Universitat Internacional de Catalunya

Current Trends in Psychology

Current Trends in Psychology
6
14513
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan

Teaching staff


Dra. GARCÍA GÓMEZ, María - mgarciagom@uic.es

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

  • To identify and describe the theoretical and philosophical foundations of third-wave therapies (ACT, DBT, mindfulness).

  • To understand and apply the principles of compassion-, emotion-, and trauma-focused therapies (CFT, EFT, EMDR, IFS).

  • To understand the clinical value of model integration and the transdiagnostic perspective.

  • To explore the contributions of Happiness Studies and positive psychology to human flourishing.

  • To analyze the foundations, potential, and limitations of Animal-Assisted Interventions (AAI).

  • 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

  • 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.

  • Applies acquired knowledge to design, analyze, or propose psychological interventions based on compassion, emotional regulation, and the transdiagnostic approach, adapted to various clinical contexts.

  • Evaluates the potential, limitations, and ethical applications of Animal-Assisted Interventions (AAI), Happiness Studies, and other innovative psychotherapy models, with critical and reasoned thinking.

  • Integrates knowledge from different psychotherapeutic models to interpret real clinical cases, identifying psychological needs and proposing evidence-based actions.

  • 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

PART I  BLOCK 1 · THIRD-WAVE THERAPIES

  1. Fundamentals of third-wave therapies
    ▸ Historical context: from classical CBT to new generations.
    ▸ Common philosophical and scientific foundations.
    ▸ General comparison with other models.

  2. ACT – Acceptance and Commitment Therapy
    ▸ Hexaflex model: core processes and objectives.
    ▸ Intervention examples and clinical metaphors.
    ▸ Scientific evidence and clinical applications.

  3. DBT – Dialectical Behavior Therapy
    ▸ Theoretical foundations and modular structure (skills, coaching, groups).
    ▸ Indicated cases (borderline disorder, suicidal behavior).
    ▸ Mindfulness and emotional regulation practices.

  4. Clinical mindfulness
    ▸ Neuroscientific foundations and effects on mental health.
    ▸ Basic practices and population-specific adaptations.
    ▸ Mindfulness as a cross-cutting intervention in psychotherapy.

BLOCK 2 · COMPASSION, EMOTION AND TRAUMA

  1. Compassion-Focused Therapy (CFT)
    ▸ Theoretical framework: motivational systems and self-criticism.
    ▸ Compassion-based interventions.
    ▸ Clinical applications and evidence.

  2. Emotion-Focused Therapy (EFT)
    ▸ Theory of emotional change (Greenberg, Fosha).
    ▸ Experiential techniques: empty chair, emotional evocation.
    ▸ Clinical indications.

  3. Trauma-based therapies
    ▸ EMDR: phases, neurobiological mechanisms, evidence.
    ▸ IFS: parts theory, Self, relational trauma.
    ▸ Comparison between both models and clinical integration.

BLOCK 3 · INTEGRATION AND TRANSDIAGNOSTIC PERSPECTIVE

  1. Theoretical and technical integration models
    ▸ What integration means in psychotherapy.
    ▸ Main integrative models (Prochaska, Norcross, Wachtel).
    ▸ Advantages and challenges of technical eclecticism.

  2. Common processes in psychotherapy
    ▸ Emotional regulation, experiential avoidance, attentional dysregulation, mentalization.
    ▸ Studies and meta-analyses on transversal factors.
    ▸ Interventions from a dimensional and non-categorical perspective.

  3. Transdiagnostic perspective
    ▸ Definition and clinical rationale.
    ▸ Models like UP (Unified Protocol), transdiagnostic ACT.
    ▸ Contributions to flexible, process-based clinical practice.

BLOCK 4 · HAPPINESS STUDIES AND WELL-BEING PSYCHOLOGY

  1. Foundations of the Science of Happiness
    ▸ What are Happiness Studies: origin, evolution, and interdisciplinary foundations (Ben-Shahar, Positive Psychology Center).
    ▸ Differences between subjective well-being, psychological well-being, and human flourishing.
    ▸ Current theoretical models: PERMA (Seligman), SPIRE (Ben-Shahar), Emotional Ecology, eudaimonic and hedonic approaches.

