Course Philosophy
Integrative strategic psychotherapy is a research-informed approach to psychotherapy, organized around the centrality of the therapeutic relationship. It works with a model of the Self, which integrates several major theories in a coherent framework based on research in neurobiology and attachment. The ten basic principles of integrative strategic psychotherapy take into account the common elements of most psychotherapeutic approaches. In other words, the common therapeutic factors are considered the main forces behind therapeutic change, whilst the therapeutic relationship stands out among these factors. At the core of the therapeutic relationship are the client and therapist variables, and in this context the left-right brain hemisphere interplay is considered crucial for a positive therapeutic outcome.
Integrative strategic psychotherapy proposes that there are a series of central assumptions found in most theoretical approaches to psychotherapy and that the growing body of knowledge needs to constantly influence the way we conduct therapy. Whilst presenting a coherent model of the Self and a series of core principles, integrative strategic psychotherapy leaves room for integrating even more theories and models of intervention.
The Four-Self Model
Integrative case formulation models take into account a multitude of variables, from biological to transpersonal, generally including biology and medical influences, behavioural and learning models, cognitive models, psychodynamic models, existential and spiritual models, and social, cultural and environmental factors, including crises, stressful situations and life transitions (Brooks-Harris, 2011, Eels, 2011, Lichner-Ingram, 2006).
In 1999 Damasio formulated a theory of the self which postulates the existence of a proto-self and a core self. In our view, integrative case formulation needs to take into account four large domains: the proto-self, the ‘core set’ contained in the core-self, internal causality/maintenance mechanisms or the ‘plastic self’ and the ‘external or outer self’:
These domains are more prominent in one of the brain’s hemispheres, either the right, or the left, depending on the impaired neural circuits. In addition, depending on the ‘highest impact area’ of an external or internal stimulus (meaning the right or left hemisphere), clients bring forth one or more of the faulty mechanisms, creating manifestations designated by the general term ‘external self’. Therefore, the first observable manifestation in certain clients may be the faulty cognitions or maladaptive behaviours, while in others it may bring forth enactments or inappropriate emotional responses.
The behavioural domain was not considered separately, taking into account that each of the above-mentioned domains results in a behavioural impact.
The therapeutic relationship contributes to the way the observable manifestations of the external self are worked through, due to the interplay between the therapist’s own internal organization and the client’s internal organization. This may also account both for the fact that for certain therapists and/or clients a certain type of psychotherapy may be more suitable than another, and for the therapeutic relationship in itself. The therapeutic relationship therefore becomes the central ingredient of the therapeutic process and the main factor influencing the therapeutic outcome.
Neurobiological aspects of the Four-Self model
As Siegel (2001, p. 69) says, “The key issues are these: each neuron connects to an average of 10,000 other neurons. There are about 100 billion neurons, with over 2 million miles in their collective length. In addition, there is an incredible range of possible “on-off” firing patterns within this complex, spider-web like set of neuronal connections – estimated to be about ten times ten one million times. The fact that our brains can be organized in their functioning is quite an accomplishment!”
A child always connects to his/her caregivers in infancy, and the infant’s experiences will directly shape the organization of his/her internal world. These experiences involve the activation of neurons in the brain that respond to the stimuli from the external world. During the child’s development, these neurons begin more and more to respond both to external stimuli and to the internally generated images created by the brain itself. Action potentials pass down the axon to the synapse, causing the release of neurotransmitters, which flow across the synapse space to activate or inhibit the receiving neuron. The receiving neuron sends an electrical signal and releases neurotransmitters in turn, activating or inhibiting other neurons. The processes of the mind emanate from the activity of the brain (Mesulam, 1998, Siegel, 2001). Various mental processes are created due to the activation of certain neuron clusters or brain circuits. A neural map is created and this map creates a mental representation: sensations, images, linguistic representations, etc. The pattern of neuron firing within a certain circuit creates a certain type of experience. According to Siegel (1999), the mind can be understood in terms of patterns in the flow of energy and information.
The brain is part of the central nervous system, which is interwoven within the whole body, and therefore the flow of energy and information within the brain is part of the functioning of the body as a whole (Siegel, 2001), explaining why biological and medical factors need to be taken into account when formulating a case in psychotherapy. Although therapy focuses on certain aspects of the mind (or in other words, on certain aspects of brain activity), the brain is a complex of integrated systems which function together.
