Universitat Internacional de Catalunya
Current Trends in Psychology
Other languages of instruction: Catalan
Teaching staff
Introduction
The subject Current Trends in Psychology aims to introduce students to contemporary psychological intervention models that are shaping the direction of evidence-based clinical practice. Through the study of third-wave therapies, compassion- and emotion-focused approaches, integrative models, the transdiagnostic perspective, psychological well-being research, and animal-assisted interventions, students will gain a plural, critical, and applied understanding of current psychotherapy.
This course offers a combination of theoretical content, case analysis, experiential activities, and collaborative work to foster a deep and contextualized understanding of new psychological trends, as well as their practical integration in various areas of application.
Pre-course requirements
There are no prerequisites, but it is advisable to have taken History of Psychology, Introduction to Psychopathology, Psychological Intervention in Children, Adolescents and Adults, and Methodology Applied to Psychology.
Objectives
General objective
To acquire an updated, critical, and applied understanding of emerging therapeutic models in clinical psychology, integrating evidence-based approaches with practical tools aimed at well-being and effective intervention in diverse contexts.
Specific objectives
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To identify and describe the theoretical and philosophical foundations of third-wave therapies (ACT, DBT, mindfulness).
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To understand and apply the principles of compassion-, emotion-, and trauma-focused therapies (CFT, EFT, EMDR, IFS).
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To understand the clinical value of model integration and the transdiagnostic perspective.
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To explore the contributions of Happiness Studies and positive psychology to human flourishing.
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To analyze the foundations, potential, and limitations of Animal-Assisted Interventions (AAI).
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To develop skills in critical analysis, ethical reflection, and technical application through the study of real clinical cases.
Competences/Learning outcomes of the degree programme
- HB12 - At the end of the Degree the student will be able to synthesise their assessments and psychological arguments critically, ethically and with the vocabulary of psychological knowledge.
Learning outcomes of the subject
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Describes and compares the theoretical and applied foundations of third-wave therapies and emerging models in clinical psychology, demonstrating a critical and updated understanding of their philosophical and scientific underpinnings.
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Applies acquired knowledge to design, analyze, or propose psychological interventions based on compassion, emotional regulation, and the transdiagnostic approach, adapted to various clinical contexts.
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Evaluates the potential, limitations, and ethical applications of Animal-Assisted Interventions (AAI), Happiness Studies, and other innovative psychotherapy models, with critical and reasoned thinking.
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Integrates knowledge from different psychotherapeutic models to interpret real clinical cases, identifying psychological needs and proposing evidence-based actions.
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Demonstrates skills in analysis, teamwork, oral and written communication, and ethical reflection, in practical activities or in the defense of ideas in academic or professional settings.
Syllabus
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PART I · EVOLUTION OF PSYCHOLOGY AND PSYCHOTHERAPY
BLOCK 1 · FROM CLASSICAL MODELS TO THIRD-WAVE THERAPIES
1. Historical Evolution of Psychology and Psychotherapy
▸ Origins of scientific psychology.
▸ Psychoanalysis and psychodynamic models.
▸ Behaviorism and behavioral therapies.
▸ The cognitive revolution and cognitive-behavioral therapy.
▸ Evolution of models of psychopathology and therapeutic change.2. From CBT to Third-Wave Therapies
▸ Historical context and origins of third-wave therapies.
▸ Core principles and defining characteristics.
▸ Functional contextualism.
▸ Psychological processes, context, and behavioral function.
▸ Acceptance, mindfulness, and psychological flexibility.
▸ Scientific evidence.BLOCK 2 · MAJOR THIRD-WAVE PSYCHOTHERAPIES
3. Behavioral Activation
▸ Theoretical foundations and behavioral models of depression.
▸ Avoidance, reinforcement, and behavioral activation.
▸ Clinical applications and empirical evidence.4. ACT – Acceptance and Commitment Therapy
▸ Functional contextualism and psychological flexibility.
▸ The Hexaflex model.
▸ Acceptance, cognitive defusion, values, and committed action.
▸ Clinical applications and empirical evidence.5. DBT – Dialectical Behavior Therapy
▸ The biosocial model and emotion dysregulation.
▸ Dialectics, validation, and behavioral change.
▸ Skills training modules.
▸ Borderline Personality Disorder, suicidal behavior, and self-injury.
▸ Scientific evidence.6. FAP – Functional Analytic Psychotherapy
▸ Functional contextualism.
▸ The therapeutic relationship and interpersonal change.
▸ Clinically relevant behaviors.
