Universitat Internacional de Catalunya
3rd Generation Therapies
Other languages of instruction: Catalan, English
Teaching staff
e-mail: fmolineror@uic.es
Introduction
Contextual Therapies or third generation therapies are contributing to the field of psychology a pragmatic and relational perspective of the psychological phenomena that converge with the tradition of therapies based on language of the change, such as motivational interviewing, strategic brief therapy, and solutions focused therapy.
These two traditions of therapy (behavioral and communicational) converge in affirming the role of language and action in the processes of change, affirming the relational and pragmatic character of psychological phenomena.
Throughout the course, we will pay special attention to the process of therapeutic dialogue and the training of psychological flexibility skills that have been proposed from third generation therapies.
Pre-course requirements
There are no prerequisites, but it is recommended to have taken the subject of Clinical intervention in adults, and Research Methodology.
Objectives
Incorporate as instruments for psychological intervention the contributionscoming from contextual therapies, especially acceptance therapy and based on the analysis of the language of change, such as motivational interviewing and brief therapy focused on solutions.
Familiarize students with the use of tools and methodologies of the observation of therapeutic communication that allows to base learning and professional practice in reflecting on the communicative behaviors that they are actually produced and observed in the therapeutic session, and in the own professional competences of psychological flexibility,
Competences/Learning outcomes of the degree programme
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CE01 - The ability to carry out appropriate Psychology-specific actions to achieve set targets in a specific work environment.
- CG07 - The ability to adapt to the setting, task or context, handle new tasks and responsibilities and generate processes of change.
- CG09 - The ability to integrate psychological knowledge and developments into professional practice.
- CG12 - The ability to create the conditions necessary for effective communication and a good relationship of help and support.
- CT06 - The ability to develop interpersonal skills
- CT08 - The ability to put theoretical knowledge into practice
Learning outcomes of the subject
Know the relational theoretical framework of third generation therapies and the perspective of functional contextualism in psychology.
Understand the role of language and communication in change processes, both from the point of view of functional contextualism, as in its confluence with the interactional models focused on the language of change.
Know and be able to use the main intervention techniques developed in Acceptance and Commitment Therapy and other third generation therapies, as well as the different intervention techniques and strategies (techniques developed by the Motivational Interview and the Solutions-focused Interview) based in the observation of therapeutic dialogue.
Know and use the Observer professional perspective that allow you to incorporate continuous processes of reflection and improvement of the quality of therapeutic intervention.
Syllabus
1. Origins, philosophy and principles of third generation therapies.
1.1. Third generation therapies as contextual therapies. Radical behaviorism and the origins in the philosophical pragmatism of contextual therapies.
1.2. Functional contextualism and pragmatic perspective in psychology.
1.3. "In the beginning was action." Knowing by doing: the moment by moment construction of the meaning of life.
1.4. The action triangle and the relationship with private events (cognitions and emotions).
1.5. Contextual therapies and their relationship with interactionist models and transtheoretical models of change based on language and communication.
2. Contributions of the different intervention contexts of third generation therapies
2.1. Acceptance and commitment therapy
2.1.1. The theory of the Relational Frame and why is it necessary to differentiate ourselves from the contents of our mind.
2.1.2. Experiential Avoidance Disorder as a Functional Dimension for Understanding Psychological Disorders: Feeling Bad and Being Good?
2.1.3. Hexaflex. Techniques to enhance psychological flexibility and reconnect with our values and commitment to action
2.1.4. Mindfulness or attention training
2.1.5. The focus on Values as a therapeutic strategy. Exploration of personal values and strengths. Techniques to carry it out.
2.1.6. Lines of connection with the techniques of the interview focused on the solutions.
2.1.7. Inquiring optimal experiences and personal strengths.
2.1.8. Relations with the strategic problem solving of brief therapy: attempted solutions that maintain and aggravate the problem.
2.2. Behavioral Activation Therapy and treatment of depression.
2.3. Dialectical Behavioral Therapy for the treatment of borderline personality disorder and impulsivity.
2.4. Analytical functional psychotherapy focused on the therapeutic relationship.
2.5. The integral therapy of the couple: Acceptance and Commitment in intimate relationships.
3. Communication and language of change: interview techniques aimed at developing the client's sense of agency and sustaining him in the direction of her values and strengths:
3.1. Contributions of the Motivational Interview to promote the language of change
3.1.1. The principles of the motivational interview: Collaboration, Evocation, Acceptance and Compassion.
3.1.2. The four processes of the motivational interview: Link, Focus, Evoke and Plan
3.1.3. Training of basic skills for motivational interviewing: ask open questions, Affirm, Reflective listening, Summarize, Report in a respectful way.