Emotional communication is both at the heart of the client’s presenting problem, and the therapeutic interventions. Emotion is both an intraindividual mental process and an interpersonal communication. From a neurobiological point of view, emotion is not limited to certain circuits of the brain (for many decades it was thought that emotions are the produce of the limbic system). Emotions are both regulated and perform a regulatory function, involving neurobiological, experiential and expressive components (Izard & Kobak, 1991).
The Four-Self model and its connection to various therapeutic approaches
Although there is very little consensus when it comes to the nature and status of the self, most psychotherapists agree that the sense of Self is a fundamental feature of human experience (Praetorius, 2009). Zahavi (2005) discussed the self as an experiential dimension: a first-person givenness of experiential phenomena. This is a concept borrowed from phenomenology (the ipseity or selfhood as a basic characteristic of consciousness). Experiential properties of experiences are not real objects, but properties of the various types of access or modes of givenness of experiences (Praetorius, 2009). In other words, present experiencing of the world depends on prior experiencing of the world, tracing back to the proto-self and the core self.
Each major psychotherapeutic orientation describes the self as a part of a global hologram: accurately but incompletely (Fall, Holden & Marquis, 2010). The integrative strategic model does not mean to pretend it manages to capture ‘the entire hologram’, but takes a step forward toward the understanding of the complex system, which is the human mind.
The basic principles of the integrative strategic model
Common therapeutic factors are the main factors responsible for therapeutic change.The therapeutic relationship stands out among common therapeutic factors, being co-created by the therapist and the client (Gilbert & Evans, 2003). At the core of the therapeutic relationship are the client variables and the therapist variables.
The therapeutic myth or rationale of integrative psychotherapy presented to the client needs to be flexible and adapted to the client’s needs.
The stages of the psychotherapeutic treatment and the therapeutic strategy focus on: (1) developing the therapeutic alliance; (2) developing and maintaining the therapeutic relationship; (3) categorical and dimensional diagnosis, (especially psychotherapeutic diagnosis and relational diagnosis); (4) case formulation; (5) presentation of a therapeutic myth; (6) developing a treatment plan; (7) selecting interventions; (8) mastering the verbal and non-verbal structure of psychotherapy; (9) re-learning; and (10) transferring acquired skills from the therapeutic context to the client’s environment.
The level of the psychotherapist’s self-development correlates with the therapeutic outcome (Gilbert & Orlans, 2011, Connor, 1994).
Integrative psychotherapists must use suitable interventions for different clients, matching interventions to clients’ needs.
The integrative theoretical framework must take into account: (1) cognitive aspects; (2) behaviours; (3) psychodynamics; (4) systems; (5) personality; (6) motivation; (7) developmental aspects, including sexual development; and (8) multiculturality.
It is important forthe integrative therapistto be flexible and choose an approach that is geared to the problem presentation and the relational needs of the particular client (e.g. integrative psychotherapy for depression, anxiety disorders, personality disorders, etc), adapting the therapeutic strategy to the client’s needs.
Therapeutic change includes: (1) emotional experiencing; (2) cognitive abilities; (3) behavioural regulation; (4) biopsychosocial factors; (5) psychodynamic aspects; (6) systemic change; (7) multicultural awareness; (8) self-examination and self-observation; (9) testing various approaches and solutions.
Integrative psychotherapy as a treatment modality must be based on research.
Psychotherapeutic diagnosis
As psychotherapists, we are presented with a dilemma: what kind of clinical interview is best, considering the above-mentioned issues regarding flexibility, reliability and validity? Even more, do we need a highly structured categorical diagnosis? Some years ago, in a discussion among psychotherapists about psychotherapeutic diagnosis, one of them took the DSM from the table and threw it in the dust-bin, to point out what he believed about it. Many psychotherapists don’t use the DSM for diagnostic purposes, at least in private offices, probably because many of the patients in therapy cannot be fitted in any of the diagnostic categories of the DSM-IV-TR. On the other hand, how do we communicate with other professionals, in terms of understanding each other regarding the patient’s difficulties? Case formulation doesn’t help much, considering psychotherapists belong to different orientations and they don’t usually have a common language. In addition, psychotherapeutic diagnosis is an ongoing process, unfolding during the therapeutic sessions.