▸ Interpersonal processes and generalization.
▸ Empirical evidence.7. Mindfulness and Mindfulness-Based Interventions
▸ Foundations and psychological processes.
▸ Attention, acceptance, and decentering.
▸ MBSR and MBCT.
▸ Mechanisms of change and empirical evidence.
▸ Clinical applications.PART II · COMPASSION, EMOTION, AND TRAUMA
BLOCK 3 · CONTEMPORARY PERSPECTIVES IN PSYCHOTHERAPY
8. Compassion-Focused Therapy (CFT)
▸ Motivational systems and emotion regulation.
▸ Self-criticism, shame, and compassion.
▸ Therapeutic interventions and empirical evidence.9. Emotion-Focused Therapy (EFT)
▸ Theories of emotion and emotional change.
▸ Emotional processing.
▸ Experiential therapeutic techniques.
▸ Clinical applications and empirical evidence.10. Trauma-Focused Psychotherapies
▸ Contemporary models of psychological trauma.
▸ EMDR: foundations, treatment phases, and empirical evidence.
▸ IFS and parts-based approaches.
▸ Relational trauma and emotion regulation.
▸ Clinical comparison and integration.PART III · INTEGRATION AND A TRANSDIAGNOSTIC PERSPECTIVE
BLOCK 4 · PROCESS-BASED PSYCHOTHERAPY
11. Integration in Psychotherapy
▸ Theoretical and technical integration.
▸ Common and specific factors.
▸ Integrative models and technical eclecticism.12. Transdiagnostic Psychological Processes
▸ Emotion regulation and experiential avoidance.
▸ Attentional and metacognitive processes.
▸ Rumination, worry, and psychological inflexibility.
▸ Mentalization and interpersonal processes.13. Process-Based Psychotherapy
▸ Contemporary transdiagnostic models.
▸ The Unified Protocol and transdiagnostic ACT.
▸ Mechanisms of change and treatment personalization.PART IV · NEW FRONTIERS IN PSYCHOLOGY
BLOCK 5 · WELL-BEING, TECHNOLOGY, AND ARTIFICIAL INTELLIGENCE
14. Well-Being Psychology and Flourishing
▸ Positive psychology and the scientific study of happiness.
▸ Subjective and psychological well-being.
▸ Flourishing and hedonic and eudaimonic models.
▸ PERMA and positive interventions.15. Digital Psychology
▸ Telepsychology and digital interventions.
▸ Mobile applications and online interventions.
▸ Ecological Momentary Assessment.
▸ Wearables and digital phenotyping.
▸ Evidence and ethical considerations.16. Artificial Intelligence Applied to Psychology
▸ Generative AI and large language models.
▸ Applications in psychological assessment, intervention, and research.
▸ Personalization of psychological interventions.
▸ Evidence, biases, and limitations.
▸ Ethics and professional responsibility.17. Chatbots and Conversational Agents in Mental Health
▸ Conversational systems and mental health.
▸ Psychoeducation and psychological skills training.
▸ The therapeutic relationship and conversational AI.
▸ Efficacy, risks, and limitations.18. Emerging Technologies and the Future of Psychology
▸ Virtual reality and augmented reality.
▸ Biofeedback, neurofeedback, and wearable technologies.
▸ Hybrid and adaptive interventions.
▸ Data-driven psychology and personalization.19. Critical Evaluation of Emerging Trends
▸ Innovation and scientific evidence.
▸ Methodological quality and replicability.
▸ Efficacy, effectiveness, and implementation.
▸ Pseudoscience and criteria for critical evaluation.PART II
1. Animal-Assisted Interventions: Concept and Evolution
▸ Definition and main characteristics of AAIs.
▸ Historical evolution of the human-animal relationship in helping contexts.
▸ The incorporation of animals into healthcare, educational and social settings.
▸ The current status of AAIs in Psychology.
▸ Professionals, contexts and areas of application.
2. Types of Animal-Assisted Interventions
▸ Animal-Assisted Therapy.
▸ Animal-Assisted Education.
▸ Animal-Assisted Activities.
▸ Differences between therapeutic interventions, educational interventions and activities.
▸ Objectives, professionals and intervention criteria.
▸ What is and what is not a professional animal-assisted intervention.
3. Dog-Assisted Therapy in Psychology
▸ Definition and characteristics of Dog-Assisted Therapy.
▸ The psychologist as the professional responsible for the intervention.
▸ The dog as an integrated part of the therapeutic process.
▸ Psychological objectives and the role of the dog.
