MASTER SYLLABUS

PSYC-516: TECHNIQUES OF PSYCHOTHERAPY

CREDITS: 3

COURSE DESCRIPTION:

This course will review the strategies and techniques of psychotherapy. The course is designed to explain different styles and theories of a diverse array of psychotherapies and to stimulate critical thinking. The student will apply the techniques during supervised clinical practice. Clinical intervention with Hispanic clients will be stressed.

PRE-REQUISITE (S): PSYC-515 Comparative Theories of Personality and Psychotherapy

COURSE OBJECTIVES:

This course is concerned with the study of the theories, therapeutic processes, techniques and procedures of the major psychotherapy models. Students will analyze and apply key concepts of the different approaches in relation to the model. Discussion of the usefulness of the different our approaches and their application to the Puerto Rican population and other ethnic minorities will be discussed. In this course, emphasis will be given to research and empirical validation of the different psychotherapeutic approaches and techniques to diverse population and to understand differences.

REQUIERED TEXT(S):

Corsini, R. and Wedding, D. (2008). Current Psychotherapy. (Seventh Ed.) Australia: Thompson Learning

Link: http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=current+psychotherapies+2008&x=18&y=15

ISBN: 0-495-09714-4

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons

Link: http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=Foundations+of+Counseling+and+Psychotherapy%3A+Evidence-based+practices+for+a+diverse+society.+&x=21&y=15

ISBN: 978-0-471-43302-6

CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS

Master Syllabus PSYC- 516

METHODOLOGY

The professor who offers the course will select the specific methodology. These techniques could include, but are not limited to: conferences by the professor, group discussions of assigned readings, class research projects, student presentations, individual meetings with students and subgroups in the classroom.

EDUCATIONAL TECHNIQUES

The professor who offers the course will select the specific educational techniques. These techniques could include, but are not limited to: debates, practical demonstrations, films/videos/DVD, simulations, slide shows utilizing PowerPoint type software, forums, and virtual chat discussions.

EVALUATION CRITERIA

The specific methodology will be selected by the professor who offers the course. These methodologies could include, but are not limited to: term papers, projects, literature reviews, exams and class presentations.

RESEARCH COMPETENCIES

Research competencies for Ph.D./Psy.D. students

1. Analysis of the research and validation of the major different psychotherapeutic approaches and their application to the Puerto Rican population.

2. Analysis of the variables that affect therapeutic interventions.

3. Oral presentation of a literature research.

USE OF TECHNOLOGYStudents will be able to access various sources through digital databases and internet web pages in an effort to further their development on the topics covered in this course.

http://wfxsearch.webfeat.org/wfsearch/menu?cid=11754; http://search.ebscohost.com/;www.asppr.net; www.apa.org; www.emory.edu/EDUCATION/mfp/Bandura/Index.htlm; www.beckinstitute.org; www.academyofct.org; www.melissainstitute.com; www.rebt.ws and www.albertellis.info; www.wglasser.com; www.thelazarusinstitute.com

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Master Syllabus PSYC-516

ITINERARY OF CLASS UNITS

Unit 1: Introduction to the course: Overview of the major therapeutic models, socio-cultural variables, and the psychotherapeutic process. Discussion of the usefulness of the different our approaches and their application to the Puerto Rican population and other ethnic minorities will be discussed.

Unit 2: Personal, professional, and ethical issues related to the practice of psychotherapy.

Unit 3: Conceptualization and diagnosis according to the different therapeutic models.

Unit 4: Introduction to psychoanalytical and psychodynamic therapies: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 5: Introduction to individual, analytical and interpersonal psychotherapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 6: Introduction to the existential-humanistic therapies, key concepts, psychotherapeutic goals, strategies and techniques.

Unit 7: Mid-term examination.

Unit 8: Gestalt psychotherapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 9: Introduction to the cognitive and social context models including cognitive therapy and the social cognitive therapy.

Unit 10: Cognitive behavioral therapies will be discussed, including rational emotive behavior

therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 11: Introduction to the respondent and operant models. Introduction to behavior therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 12: Reality and Choice therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 13: Multimodal therapy: key concepts, psychotherapeutic goals, strategies and techniques. Unit 14: Final examination

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Master Syllabus PSYC- 516

Unit 1: Introduction to the course: Overview of the major therapeutic models, socio-cultural variables, and the psychotherapeutic process. Discussion of the usefulness of the different our approaches and their application to the Puerto Rican population and other ethnic minorities will be discussed.