The integrative perspective on psychotherapy holds that truth and reality are not merely discovered, but co-created by the therapist and the patient (Evans & Gilbert, 2005). As a consequence, diagnosis becomes “an ongoing reference to truth in the service of the client’s healing and/or better coping” (Wehowsky, 2000, p. 247).
In any case, the initial evaluation of a client needs to be conducted in such a manner as to provide him/her with a potentially secure auxiliary attachment figure: emotional attunement, collaborative communication and repair of disruptions (Finn, 2012). Much of this interaction occurs at a non-verbal level. A non-judgemental, open and curious attitude on the part of the therapist facilitates assessment.
TRAINING CURRICULA IN INTEGRATIVE PSYCHOTHERAPY
MODULE 1. INTRODUCTION TO 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. Multitheoretical 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 – Hawkins
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 environment; 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. 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- countertransferential 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 strenghtening; 1.5. Attribution of the therapeutic outcome
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
MODULE 7. THE BIOLOGICAL DOMAIN
1. Case formulation on the biological axis; 2. Genome, epigenome and phenotype; 3. Genetic vulnerability and resilience; 4. The body schema; 4.1. Body schema distorsions; 5. The body image; 5.1. Body image distorsions in anorexia nervosa; 5.2. The body dysmorphic disorder; 6. Mental maps about health and disease; 7. Psychosomatic mechanisms and the influence of early attachment; 8. Working with the biological axis
MODULE 8. THE COGNITIVE AXIS
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 vizualization 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 counterscript; 3.5. Working with the life script in psychotherapy; 4. Working with dreams in psychotherapy
MODULE 12. THE FAMILY AXIS
1. Case formulation on the family axis; 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 AXIS
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 managament; 6.1. Chronotypes; 6.2. Time orientation; 6.3. Time management; 7. Working with the existential axis
MODULE 14. JUNGIAN PSYCHOLOGY. FUNDAMENTALS
1. Psychoanalysis as a psychology of the unconscious; 2. Psychopathology from a psychoanalytic perspective; 3. Elements of psychoanalytic technique; 4. Jungian psychotherapy: fundamentals; 5. Dream interpretation
MODULE 15. TRANSACTIONAL ANALYSIS, FUNDAMENTALS
1. Structural and functional analysis of ego states; 2. Transactions; 3. Strokes;4. The racket system; 5. Script and counterscript; 6. Personality adaptations.
MODULE 16. PSYCHODRAMA. INTEGRATIVE ASPECTS
1. Psychodrama principles; 2. The application of role theory in psychotherapeutic interventions; 3. Creativity; 4. Spontaneity; 5. Imaginary games; 6. The phases of the psychodramatic process; 7. Psychodynamic approaches in psychodrama; 8. The integration of psychodrama and cognitive-behavioural therapy; 9. A meta-theory of psychodrama; 10. Therapeutic factors in psychodrama
MODULE 17. POSITIVE PSYCHOTHERAPY. FUNDAMENTALS.
1. Fundamental principles in positive psychotherapy; 2. The dimensions of positive psychotherapy; 3. Focusing on emotions; 4. The integral five stage treatment strategy; 5. The use of stories in psychotherapy
MODULE 18. ARGUMENTATIVE ABILITIES IN PSYCHOTHERAPY
1. The semantic structure of psychotherapy: 1.1. Surface structures and deep structures: 1.2. Patterns of the psyhcotherapeutic 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. Asertiveness training: 3.2. Reformulation; 3.3. Reflecting feelings: 3.4. Clarification questions: 3.5. Suggesting solutions by emphasizing execptions; 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 appliactive researcher; Scientifically validated practice; 2. Quantitatvive 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. Etnographic 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 enurezis; 2.4. Encoprezis; 2.5. Nightmares; 2.6. Anxiety; 3. Child psychothherapy; 3.1. The therapist-client relationship in child psychotherapy; 3.2. The purposes of child psychotherapy; 3.3. Play therapy; 3.4. Sandplay therapy; 3.5. Child hypnotherapy; 3.6. Fairy-tales and their psychotherapeutic use; 3.7. The psychological treatment using the “Harry” tehnique; 4. Te Wizarding School programme; 4.1. A therapeutic fairy-tale: the wizarding school; 4.2. Structure; 4.3. Theoretical fundamentals; 4.4. Applicability; 4.5. Psychotehrapeutic interventions; 4.6. The theoretical basis of the psychotherapeutic applications.
