Year 1 (120 hours)
MODULE 1. INTRODUCTION IN INTEGRATIVE PSYCHOTHERAPY
1. The history of integrative psychotherapy; 2. Defining integrative psychotherapy; 3. Psychotherapy integration; 3.1. “First generation” integrative models; 3.1.1. Technical eclecticism: Multimodal therapy – Arnold Lazarus; Systematic treatment selection- Beutler, Consoli & Lane; 3.1.2. The common factors in psychotherapy: The future predictions model – Beitman; Informed clinical strategy – Miller, Duncan & Hubble; 3.1.3. Theoretical integration: The transtheoretical model – Prochaska & DiClemente; The revised transtheoretical model – Freeman & Dolan; Cyclical relational psychodynamics- Wachtel; 3.1.4. Assimilative integration: Assimilative psychodynamic psychotherapy – Stricker & Gold; Cognitive-behavioural assimilative integration – Castonguay; 3.2. “Second generation” integrative models; 3.2.1. Relational psychotherapy- Gilbert & Evans; 3.2.2. The contact-in-relationship model – Erskine, Moursund & Trautmann, 3.2.3. Multi-theoretical psychotherapy – Brooks-Harris; 3.2.4. Integrative multicultural psychotherapy – Yvey & Brooks-Harris; 3.2.5. An outline of integrative strategic psychotherapy – Popescu & Viscu; 3.2.6. An outline of integrative child psychotherapy – Popescu & Gane; 4. Social and political aspects in psychotherapy .
MODULE 2. PSYCHODIAGNOSIS
1. Categorical and dimensional diagnosis; 2. Structured diagnosis; 2.1. Psychotherapeutic diagnosis; 2.1.1. The object of psychotherapeutic diagnosis; 2.1.2. The components of psychotherapeutic diagnosis; 2.1.3. Counterindications for commencing or continuing psychotherapy; 2.1.4. The diagnostic guide in psychotherapy (Bartuska et.al.); 2.2. Relational diagnosis; 2.2.1. The client’s perspective on the world; 2.2.2. Information processing styles; 2.2.3. Power differences in psychotherapy; 2.2.4. Interpersonal connections; 2.3. Psychotherapeutic semiology; 2.3.1. The initial interview ; 2.3.2. Symptom analysis; 2.3.3. The integrative strategic system for case evaluation; 2.3.4. The case history; 2.3.5. The mental status; 2.4. The DSM 5 diagnostic system; 2.4.1. Diagnostic categories in DSM 5; 2.4.2. Risk and severity assessment; 3. Unstructured diagnosis; 3.1. Unstructured projective diagnosis; 3.2. Drawing and expressive diagnosis; 3.3. Diagnosis in music therapy.
MODULE 3. INTEGRATIVE STRATEGIC PSYCHOTHERAPY
1. Core principles of integrative strategic psychotherapy; 2. The integrative strategic model of the Self; 2.1. The psychological axes; 2.1. The proto-self; 2.2. The core self; 2.3. The plastic self; 2.4. The external self; 2.5. The neuroanatomic model of the Self; 3. The model of the Self in the main psychotherapeutic orientations; 3.1. The Self in psychodynamic orientations: The Self in Freudian psychoanalysis; The Self in Jungian psychoanalysis; Winnicott’s theory on the True Self and False Self; Kohut’s theory on narcissism; Stern’s model of the four domains of the Self; The two domains of the Self, described by Masterson; 3.2. The Self in cognitive-behavioural orientations: The social learning theory; The behavioural theory; The cognitive theory; 3.3. The Self in humanistic-existential orientations: Berne’s transactional analysis; Logotherapy; Psychodrama; Gestalt therapy; Person centred psychotherapy.