Upon successful completion of this unit, the students will understand the different approaches in psychotherapy and the interrelation between socio cultural variables and the psychotherapeutic process.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Explain the importance of the socio cultural variables in psychotherapy.

2. Identify the major therapeutic approaches.

3. Discuss their philosophical orientation and its importance in the practice of psychotherapy.

4. Describe the models approach and its uses in the process of conceptualization.

5. Discuss the importance of the client-therapist relation

6. Define and discuss the concepts and issues relating to psychotherapy, conceptualization, eclecticism, orientation to a single theory, and general metatheoretical orientation.

Assigned Readings:

Corsini, R. and Wedding, D. (2008). Current Psychotherapy. (Seventh Ed.) Australia: Thompson Learning. Chapter 1

Snyder, C. R., & Ingram, R. E. (2000). Psychotherapy: Questions for an evolving field. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 707-726). New York: Wiley.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 3

Zane, N., Nagayama, G. C., Sue, S., Young, K., & Nunez, J. (2004). Research on psychotherapy with culturally diverse populations. In M. J. Lambert (Ed.), Handbook of psychotherapy and behavior change (pp. 767-804). New York: Wiley.

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Master Syllabus PSYC-516

Unit 2: Personal, professional, and ethical issues related to the practice of psychotherapy.

Upon successful completion of this unit, the students will be able to recognize and understand the importance of personal, professional and ethical issues in the practice of psychotherapy.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Describe the personal characteristics of the effective therapist.

2. Discuss the characteristics of an effective psychotherapy.

3. Analyze and explain the impact of social and cultural variables in the practice of psychotherapy.

4. Recognize and describe the ethical standards and guidelines of the profession.

5. Explain the importance of professional and ethical issues in relation to competence in clinical practice, dual relationships, confidentiality, informed consent, and duty to warn and protect.

Assigned Readings:

Bernal (2000) Psicoterapia. Cap. 1, 3, 4

Corsini, R. and Wedding, D. (2008). Current Psychotherapy. (Seventh Ed.) Australia: Thompson Learning. Chapter 15.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 4.

Stricker, G, Widiger, T. A. and Weiner, I. B. (2003). Handbook of Psychology, Clinical Psychology. New York: John Wiley and Sons. Chapter 21

Zonana, H. (2002). Legal dimensions of psychotherapy. In M. Hersen & W. Sledge (Eds.), Encyclopedia of psychotherapy (pp. 91-106). New York: Academic Press.

Electronic resources:Puerto Rico Psychological Association: www.asppr.netAmerican Psychological Association: http://www.apa.org/science/research/regcodes.html

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Master Syllabus PSYC- 516

Unit 3: Conceptualization and diagnosis according to the different therapeutic models.

Upon successful completion of this unit, the student will understand how to conceptualize clinical cases according to the various therapeutic models.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Define and understand different models approaches to conceptualization and diagnosis.

2. Explain the process of assessment utilizing different therapeutic models.

3. Describe psychological intervention from different therapeutic models.

4. Describe and understand treatment goals and techniques from different therapeutic models.

5. Discuss the applicability of both models to clinical cases.

Assigned Readings:

Dougherty, J.L.. (2005). Ethics in case conceptualization and diagnosis: Incorporating a medical model into the developmental counseling tradition . Counseling and Values, 49(2) p132

Kendjelic, E.M.; Eells, T.D. (2007) Generic psychotherapy case formulation training improves formulation quality. Psychotherapy: Theory, Research, Practice, Training, 44(1), pp. 66-77.

Neufeldt, S.A., Pinterits, E.J. Moleiro, C.M. (2006). How do graduate student therapists incorporate diversity factors in case conceptualization? Psychotherapy: Theory, Research, Practice, Training, 43(4). Special issue: Culture, Race, and Ethnicity in Psychotherapy. pp. 464-479.

