational approaches; 4.4. Systemic approaches; 5. The integrative approach in art therapy; 6. Facilitating artistic expression; 7. Evaluation and decoding of symbolic messages; 8. Music therapy in child and adolescent psychotherapy: 8.1. The psychotherapeutic characteristics of music; 8.2. Musical development in children; 8.3. Clinical applications; 8.4. Music therapy in autism.
MODULE 16. INTERPRETATION OF DRAWING AND PAINTING FROM AN INTEGRATIVE PERSPECTIVE
1. Personal history prior to the analysis of the drawing / painting; 2. Analysis of the drawing: 2.1. Behavior during drawing; 2.2. Emotions present during drawing; 2.3. Stages of drawing development in children; 2.4. Analysis of the general impression created by drawing / painting: 2.4.1. Subjective impression; 2.4.2. Artistic impression; 2.4.3. Linguistic expression; 2.4.4. The style; 2.5. Analysis of execution and organization: 2.5.1. Motifs, symbols and signs; 2.5.2. Shape; 2.5.3. Proportion; 2.5.4. Color; 2.5.5. The movement; 2.6. Space, time and composition: 2.6.1. Emotional signs in the vertical structure; 2.6.2. Emotional signs in the horizontal structure; 2.6.3. Mirrored projection of body image on the drawing surface; 2.6.4. Emotional signs in portraying situations; 2.6.5. Emotional signs in the temporal order of appearance of motifs; 2.7. The power of symbols
MODULE 17. ELEMENTS OF MUSIC THERAPY (20 hours).
1. Definition and history of music therapy; 2. Neurobiology (2.1. Psychoachustics; 2.2. Neurological aspects of the musical experience; 2.3. Inclination to music and cerebral dominance; 2.4. Communication through music; 2.5. Music and altered states of consciousness; 2.6. Music as analogy and metaphor); 3. Approaches in music therapy: 3.1. Guided imagery and music – Bonny method; 3.2. Analytical orientated music therapy – Priestley method; 3.3. Creative music therapy – Nordoff – Robbins model; 3.4. Free improvisation – Alvin model; 3.5. Behavioral music therapy; 3.6. Group music therapy
MODULE 18. METAPHORS, WRITING AND STORIES IN PSYCHOTHERAPY
1. Writing and reflexivity: writing as personal development: 1.1. Therapeutic writing and writing facilitation; 1.2. Journals; 1.3. Dreams; 1.4. Self, body and identity – expression through literature; 12. Poetry used for psychotherapeutic purposes: 2.1. History of psychotherapy through poetry; 2.2. Work methods: individual, family, group; 2.3. Developmental stages and poetry psychotherapy; 3. Fiction and personal history in psychotherapy; 4. Elements of bibliotherapy; 5. Humor in psychotherapy
MODULE 19. ELEMENTS OF PSYCHODRAMA
1. Principles of psychodrama; 2. Applications of role theory in psychotherapeutic interventions; 3. Creativity; 4. Spontaneity; 5. Imaginary games; 6. Psychodynamic aspects in psychodrama; 7. Integration of psychodrama and cognitive-behavioral therapy; 8. A meta-theory of psychodrama; 9. Therapeutic factors in psychodrama.
MODULE 20. MAJOR LIFE TRANSITIONS
1. Placement in surrogate families, foster carers and orphanages: 1.1. Epidemiology; 1.2. Attachment changes; 1.3. The decision to place in a foster home or orphanage; 1.4. The transition to the orphanage; 1.5. Adaptation to the orphanage; 1.6. Evaluation; 1.7. Practical principles; 1.8. Home treatment; 1.9. Planning for permanent placement; 2. Separation and divorce: 2.1. Epidemiology; 2.2. Reasons for divorce; 2.3. The effect on parents; 2.4. The effect on children; 2.5. Developmental stages of family transformation; 2.6. Stepparents; 2.7. Psychotherapy programs; 2.8. Custody assessment; 3. Mourning; 3.1. Epidemiology; 3.2. Development of the concept of death; 3.3. The mourning process; 3.4. Theories regarding mourning; 3.5. Mourning reactions; 3.6. Adaptation after loss; 3.7. Case assessment and formulation; 3.8. Interventions; 3.9. Interventions with dying children.