MODULE 4. COMMON FACTORS IN PSYCHOTHERAPY. PART 1
1. A classification of common factors in psychotherapy: relational, transtheoretical and strategic (Popescu & Viscu); 2. Relational common factors in psychotherapy; 2.1. The therapeutic alliance; 2.1.1. Ruptures of the therapeutic alliance; 2.2. The therapeutic relationship; 2.2.1. Building and maintaining the therapeutic relationship; 2.2.2. Relational principles in psychotherapy; 2.2.3. The model of the six modalities of relationships (Clarkson & Gilbert): the therapeutic alliance, the transferential- counter-transferential relationship, the developmentally necessary/reparatory relationship, the I-You or the real relationship, the transpersonal relationship and the representational relationship; 2.3. The therapist variable; 2.3.1. Empathy; 2.3.2. Unconditional regard; 2.3.3. Authenticity; 2.3.4. Professional variables; 2.3.5. Demographic and diversity variables; 2.3.6. Personality variables; 2.3.7. The therapist’s personal development; 2.3.8. The therapist’s attachment style; 2.4. The client variable
MODULE 5. COMMON FACTORS IN PSYCHOTHERAPY. PART 2.
1. Transtheoretical common factors; 1.1. Motivation; 1.1.1. Intrinsic and extrinsic motivation; 1.1.2. Establishing a purpose; 1.1.3. The locus of control; 1.1.4. Learned helplessness; 1.1.5. Motivation for change and the stages of change in psychotherapy; 1.1.6. The self-determination theory; 1.2. Placebo, hope and the expectations regarding the therapeutic outcome; 1.3. Learning experiences; 1.4. Ego strengthening; 1.5. Attribution of the therapeutic outcome
Practical applications (10 hours): The client’s stage of therapeutic change (Prochaska & DiClemente, 2009); How to develop a psychotherapeutic intervention; Ego strengthening techniques: reformulation, reframing, paradoxical interventions, cognitive restructuring as an ego strengthening techniques, supportive interventions, hypnosis for ego strengthening.
MODULE 6. COMMON FACTORS IN PSYCHOTHERAPY. PART 3.
1. Strategic common factors in psychotherapy; 1.1. The therapeutic context; 1.1.1. Contracts in psychotherapy; 1.1.2. Fundamental conditions for the validity of the therapeutic contract; 1.2. Therapeutic rituals; 1.3. Cognitive insight; 1.4. The corrective emotional experience; 1.5. Catharsis / emotional release; 1.6. Case formulation; 1.6.1. The integrative strategic model for case formulation; 1.6.2. Case studies; 1.6.3. The strategic dialogue; 1.6.4. The contributions of various psychotherapy schools to the integrative psychotherapy strategy; 1.7. The meta-model in psychotherapy; 1.8. The therapeutic myth; 2. Essential techniques for the beginner psychotherapist; 3. Success and failure in psychotherapy
Year 2 (140 hours)
MODULE 7. THE BIOLOGICAL LEVEL
1. Case formulation on the biological axis; 2. Genome, epigenome and phenotype; 3. Genetic vulnerability and resilience; 4. The formula of the first human experience; 5. Internal working models; 6. The body schema; 6.1. Body schema distorsions; 7. The body image; 7.1. Body image distorsions in anorexia nervosa; 7.2. The body dysmorphic disorder; 8. Mental maps about health and disease; 9. Psychosomatic mechanisms and the influence of early attachment; 10. Working with the biological axis
MODULE 8. THE COGNITIVE AXIS
Theoretical course (10 hours): 1. Case formulation on the cognitive axis; 2. Proto-cognitions; 3. Cognitive maps: Core beliefs; Intermediary beliefs; Automatic thoughts; The explanatory style; 4. Perfectionism; 5. Working with the cognitive axis
MODULE 9. THE EMOTIONAL AXIS
1. Case formulation on the emotional axis; 2. Attachment; 2.1. Attachment formation; 2.2. The attachment style; 2.3. Types of child attachment; 2.4. Types of adult attachment; 2.5. The influence of adult attachment on the quality of child attachment; 2.6. The client’s attachment style and its impact on psychotherapy; 2.7. The therapist’s attachment style and its impact on psychotherapy; 3. Emotions; 3.1. Affects; 3.2. Primary emotions; 3.3. Basic emotions; 3.4. Emotion regulation; 3.5. Emotion repression and neurotic guilt; 3.6. Emotional expression; 3.7. Alexithymia; 4. Intersubjectivity; 5. The conditions of worth; 6. Working with the emotional axis.