Falvey, J.E., Bray, T.E.; Hebert, D. J.(2005). Case conceptualization and treatment planning: Investigation of problem-solving and clinical judgment. Journal of Mental Health Counseling, 27(4), p348-372.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 5.

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Master Syllabus PSYC-516

Unit 4:Introduction to psychoanalytical and psychodynamic therapies: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the psychodynamic therapy. Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed along with their cross-cultural considerations.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Describe the major theoretical constructs of psychodynamic therapy.

2. Define and understand the structure of personality and ego defense mechanisms.

3. Describe basic constructions of developmental theory.

4. Describe the basic techniques used in psychodynamic interviews.

5. Discuss the importance of the analysis of resistance, transference, and counter transference feelings in psychodynamic therapy.

6. Define and understand the application of therapeutic techniques and procedures.

7. Explain the process of psychotherapy and the four phases of treatment.

8. Discuss the application of psychodynamic therapy.

9. Analyze clinical cases.

Assigned Reading:

Corsini, R. and Wedding, D. (2008). Chapter 2

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 6.

Vakoch, D. A., & Strupp, H. H. (2000). Psychodynamic approaches to psychotherapy: Philosophical and theoretical foundations of effective practice. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 200-216).

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Master Syllabus PSYC- 516

Unit 5: Introduction to individual, analytical and interpersonal psychotherapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the individual and analytical therapies. Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed. Case conceptualizations will be discussed.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Describe the therapeutic goals of educational process of individual therapy.

2. Identify the four phases of therapy in Adlerian psychology.

3. Discuss the importance of family constellations, early recollections, and goal orientation.

4. Explain the relationship between therapist and client in individual psychotherapy.

5. Define the basic concepts of Analytical Psychotherapy.

6. Discuss the concepts of transference and countertransference in Jungian psychotherapy.

7. Discuss the applicability of Analytical and individual psychotherapy.

8. Define the basic concepts of Interpersonal Psychotherapy.

9. Discuss the applicability of analytical, individual and interpersonal psychotherapy.

Assigned ReadingCorey, G. (2009). Chapter 5

Corsini, R. (2008). Chapters 3 and 4

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 8.

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Master Syllabus PSYC-516

Unit 6: Introduction to the existential-humanistic therapies, key concepts, psychotherapeutic goals, strategies and techniques, including person-center therapy.

Upon successful completion of this unit, the students will understand the existential humanistic theories and Person-Centered therapy. Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Describe the general worldview of existential-humanistic theory.

2. Central theoretical constructs of the theory and specific techniques.

3. Define and discuss basic concepts of existentialism and humanism.

4. Discuss problems and limitations of the existential-humanistic therapies and the implication for practice.

5. Define and discuss the aspects of awareness, congruency, ideal self and real self.

6. Explain the three personal characteristics or attitudes of the therapist that form the central part of the therapeutic relationship.

7. Describe the six conditions that are necessary and sufficient for “significant positive personality change”.

Assigned Reading:

Corey, G. (2009). Chapters 6 and 7

Corsini, R. (2008). Chapters 5 and 9

Fischer, C. T., & McElwain, & DuBoise, J. T. (2000). Existential approaches to psychotherapy. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 243-257). New York: Wiley.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton.

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Master Syllabus PSYC- 516

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 9.

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Master Syllabus PSYC-516

Unit 7: Mid-term examination.

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Master Syllabus PSYC- 516

Unit 8: Gestalt psychotherapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the Gestalt Psychotherapy. Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Discuss the basic concepts of Gestalt therapy.

2. Describe the concepts of personal responsibility, unfinished business, avoiding experiences, awareness of the now, and the concepts of the what and how.

3. Apply the psychotherapeutic goal of assisting clients in gaining awareness of moment to moment experiences.

4. Apply some of the wide range of Gestalt techniques designed to intensify experiencing, and integrate conflicting feelings.

5. Discriminate which type of clients can be suited for the therapeutic approach.

6. Explain the contribution and limitations of Gestalt theory.

7. Analyze clinical cases from the gestalt therapeutic approach.

Assigned Reading

Corey, G. (2009). Chapter 8

Corsini, R. (2008) Chapter 9 and 10

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 9.