MODULE 21. THE PSYCHOTHERAPY OF DEPRESSIVE DISORDERS
1. DSM 5 diagnosis for depressive disorders: 1.1. The definition and description of depression; 1.2. Diagnostic criteria; 1.3. Symptoms of the major depressive episode; 1.4. Types of depressive episodes; 1.5. Depressive disorders according to severity; 1.6. The prevalence and evolution of depression; 2. Theories regarding depression; 2.1. Biological theories on depression; 2.2. Psychological theories on depression; 3. Cognitive-behavioural therapy for depression; 3.1. The cognitive theoretical model; 3.2. The cognitive triade in persistent depression; 3.3. Depression inducing schemas; 3.4. The cognitive therapy of depression; 3.5. The cognitive-behavioural model in the treatment of depression; 3.6. Schema centered therapy for depression; 3.7. The applicability of BT; 4. The hypnotherapy of depression: 4.1. Ego strenghtening; 4.2. The treatment of somatic complaints and pain; 5. Complex programmes in the treatment of depression; 5.1. the psychotherapy of depression according to Yapko; 5.2. The psychotherapy of depression according to Alladin; 6. Interpersonal psyhcotherapy for depression; 6.1. The principles of interpersonal psychotherapy in treating depression; 6.2. Treatment stages in interpersonal psychotherapy for depression; 7. Integrative psychotherapy in the treatment of depression; 7.1. General recommendations of the integrative model; 7.2. The integrative model in the treatment of depression according to Hayes and Newman; 8. Integrative strategic psychotherapy for depression.
MODULE 22. THE PSYCHOTHERAPY OF ANXIETY DISORDERS
Contents: 1. Theories on anxiety; 1.1. Anxiety as a product of learning; 1.2. The psychoanalytical theory on anxiety; 2. The panic disorder and agoraphobia; 2.1. Symptoms; 2.2. Genetic and biological factors; 2.3. The causes of panic attacks; 2.4. Cognitive-behavioural therapy for the panic disorder; 2.5. Brief strategic psychotherapy for agoraphobia; 3. Phobic disorders; 3.1. The brief strategic model for phobic disorders.
MODULE 23. THE PSYCHOTHERAPY OR EATING DISORDERS
1. The classification and diagnosis of eating disorders: 1.1. Pica; 1.2. The rumination disorder; 1.3. Restrictive eating disorder; 1.4. Anorexia nervosa; 1.5. Bulimia nervosa; 1.6. Binge eating; 1.7. Other eating disorders; 1.8. Unspecified eating disorders; 2. Theoretical models of eating disorders; 2.1. Attachment issues; 2.2. The cognitive-behavioural model; 2.3. The socio-cultural models; 2.4. Emotional and personality factors; 2.5. The integrative strategic model for eating disorders; 3. The psychotherapy of eating disorders: 3.1. The motivational interview and transtheoretical psychotherapy; 3.2. Cognitive-behavioural psychotherapy; 3.4. Dialectical behavioural psychotherapy (DBT); 3.5. Analytical cognitive therapy; 3.6. Family therapy; 3.7. Hypnotherapy; 3.8. Integrative strategic psychotherapy.
MODULE 24. THE PSYCHOTHERAPY OF THE SCHIZOPHRENIA SPECTRUM
1. The history of schizophrenia; 2. The schizophrenia spectrum; 2.1. Features of the schizophrenia spectrum disorders; 2.2. Evaluation of symptoms and clinical signs in psychoses; 3. The diagnosis and symptoms of schizophrenia spectrum disorders; 3.1. The schizotypal personality disorder; 3.2. The delusional disorder; 3.3. The brief psychotic disorder; 3.4. The schizophreniform disorder; 3.5. Schizophrenia; 3.6. The schizoaffective disorder; 3.7. The psychotic disorder induced by substances or medication; 3.8. The psychotic disorder due to a medical conditions; 3.9. Catatonia; 3.10. Other specified disorders of the schizophrenia spectrum and other psychotic disorders; 3.11. The unspecified schizophrenia spectrum; 4. The neurobiology of schizophrenia; 4.1. The genome; 4.2. The epigenome; 4.3. The vulnerability; 4.4. Biological markers; 4.5. Biochemical mechanisms; 4.6. The phenotype; 5. The pharmacotherapy of schizophrenia; 6. The psychotherapy of schizophrenia; 6.1. Cognitive-behavioural psychotherapy; 6.2. Person centeres psychotherapy; 6.3. Meta-cognitive modification therapy (MCT); 6.4. Family therapy; 6.5. Solution oriented psychotherapy; 6.6. Interventions for increasing medication compliance; 6.7. Narrative psychotherapy; 6.8. Art-therapy; 6.9. Transpersonal psychotherapy; 6.10. PORT recommendations in the treatment of schizophrenia; 6.11. Integrative psychotherapy; 6.12. Integrative strategic psychotherapy.