MODULE 10. THE PSYCHODYNAMIC AXIS. PART 1.
1. Case formulation on the psychodynamic axis; 2. Subpersonalities or ego parts; 2.1.The ego parts; 2.2. The inner counsellor or the core, 2.3. The DNMS model of the ego parts; 2.4. The internal family systems model; 2.5. The ego parts therapy: Hypnosis and the empty chair technique; Ego parts therapy according to Watkins & Watkins; The management of dissociation; 3. The ego states; 3.1. The ego state concept; 3.2. Ego state therapy: The Inner Child Technique; Age regression; The theatre visualization technique; The Developmental Needs Meeting Strategy
MODULE 11. THE PSYCHODYNAMIC AXIS. PART 2.
1. Transference and countertransference; 1.1. Definitions of transference; 1.2. Typical manifestations of transference; 1.3. The two triangles model – Malan & Davanloo; 1.4. The four triangles model – Molnos; 1.5. Transference interpretation; 1.6. Definitions of countertransference; 1.7. Typical manifestations of countertransference; 1.8. Projective identification; 1.9. Unconscious identity; 1.10. Countertransference management; 1.11. Countertransference interpretation; 1.12. Resistance to countertransference; 1.13. Enactments; 2. Psychological games; 2.1. The concept of psychological games; 2.2. The drama triangle; 2.3. Life positions; 3. The life script; 3.1. Formation of the life script beliefs; 3.2. The maintenance and manifestation of the life script; 3.3. Life script levels; 3.4. The counter-script; 3.5. Working with the life script in psychotherapy; 4. Working with dreams in psychotherapy
MODULE 12. THE FAMILY LEVEL
1. Case formulation from the perspective of family interactions; 2. Family roles; 2.1. Dysfunctional family roles; 2.2. Dysfunctional parental roles; 3. Family patterns; 3.1. The family structure; 3.2. Self differentiation within the family; 3.3. Family systems; 4. Family case studies; 5. Psychotherapeutic techniques in working with the family axis; 5.1. Working with families; 5.2. The genogram
MODULE 13. THE EXISTENTIAL LEVEL
1.Case formulation on the existential axis; 2.The four fundamental concerns; 2.1. Fundamental human concerns; 2.2. Death anxiety; 2.3. The purpose of life; 2.4. Responsibility / autonomy; 2.5. Existential isolation; 3. Spirituality and psychotherapy; 4. Individuation/differentiation and the theory of mind; 5. Existential guilt; 6. Time and time management; 6.1. Chronotypes; 6.2. Time orientation; 6.3. Time management; 7. Working with the existential axis
Year 3 (140 hours)
MODULE 14. TRANSACTIONAL ANALYSIS FUNDAMENTALS
1. The history of transactional analysis; 2. The definition of transactional analysis; 3. The philosophy of transactional analysis; 4. Contracts: 4.1. The business contract; 4.2. The therapeutic contract; 4.3. Conditions for the validity of contracts; 4.4. Three-cornered contracts; 5. Ego states: 5.1. The first order structural diagram; 5.2. The second order structural diagram; 5.3. The third order structural diagram; 5.4. The structural pathology of Ego states; 5.5. The functional analysis of Ego states; 5.6. The social-cognitive approach of Ego states; 5.7. The circumplex model of Ego states; 5.8. The neurobiology of Ego states; 6. Strokes; 7. Life positions; 8. Transactions; 9. Psychological games; 10. The drama triangle and the autonomous traingle; 11. The life script: 11.1. the script matrix; 11.2. the mini-script; 11.3. The script protocol; 11.4. Types of life scripts; 12. Fairy-tale analysis.