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Master Syllabus PSYC-516

Unit 9: Introduction to the cognitive and social context models including cognitive therapy and the social cognitive therapy.

Upon successful completion of this unit, the students will understand the conceptualization process in the cognitive and social context models.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Analyze and explain the clients’ cognition’s that maintain, cause or exacerbate problems.

2. Describe the possible assessment methods of the cognition model.

3. Discuss treatment goals and techniques in the cognitive model.

4. Explain the effectiveness of cognition therapy for depression and the concept of learned helplessness.

5. Explain the principles of the social learning theories.

6. Describe the assessment methods and techniques of the social model.

7. Analyze and explain clinical cases using the cognitive and social models.

8. Analyze the relationship between therapist and client.

9. Discuss of the application of psychotherapy to diverse populations.

Assigned Reading:

Bandura, A. (1967). Behavioral psychotherapy  Scientific American, 216(3),. pp. 78-86.

Bandura, A. (2002). Social cognitive theory in cultural context. Journal of Applied Psychology: An International Review, 51, 269–290.

Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.), Great minds in management (pp. 9–35). Oxford, England: Oxford University Press.

Beck, A. T. (1993). Cognitive Therapy: Past, Present, and Future. Journal of Consulting and Clinical Psychology, 61(2) 194-198.

Bernal (2000) Chapter 2

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Master Syllabus PSYC- 516

Corsini, R. (2008) Chapter 8.

Dijkstra, A., Jaspers, M. & van Zwieten, M. (2008). Psychiatric and psychological factors in patient decision making concerning antidepressant use. Journal of Consulting and Clinical Psychology, 76(1). pp. 149-157.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapters 11 and 12.

Reinecke, M. A., & Freeman, A. (2005). Cognitive therapy. In A. S. Gurman & S.B. Messer (Eds.), Essential psychotherapies (pp. 224-271). New York: Guilford.

Electronic Resources:Albert Bandura: www.emory.edu/EDUCATION/mfp/Bandura/Index.htlmAaron T. Beck: www.beckinstitute.orgJudith Beck: www.academyofct.orgDonald Meichenbaum: www.melissainstitute.com

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Master Syllabus PSYC-516

Unit 10: Cognitive behavioral therapies will be discussed, including rational emotive behavior therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the Cognitive Behavioral and the Rational Emotional therapies. Key concepts, goals, strategies and techniques will be discussed.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Describe cognitive behavioral worldviews and basic concepts in therapy.

2. Discuss cognitive assessment and techniques.

3. Explain the main propositions of rational emotive therapy

4. Discuss the REBT theory of psychotherapy.

5. Describe REBT as a didactic and direct model.

6. Discriminate which type of client is best suited for the REBT approach.

7. Analyze clinical cases from a Rational Emotive Behavioral model.

Assigned Reading

Corey, F. (2009). Chapter 11

Corsini, R. (2008) Chapter 6.

Ellis, A. (2003). Rational emotive behavior therapy. In M. Hersen & W. Sledge (Eds.), Encyclopedia of psychotherapy (pp. 483-499). New York: Academic Press.

Ellis, A (2004). The road to tolerance: The philosophy of rational emotive behavior therapy. New York: Prometheus Books.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 11.

Electronic Resources:Albert Ellis: www.rebt.ws and www.albertellis.info

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Master Syllabus PSYC- 516

Unit 11: Introduction to the respondent and operant models. Introduction to behavior therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the student will be able to apply the basic concepts of the respondent and operant models to the conceptualization of clinical cases.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Explain the key concepts of the respondent model on the classical conditioning model.

2. Discuss the two-factor theory.

3. Describe the concept of experimental neurosis and its relation to the stress response.

4. Explain and understand the assessment question and techniques in the respondent model.

5. Apply the basic concepts of the operant model to the practice of psychotherapy.

6. Explain the basic assessment questions and the applicability to the model.

7. Discuss and understand the concepts of functional analysis and patterns of reinforcement.

8. Describe treatment goals and techniques in the operant model.

9. Analyze and explain clinical cases using the respondent and operant models.

Assigned Readings:

Corsini & Wedding (2008) Chapter 7.