3.1.4. Interview techniques to identify and enhance the language of change in the client.
4. Contributions of solution-focused brief therapy
4.1. Origins of Brief Therapy: Milton Erickson and the Palo Alto Group
4.2. ‘Leading from one step behind’ and the training of the ‘non-expert’ position.
4.3. How to evoke the experience of change and the language of solutions with the solution-focused interview.
4.3.1. Training in the use of the miracle question
4.3.2. How to explore the client's resources and use their experiences of success: working with the exceptions to the problem.
4.3.3. The use of Scales in the therapeutic dialogue
4.3.4. Feedback and prescription of tasks between sessions
5. LAB ROOM Reflections on the usefulness of the observation of therapeutic dialogue from a contextual and relational perspective of psychotherapy
Teaching and learning activities
In person
Theoretical Class (CT)
Practical classes / Laboratory (CP)
Role Playing Techniques (TRP)
The Simulation Laboratory and Clinical Skills (LH)
| TRAINING ACTIVITY |
| Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. |
| Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. |
Evaluation systems and criteria
In person
a final content exam based on short questions (40%),
attendance and participation in class (20%),
participation in role-playing laboratory sessions (20%)
written work on a topic of your choice related to the syllabus (20%)
Bibliography and resources
Barraca, J; Perez Alvarez, M. (2015) Activación conductual. Síntesis
Barnes-Holmes, D. (2005). LA TEORÍA DE LOS MARCOS RELACIONALES Y EL ANÁLISIS EXPERIMENTAL DEL LENGUAJE Y LA COGNICIÓN. Revista Latinoamericana de Psicología, 37(2), 255–275.
Bavelas, J. B. (2011). Connecting the Lab to the Therapy Room. In Solution-Focused Brief Therapy: A Handbook of Evidence-Based Practice. https://doi.org/10.1093/acprof:oso/9780195385724.003.0063
De Jong, P., & Berg, I. K. (2012). Interviewing for solutions. Cengage Learning.
Hayes, S. C. (2004). Acceptance and Commitment Therapy , Relational Frame Theory , and the Third Wave of Behavioral and Cognitive Therapies The Waves of Behavior Therapy. 639–665.
Hayes, S. C. (2005). Sal de tu mente, entra en tu vida. La nueva terapia de aceptación y compromiso. Desclée De Brouwer.
Hayes, Steven C./Strosahl, Kirk D./Wilson, Kelly G.. (2013) Terapia de Aceptación y Compromiso (Biblioteca de Psicología) (Spanish Edition). Desclée De Brouwer.
Hofmann. Stefan; Hayes, S. (2019). The Future of Intervention Science: Process-Based Therapy. Clinical Psychological Science, 7(1), 37–50.
Miller, William R; Rollnick, S. (2015). La entrevista motivacional. Ayudar a las personas a cambiar. Paidós.
Olaz, F. O. P. K. (2021). La Matrix, Manual De Usuario Entrenando la Flexibilidad Psicológica Olaz, Fabián O. ; Polk, Kevin . La Matrix - Manual del Usuario: Entrenando la Flexibilidad Psicológica en tres pasos por medio de la Terapia de Aceptación y Compromiso -ACT- (Spanish Edit. Brujas.
Pérez Álvarez, M. (2013). Las terapias de tercera generación como terapias contextuales. Sintesis.
Pérez-Álvarez, M. (2019). La Psicoterapia como ciencia humana más que tecnológica. Papeles Del Psicólogo, 40(1), 1–14.
Villate, Villate, Hayes. (2020). Dominando la conversación clínica. El lenguaje como intervención. Didacbook.
Watzlawick, P., Weakland, J. H., & Fisch, R. (1976). Cambio: Formación y solución de los problemas humanos.
Wilson, K G; Luciano, M. C. (2002). Terapia de Aceptación y Compromiso. Un tratamiento conductual orientado a los valores. ediciones Pirámide.
Evaluation period
- E1 10/11/2021 P0A06 10:00h
- E2 17/06/2022 A06 10:00h