MODULE 15. PSYCHODRAMA FUNDAMENTALS
1. The principles of psychodrama; 2. Applications of role theory in psychotherapy interventions; 3. Creativity; 4. Spontaneity; 5. Imaginary games; 6. Psychodynamic aspects in psychodrama; 7. The integration of psychodrama and cognitive-behavioural therapy; 8. A meta-theory of psychodrama; 9. Therapeutic factors in psychodrama.
MODULE 16. FAMILY THERAPY FUNDAMENTALS
1. Models of family and couples’ therapy; 2. Specific interventions in family therapy.
MODULE 17. JUNGIAN PSYCHOLOGY FUNDAMENTALS
1. The structure of the human psyche: 1.1. Psychic energy; 1.2. The Ego; 1.3. The Self; 2. The unconscious: 2.1. The psychoid; 2.2. The personal unconscious; 2.3. The collective unconscious; 3. The shadow: 3.1. The personal shadow; 3.2. The collective shadow; 3.3. The archetypal shadow; 4. The collective unconscious: 4.1. persona; 4.2. Anima and animus; 4.3. Archetypes; 5. Dream interpretation: 5.1. The levels of dreams; 5.2. The world of symbols; 5.3. The amplification level.
MODULE 18. ARGUMENTATIVE ABILITIES IN PSYCHOTHERAPY
1. The semantic structure of psychotherapy: 1.1. Surface structures and deep structures: 1.2. Patterns of the psychotherapeutic language: 2. Accessing deep structures in the client’s discourse: 2.1. Eliminations; 2.2. Transforming processes into events: 2.3. Adequate formulation from a semantic standpoint: 3. Formulation in psychotherapy: 3.1. Assertiveness training: 3.2. Reformulation; 3.3. Reflecting feelings: 3.4. Clarification questions: 3.5. Suggesting solutions by emphasizing exceptions; 3.6. Abstract versus concrete; 4. Transactions; 5. Redefinitions; 6. Communication channels: 6.1. Personality adaptations; 6.2. Contact doors in psychotherapy; 6.3. Communication channels; 7. Verbal and non-verbal communication; 7.1. Output channels; 7.2. Non-verbal communication; 8. Hypnosis; 8.1. Hypnotic inductions; 8.2. Hypnotic suggestions; 8.3. Hypnotic language; 8.4. The structure of hypnotic interventions; 8.5. Hypnoanalysis.
MODULE 19. RESEARCH IN INTEGRATIVE PSYCHOTHERAPY
1. Research perspectives: The intuitive practitioner; The research practitioner; The applicative researcher; Scientifically validated practice; 2. Quantitative versus qualitative research; 3. Quantitative measurements; 3.1. The measurement process; 3.2. Fundamentals of quantitative research; 3.3. Psychometric theory; 4. Qualitative research; 4.1. Phenomenological approaches; 4.2. Social constructivist approaches; 4.3. Discourse analysis; 4.4. Narrative analysis; 4.5. Grounded theory; 4.6. The relational research model; 4.7. Ethnographic methods; 4.8. The integrative strategic interview in qualitative research; 5. The qualitative data analysis
MODULE 20. INTEGRATIVE STRATEGIC PSYCHOTHERAPY WITH CHILDREN AND THE CHILD WITHIN
1. Child development; 1.1. The child’s fundamental needs; 1.2. Self development; 1.3. The stages of child development; 2. Child psychopathology; 2.1. Psychological disorders in children; 2.2. Stuttering; 2.3. Nocturnal enuresis; 2.4. Encopresis; 2.5. Nightmares; 2.6. Anxiety; 3. Child psychotherapy; 3.1. The therapist-client relationship in child psychotherapy; 3.2. The purposes of child psychotherapy; 3.3. Play therapy; 3.4. Sand-play therapy; 3.5. Child hypnotherapy; 3.6. Fairy-tales and their psychotherapeutic use; 3.7. The psychological treatment using the “Harry” technique; 4. The Wizarding School programme; 4.1. A therapeutic fairy-tale: the wizarding school; 4.2. Structure; 4.3. Theoretical fundamentals; 4.4. Applicability; 4.5. Psychotherapeutic interventions; 4.6. The theoretical basis of the psychotherapeutic applications.