Anthony, M. M., & Roemer, L. (2005). Behavior therapy. In A. S. Gurman & S. B. Messer (Eds.), Essential psychotherapies (pp. 182-223). New York: Guilford.

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Master Syllabus PSYC-516

Unit 12: Reality therapy and Choice Therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand Reality therapy. Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Discuss the assumptions that people are ultimately self-determining and in charge of their life.

2. Discuss the concept that people create their feelings by the choices they make and what they do.

3. Develop a psychotherapeutic plan to help people become emotionally strong and rational enough to accept personal responsibility for their life.

4. Describe the therapist relationship with the client in the reality therapy approach.

5. Describe reality as a directive, acting, and didactic approach.

6. Discriminate which type of client is suitable for this psychotherapeutic approach.

7. Analyze clinical cases from a reality therapy approach.

Assigned Reading

Corey, G. (2009). Chapter 12

Glasser, W. (1972). Reality Therapy. Narcea, Spain: S.A. de Ediciones.

Glasser, W. (2003). For parents and teenagers- dissolving the barrier between you and your teen. New York: Quill.

Electronic Resources:William Glasser: www.wglasser.com

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Master Syllabus PSYC- 516

Unit 13: Multimodal therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will be able to apply Lazarus’ Multimodal therapy.

Learning Objectives

Upon successful completion of this unit, students should be able to:

1. Discuss the BASIC I.D. of assessment process multimodal therapy.

2. Discuss the eclectic approach of Lazarus.

3. Explain the rationale behind multimodal therapy.

4. Discriminate the techniques that can be used in the BASIC I.D.

5. Discriminate which clients are suitable for this approach.

6. Analyze and conceptualize cases using the Multimodal approach.

7. Establish therapeutic goals, strategies and techniques with the model.

Assigned Reading

Corsini, R. (2008) Chapter 11

Lazarus, A. A. (1997). Brief but comprehensive psychotherapy: The multimodal way. New York: Springer.

Electronic Resources:Arnold Lazarus and Clifford Lazarus: www.thelazarusinstitute.com

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Master Syllabus PSYC-516

Unit 14: Final examination

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Master Syllabus PSYC- 516

BIBLIOGRAPHY

Bandura, A. (1967). Behavioral psychotherapy.  Scientific American, 216(3),. pp. 78-86.

Bandura, A. (2002). Environmental sustainability by sociocognitive deceleration of population growth. In P. Schmuck & W. Schultz (Eds.),The psychology of sustainable development (pp. 209–238). Dordrecht, the Netherlands: Kluwer.

Bandura, A. (2002). Social cognitive theory in cultural context. Journal of Applied Psychology: An International Review, 51, 269–290.

Bandura, A. (2004). The role of selective moral disengagement in terrorism and counterterrorism. In F. M. Mogahaddam & A. J. Marsella(Eds.), Understanding terrorism: Psychological roots, consequences and interventions (pp. 121–150). Washington, DC: American Psychological Association.

Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behavioral Research and Therapy, 42, 613–630.

Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.), Great minds in management (pp. 9–35). Oxford, England: Oxford University Press.

Bandura, A. (2006). Towards a psychology of human agency. Perspectives on Psychological Science, 1, 164–180.

Beck, A. T. (1993). Cognitive Therapy: Past, Present, and Future. Journal of Consulting and Clinical Psychology, 61(2) 194-198.

Bernal, G. (2000). Psicoterapia: El reto de evaluar festividad ante el nuevo milenio. Publicaciones Puertorriqueñas, Hato Rey, P.R.

Bernal G. & A. Martínez-Taboas (Eds.). (2005). Teoría y práctica de la psicoterapia en Puerto Ric.o Hato Rey, PR: Publicaciones Puertorriqueñas.

Brammer, L. & Shostrom, E. (1977). Therapeutic Psychology. New Jersey: Prentice-Hall, Inc.

Brems, C. (1999). Psychotherapy: Processes and Techniques. New York: Allyn & Bacon.

Corey, G. (2004). Case Approach to Counseling and Psychotherapy, (7th Ed). Thompson Learning College

Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th Ed.). Wadsworth Cengage Learning

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Master Syllabus PSYC-516

Corsini, R. and Wedding, D. (2008). Current Psychotherapy. (Seventh Ed.) Australia: Thompson Learning

Dijkstra, A., Jaspers, M. & van Zwieten, M. (2008). Psychiatric and psychological factors in patient decision making concerning antidepressant use. Journal of Consulting and Clinical Psychology, 76(1). pp. 149-157.