  2. Clinical applications of psychological well-being
    ▸ Interventions based on personal strengths and life meaning.
    ▸ Techniques such as gratitude, savoring, acts of kindness, and expressive writing.
    ▸ Integration of well-being in the therapeutic process: from recovery to post-traumatic growth.

  3. Towards a psychotherapy of flourishing
    ▸ Positive Psychotherapy: principles, case examples, and critique.
    ▸ Well-being and prevention in educational, organizational, and clinical contexts.
    ▸ The therapist’s role as facilitator of agency, meaning, and connection.

PART II  BLOCK 1 · FOUNDATIONS OF ANIMAL-ASSISTED INTERVENTIONS (AAI)

  1. History and evolution of Animal-Assisted Interventions (AAI)
    ▸ Historical origins, evolution, key figures.
    ▸ Current situation in Spain and worldwide. Institutional and professional framework.

  2. Terminology, typologies and professional roles
    ▸ AAT, EAA, AAA, coaching.
    ▸ Differences between structured interventions and activities.
    ▸ Participants involved: psychologists, technicians, handlers, educators, institutions.

  3. Theoretical foundations
    ▸ Anthrozoology. Psychology of the human-animal bond.
    ▸ Attachment theory (Bowlby, Ainsworth), biophilia (Wilson), One Health / One Welfare.

  4. Scientific evidence and critical thinking
    ▸ Review of studies and meta-analyses.
    ▸ Fields with stronger support: mental health, ASD, elderly, trauma.
    ▸ Myths vs. realities: “Does it work for everything?”, “Are all dogs suitable?”, “Is it therapy or entertainment?”

BLOCK 2 · THE DOG AS AN AAI ANIMAL

  1. Canine ethology and communication
    ▸ Dog language and behavior.
    ▸ Factors influencing the dog’s behavior in sessions.

  2. Selection and training of intervention dogs
    ▸ Desired characteristics: temperament, motivation, socialization.
    ▸ Selection process and cooperative training.
    ▸ Real-life examples of canine profiles.

  3. Physical and emotional well-being of the dog
    ▸ Basic needs. Identifying signs of fatigue or overload.
    ▸ Prevention of canine burnout. Withdrawal criteria.
    ▸ Common ethical dilemmas. Role of supervision.

BLOCK 3 · DESIGN AND APPLICATION IN PSYCHOLOGY

  1. Design of intervention programs
    ▸ How a process is structured: objectives, phases, evaluation.
    ▸ Adaptations based on age, diagnosis and context.
    ▸ Clinical variables to consider (transference, resistance, attachment to the animal).

  2. Application areas in Psychology
    ▸ Child clinical work, mental health, ASD, elderly, violence, trauma, correctional settings.
    ▸ Presentation of real programs with results and analysis.

  3. Professional ethics and limits of intervention
    ▸ Consent, confidentiality, respect for the dog as a subject.
    ▸ Biases, clinical risks, institutional risks.
    ▸ Classroom activity: resolution of real ethical dilemmas in small groups.

BLOCK 4 · CASE ANALYSIS AND FUTURE OF THE FIELD

  1. Analysis of real cases (part 1)
    ▸ Guided study of a clinical case: objectives, process, dog’s role, difficulties.
    ▸ Group and reflective analysis.

  2. Analysis of real cases (part 2)
    ▸ Presentation of a new case + discussion space and alternative interventions.
    ▸ Relation to the psychologist’s clinical practice.

  3. Trends and future of the field
    ▸ Technological advances, new species, professionalization, legislation.
    ▸ New research lines and interdisciplinary collaboration.
    ▸ Emerging ethical challenges.

  4. Integrative closure and final evaluation
    ▸ Open debate: What role could this play in my professional future?
    ▸ Creative mini-project: design your first intervention draft.
    ▸ Summary of learnings and feedback.

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:

  • 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.

  • 20% of the final exam will consist of one practical case from each part of the course (10% each practical case).

Assessment criteria

  • The final exam must be passed to pass the course.

  • Both parts of the exam must receive a minimum score of 5.

  • The final grade of the course will be the average of the two parts of the final exam.

Important regulations

  • All assignments must follow APA format.

  • Spelling or grammatical errors in assignments or the final exam will reduce the grade.

  • Exam dates will not be changed, and exams will not be repeated.

  • 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

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 20/01/2026 A12 10:00h
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