MODULE 25. THE PYCHOTHERAPY OF PERSONALITY DISORDERS
1. Personality disorders- general notions; 2. Cluster A personality disorders- diagnosis and symptoms; 2.1. The paranoid personality disorder; 2.2. The schizoid personality disorder; 2.3. The schizotypal personality disorder; 3. Cluster B personality disorders- diagnosis and symptoms; 3.1. The antisocial personality disorder; 3.2. The borderline personality disorder; 3.3. The histrionic personality disorder; 3.4. The narcissistic personality disorders; 4. The C cluster personality disorders: 4.1. The avoidant personality disorder; 4.2. The dependent personality disorder; 4.3. The obsessive-compulsive personality disorder; 5. Other personality disorders; 5.1. Personality changes due to a medical condition; 5.2. Other specified and unspecified personality disorders; 6. Personality disorders along a continuum according to DSM 5: 6.1. General criteria for persoality disorders; 6.2. The antisocial personality disoder; 6.3. The avoidant personality disorder; 6.4. The borderline personality disorder; 6.5. The narcissistic personality disorder; 6.6. The obsessive-compulsivepersonality disorder; 6.7. The schizotypal personality disorder; 7. The psychotherapy of personality disorders: 7.1. Reconstructive interpersonal psychotherapy; 7.2. The treatment of personality adaptations with redicision therapy; 7.3. Dialectical behavioural therapy (DBT); 7.4. Brief psychodynamic psychotherapy; 7.5. Pychoanalytic psychotherapy; 7.6. Cognitive-behavioural therapy; 7.7. Schema centered integrative psychotherapy; 8. Specific aspects in treating personality disorders.
MODULE 26. THE PSYCHOTHERAPY OF ADDICTIVE DISORDERS
1. Disorders connected to a substance: 1.1. Substance addiction; 1.2. Substance abuse; 1.3. Substance intoxication; 1.4. Substance abstinence; 2. Alcohol: 2.1. Alcohol addiction; 2.2. Alcohol abuse; 2.3. Alcohol intoxication; 2.4. Alcohol abstinence; 2.5. Symptomatology of alcohol induced disorders; 3. Amphetamine; 3.1. Amphetamine addiction; 3.2. Amphetamine abuse; 3.3. Amphetamine intoxication; 3.4. Amphetamine abstinence; 2.5. Symptomatology of amphetamine induced disorders; 4. Cannabis: 4.1. Cannabis addiction; 4.2. Cannabis abuse; 4.3. Cannabis intoxication; 4.4.. Symptomatology of cannabis induced disorders; 5. Cocaine: 5.1. Cocaine addiction; 5.2. Cocaine abuse; 5.3. Cocaine intoxication; 5.4. Cocaine abstinence; 5.5. Symptomatology of cocaine induced disorders; 6. Hallucinogenes: 6.1. Hallucinogene addiction; 6.2. Hallucinogene abuse; 6.3. Hallucinogene intoxication; 6.4. The persistent perception disorder induced by hallucinogenes; 5.5. Symptomatology of hallucinogene induced disorders; 7. Inhalants: 7.1. Inhalant addiction; 7.2. Inhalant abuse; 7.3. Inhalant intoxication; 7.4. Symptomatology of inhalant induced disorders; 8. Opiates: 8.1. Opiate addiction; 8.2. Opiate abuse; 8.3. Opiate intoxication; 8.4. Opiate abstinence; 8.5. Symptomatology of opiate induced disorders; 9. Nicotine: 9.1. Nicotine addiction, 9.2. Nicotine abstinence; 10. Pathological gambling.