▸ The therapeutic relationship and the presence of a third element.
▸ Examples of clinical applications.
4. Scientific Foundations of Human-Animal Interaction
▸ Biophilia.
▸ Anthrozoology.
▸ Human-animal bond.
▸ Attachment theory.
▸ Main hypotheses regarding mechanisms of action.
5. Why Can a Dog Help?
▸ Stress and physiological arousal.
▸ Emotional regulation and co-regulation.
▸ Motivation and engagement.
▸ Communication and social interaction.
▸ Attention and learning.
▸ Physiological and psychological mechanisms.
6. Scientific Evidence on Animal-Assisted Interventions
▸ What current research tells us.
▸ Evidence across different populations and contexts.
▸ Specific evidence on Dog-Assisted Therapy.
▸ Methodological limitations.
▸ Correlation, causality and critical thinking.
7. The Role of the Dog in the Therapeutic Process
▸ Facilitating bonding and communication.
▸ Emotional expression and regulation.
▸ Motivation and engagement.
▸ Learning and skill acquisition.
▸ Exposure and coping.
▸ Observing the interaction as a source of clinical information.
▸ When the presence of the dog adds value and when it may interfere.
8. Selection and Assessment of the Intervention Dog
▸ Temperament and individual characteristics.
▸ Breed and individual differences.
▸ History, health and previous experience.
▸ Assessment of abilities and limitations.
▸ Selection and exclusion criteria.
9. Preparation and Training of the Dog
▸ Education and training.
▸ Skills required in therapeutic settings.
▸ Generalisation across different people and environments.
▸ Preparation for clinical stimuli and situations.
▸ Development of the professional-dog partnership.
▸ Maintenance of competencies.
10. Animal Welfare and Ethics in AAIs
▸ The concept of animal welfare.
▸ Physical, emotional and behavioural needs.
▸ Stress and body language.
▸ Signs of discomfort, fear and relaxation.
▸ Criteria for pausing or withdrawing the dog.
▸ Welfare versus therapeutic goals.
▸ Animal instrumentalisation and ethical dilemmas.
11. Psychological Assessment and Clinical Decision-Making
▸ Presenting concern and psychological assessment.
▸ Patient needs and therapeutic goals.
▸ Indications and contraindications for Dog-Assisted Therapy.
▸ Patient and contextual characteristics.
▸ When to incorporate the dog and when not to.
▸ Case formulation and clinical decision-making.
12. Planning a Dog-Assisted Intervention
▸ From psychological problems to therapeutic goals.
▸ General and specific objectives.
▸ Structure and planning of the intervention.
▸ Adaptation to the patient, the dog and the context.
13. Designing Sessions and Therapeutic Resources
▸ Structure of a therapeutic session.
▸ Intentional integration of the dog.
▸ Activities in relation to therapeutic goals.
▸ Managing unexpected situations and adapting the session.
14. Dog-Assisted Therapy with Children and Adolescents
▸ Developmental characteristics and specific considerations when working with minors.
▸ Autism Spectrum Disorder, ADHD and neurodevelopmental difficulties.
▸ Emotional, behavioural and relational difficulties.
▸ Design and application of interventions in real cases.
15. Dog-Assisted Therapy with Adults
▸ Specific considerations when working with adults.
▸ Anxiety, depression and emotional regulation.
▸ Self-esteem, social skills, trauma and other psychological difficulties.
▸ Design and application of interventions in real cases.
16. Dog-Assisted Therapy with Older Adults and in Other Contexts
▸ Ageing, loneliness and cognitive decline.
▸ Dementia and difficulties associated with ageing.
▸ Adapting interventions to different professional contexts.
▸ Design and application of interventions in real cases.
17. Clinical Case Analysis and Intervention Design
▸ Assessment and formulation of clinical cases.
▸ Definition of therapeutic goals and clinical decision-making.
▸ The role of the dog and intervention planning.
▸ Design and application of a comprehensive intervention based on real cases.
Teaching and learning activities
In person
Teaching methodologies
- Theoretical class (TC)
- Autonomous Learning (AL)
- Individual Work (IT)
- Group work (TG)
- Debate and Discussion (D&D)
- Role Playing Techniques (RPT)
Training Activities
- Master Class (MC)
- Case Studies (CS)
- Critical Reading (LC)
- Autonomous work of study and exercises (TA)
- Resolution of exercises and problems (REP)
Evaluation systems and criteria
In person
Final assessment of the course
It will consist of two parts corresponding to each block:
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80% of the final exam will be a multiple-choice test with 3 answer options. Only one is correct. Incorrect answers will be penalized. Each block will account for 40% of the grade.