Dougherty, J.L.. (2005). Ethics in case conceptualization and diagnosis: Incorporating a medical model into the developmental counseling tradition . Counseling and Values, 49(2) p132

Ellis, A (2004). The road to tolerance: The philosophy of rational emotive behavior therapy. New York: Prometheus Books.

Ellis, A.(2003). Ask Albert Ellis. California: Impact Publishers.

Falvey, J.E., Bray, T.E.; Hebert, D. J.(2005). Case conceptualization and treatment planning: Investigation of problem-solving and clinical judgment. Journal of Mental Health Counseling, 27(4), p348-372.

Glasser, W. (1972). Reality Therapy. Narcea, Spain: S.A. de Ediciones.

Glasser, W. (2003). For parents and teenagers- dissolving the barrier between you and your teen. New York: Quill.

Gurman, A. S., & Messer. S. (2005). Essential psychotherapies. (Second Ed.) New York: The Guilford Press.

Hersen. M. (Ed.) (2002). Clinical behavior therapy: Adults and children. New York: Wiley.

Hersen, M., & Sledge, W. (2002). Encyclopedia of psychotherapy-2 volumes. New York: Academic Press.

Kendjelic, E.M.; Eells, T.D. (2007) Generic psychotherapy case formulation training improves formulation quality. Psychotherapy: Theory, Research, Practice, Training, 44(1), pp. 66-77.

Lazarus, A. (1984). Terapia Multimodal. Argentina: Editorial IPPEM.

Lazarus, A. (1976). Multimodal Behavior Therapy. New York: Springer Publishing Company.

Levine, F. & Sandeen, E. (1985). Conceptualization in Psychotherapy: The Models Approach. New Jersey: Lawrence Erlbaum Association Publishers.

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Navas, J. (1987). Cómo tomar decisiones y solucionar problemas racionalmente (2nd Ed.). Puerto Rico: Editorial Librotex.

Neufeldt, S.A., Pinterits, E.J. Moleiro, C.M. (2006). How do graduate student therapists incorporate diversity factors in case conceptualization? Psychotherapy: Theory, Research, Practice, Training. 43(4). Special issue: Culture, Race, and Ethnicity in Psychotherapy. pp. 464-479.

Roselló, J, & Bernal, G. (1999). The efficacy of cognitive-behavioral and interpersonal treatments for depression in Puerto Rican adolescents. Journal of Consulting and Clinical Psychology, (67) 5, 734-745.

Snyder, C. R., & Ingram, R. E. (2000). Handbook of psychological change. New York: Wiley.

Stricker, G, Widiger, T. A. and Weiner, I. B. (2003). Handbook of Psychology, Clinical Psychology. New York: John Wiley and Sons.

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based practices for a diverse society. New Jersey: John Wiley & Sons

Swensen, C. (1968). An Approach to Cases Conceptualization. New York: Houghton Mifflin Company.

Voss Horrell, S. C. (2008). Effectiveness of Cognitive–Behavioral Therapy With Adult Ethnic

Minority Clients: A Review. Professional Psychology: Research and Practice, (39) 2, 160–168.

Wachtel, P. & Nesser, S. (1997). Theories of Psychotherapy. Washington, D.C.: American Psychological Association.

Wolpe, J. (1982). The Practice of Behavior Therapy. New York: Pergamon Press.

Wolpe, J. (1975). Psicoterapia por inhibición recíproca. Spain: Editorial Desclee de Brouwer.

Revised by: Carmen Auger, Psy.D.

Date: Diciembre 2000_______________

Revised by: Dr. Víctor López-Tosado

Revised and approved by the Curriculum Committee

Date:__February 2003______________

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Signature:__Dra. Emily Seilhamer______

Revised by: Dr. Alfonso Martínez Taboas

Date: April 2004

Revised by: Monique Jiménez, Psy.D.

Date: April 2008

Revised by: Monique Jiménez, Psy.D.

Date: January 2010

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