MODULE 27. THE PSYCHOTHERAPY OF SLEEP DISORDERS
1. Normal sleep; 1.1. The stages of sleep; 1.2. The duration of sleep; 1.3. The functions of sleep; 2. Insomnia; 2.1. Diagnosis and symptoms; 2.2. The psychotherapy of insomnia; 2.3. Fatal familial insomnia; 3. Other sleep disorders that can be managed psychotherapeutically; 3.1. Nocturnal bruxism; 3.2. Sleep terrors; 4. Dreams and the interpretation of dreams; 4.1. Dreams and sleep; 4.2. The neurobiology of dreams; 4.3. Theories regarding the activation of dreams; 4.4. The brain and dreams; 4.5. The function of dreams; 4.6. The analysis of dreams; 4.7. The DCT model in dream interpretation; 4.8. The Jungian interpretation of dreams.
MODULE 28. PSYCHOSOMATICS
1. Psychosomatics- definition and history; 2. The evaluation of psychological factors that affect individual vulnerability to somatization; 3. Somatoform disorders; 3.1. Somatization disorder; 3.2. Hypochondria; 3.3. Conversion disorder; 3.4. Body dysmorphic disorder; 3.5. Pain disorder; 3.6. The Munchausen syndrome; 3.7. Malingering; 4. Psycho-cardiology; 5. Psycho-dermatology; 5.1. Dellusional skin disorders; 5.2. Skin diseases aggravated by psychological factors; 6. Pycho-nedocrinology; 6.1. Diabetes mellitus; 6.2. Tiredeness; 6.3. Fybromialgia; 7. Psycho-gastro-enterology; 7.1. Irritable bowel syndrome; 8. Psycho-pneumology; 8.1. Bronchial asthma; 9. Psycho-oncology; 10. The psychodynamic interpretation of psychosomatic disorders.
MODULE 29. PSYCHOSEXOLOGY
1. Psychodiagnosis and clinical evaluation; 1.1. The human sexual response cycle; 1.2. Diminished sexual desire; 1.3. Sexual phobia; 1.4. The female sexual arousal disorder; 1.5. The male erection disorder; 1.6. The female orgasm disorder; 1.7. The male orgasm disorder (delayed ejaculation); 1.8. Premature ejaculation; 1.9. Dyspareunia; 1.10. Vaginismus; 1.11. Paraphilias; 1.12. Sexual identity disorder; 2. The psychotherapy of sexual disorders; 2.1. Sexual therapy; 2.2. Behavioural models in the psychotherapy of sexual disorders; 2.3. Cognitive-behavioural therapy; 2.4. Neuro-linguistic programming; 2.5. Family therapy; 2.6. Narrative psychotherapy; 2.7. Hypnotherapy; 3. Sexual addiction.
MODULE 30. PSYCHOTHERAPY WITH VARIOUS AGE GROUPS
1. Normal ageing; 1.1. Clichees regarding old age; 1.2. Theories of ageing; 1.3. Ageing of the brain; 2. Pathological ageing; 3. Geriatric pathology: 3.1. Delirium; 3.2. Dementia; 3.3. Depressive disorders; 3.4. The menopause; 3.5. Psycho-oncology in the elderly; 4. Psychotherapy with the elderly; 5. Particularities in the psychotherapy of adolescents; 5.1. The defining of the self in adolescence; 5.2. Dysfunctional families; 5.3. Rebellion and delinquent behaviour in adolescence.
Personal development
Personal development is centered, on the one hand, on the development of communication abilities, relational abilities and self-reflection, and on the other hand on self-discovery, so that the trainees discover the way in which their personal history helps or constraints their professional tasks, and their own responses to professional dilemmas.
Supervision
Supervision focuses on consolidating the integration of theory and practice and the development of a professional attitude. Supervisees can have an insight regarding their own clinical activity and they have the opportunity of discovering what they already do well and what they might improve or replace.
Supervision implies respect for the supervisee’s knowledge and experience and emphasizes the way in which the supervisee’s experience is relevant in his/her current professional practice.
Group supervision is conducted according to the integrative strategic model of psychotherapy.
Supervision is provided by ACCPI supervisors.
Within the integrative psychotherapy training programme psychotherapists are required a minimum of 150 hours of group supervision, 50 hours of individual supervision and 50 hours of peer supervision-intervision for a clinical practice of at least 300 hours.