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20% of the final exam will consist of one practical case from each part of the course (10% each practical case).
Assessment criteria
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The final exam must be passed to pass the course.
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Both parts of the exam must receive a minimum score of 5.
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The final grade of the course will be the average of the two parts of the final exam.
Important regulations
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All assignments must follow APA format.
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Spelling or grammatical errors in assignments or the final exam will reduce the grade.
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Exam dates will not be changed, and exams will not be repeated.
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If a student is found copying during an exam, the penalty will be repeating the course the following year. It is considered a very serious offense.
Bibliography and resources
Core and supplementary bibliography
Core
PART I
Baer, R. A. (Ed.). (2006). Mindfulness-based treatment approaches: Clinician’s guide to evidence base and applications. Elsevier.
Barlow, D. H. et al. (2011). Unified Protocol for Transdiagnostic Treatment of Emotional Disorders: Therapist Guide. Oxford University Press.
Gilbert, P. (2010). Compassion focused therapy: The CBT distinctive features series. Routledge.
Greenberg, L. S. (2015). Emotion-focused therapy: Coaching clients to work through their feelings. American Psychological Association.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd ed.). Guilford Press.
Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
Schwartz, R. C., & Sweezy, M. (2020). Internal family systems therapy (2nd ed.). Guilford Press.
Shapiro, F. (2018). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols, and procedures (3rd ed.). Guilford Press.
PART II
Esposito, L., McCune, S., Griffin, J. A., & Maholmes, V. (2011). Directions in human–animal interaction research: Child development, health, and therapeutic interventions. Child Development Perspectives, 5(3), 205–211. https://doi.org/10.1111/j.1750-8606.2011.00201.x
Fine, A. H. (Ed.). (2019). Handbook on animal-assisted therapy: Foundations and guidelines for animal-assisted interventions (5th ed.). Academic Press. https://doi.org/10.1016/C2017-0-01063-6
Kruger, K. A., & Serpell, J. A. (2010). Animal-assisted interventions in mental health: Definitions and theoretical foundations. En A. H. Fine (Ed.), Handbook on animal-assisted therapy: Theoretical foundations and guidelines for practice (3rd ed., pp. 33–48). Academic Press. https://doi.org/10.1016/B978-0-12-381453-1.10003-0
Serpell, J. A. (Ed.). (2017). The domestic dog: Its evolution, behavior and interactions with people (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781139161800
Tedeschi, P., & Jenkins, M. A. (2019). Transforming trauma: Resilience and healing through our connections with animals. Purdue University Press.
Videla, M. (2022). Intervenciones asistidas con animales en psicología: Bases conceptuales y evidencia. Reduca.
Supplementary:
PART I
Ben-Shahar, T. (2014). Choose the life you want: 101 ways to create your own road to happiness. The Experiment.
Fosha, D. (2000). The transforming power of affect: A model for accelerated change. Basic Books.
Fredrickson, B. L. (2009). Positivity: Top-notch research reveals the 3-to-1 ratio that will change your life. Crown Archetype.
Kabat-Zinn, J. (2013). Mindfulness en la vida cotidiana: Donde quiera que vayas, ahí estás. Paidós.
Norcross, J. C., & Goldfried, M. R. (Eds.). (2005). Handbook of psychotherapy integration (2nd ed.). Oxford University Press.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press & American Psychological Association.
Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis (9th ed.). Oxford University Press.
Rashid, T., & Seligman, M. E. P. (2018). Positive psychotherapy: Clinical and theoretical bases. The Journal of Positive Psychology, 13(6), 1–9. https://doi.org/10.1080/17439760.2018.1460688
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
PART II
Calvo, P. (2023). Conectados: El poder terapéutico del vínculo con los animales. Roca Editorial.
Cirulli, F., Borgi, M., Berry, A., Francia, N., & Alleva, E. (2011). Animal-assisted interventions as innovative tools for mental health. Annali dell'Istituto Superiore di Sanità, 47(4), 341–348. https://doi.org/10.4415/ANN_11_04_04
Nimer, J., & Lundahl, B. (2007). Animal-assisted therapy: A meta-analysis. Anthrozoös, 20(3), 225–238. https://doi.org/10.2752/089279307X224773
O’Haire, M. E. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review. Journal of Autism and Developmental Disorders, 43, 1606–1622. https://doi.org/10.1007/s10803-012-1707-5
Evaluation period
- E1 18/01/2027 A12 10:00h