The Problem of Integrating Biological and Psychodynamic Views in Psychotherapeutic Training of Physicians

1990 ◽  
Vol 53 (1-4) ◽  
pp. 115-118 ◽  
Author(s):  
Friedrich Krull
Keyword(s):  
Psychotherapeutic Training

PSYCHOTHERAPEUTIC TRAINING

1966 ◽  
Vol 122 (9) ◽  
pp. 1067-b-1068
Author(s):  
RICHARD E. DAVIS
Keyword(s):  
Psychotherapeutic Training

Theoretical Considerations on the Way to Becoming a Psychotherapist

2017 ◽  
Vol 61 (0) ◽  
pp. 119-0
Author(s):  
Andrea Rosa
Keyword(s):  
Psychology Students ◽  
Ethical Challenge ◽  
Narrative Approach ◽  
Human Relations ◽  
Shared Experience ◽  
Theoretical Approaches ◽  
The Relationship ◽  
Theoretical Considerations ◽  
Psychotherapeutic Training ◽  
The Way

This paper aims to recount a shared experience of some psychology students – an intellectual adventure of exploring one’s own approach towards human relations and nature on the way to becoming a psychotherapist. To become practitioners, the students need to choose a certain psychotherapeutic training based on one of the main psychotherapeutic theoretical approaches. The following are mentioned in this paper: psychoanalysis, cognitivebehavioral therapy, humanistic/existential and the postmodern narrative approach. Exploring the assumptions underlying different modalities and practices is also considered here to be an ethical challenge. It is reckoned that the choice of a specific psychotherapeutical practice bound to a theory shapes the identity of the therapist and the patients, forms the language and behaviour through which the future therapist will express his own Self and influence the Other. Referring to postmodern inspirations, the author speaks in favour of making an endless effort of recognizing the assumptions underlying different practices – as the only way for not taking a potentially violent and impervious attitude in the relationship between the therapist and the patient.

An Exploration of Mood and Learning

1982 ◽  
Vol 55 (3) ◽  
pp. 727-733 ◽  
Author(s):  
Douglas M. Snyder
Keyword(s):  
Direct Reference ◽  
The World ◽  
Objective View ◽  
The Individual ◽  
Psychotherapeutic Training

Mood, considered as the over-all meaning of an individual's existence at a particular time, is related to psychotherapeutic training and to learning in general. Mood involves the direct reference of the experiencing person to the world. This direct reference contrasts to the objective view of experience in which the world is given in a mediated manner to the individual. Certain essential aspects of mood itself, the psychotherapeutic mood, and the mood of learning are developed.

scholarly journals Master’s Graduates as State-Licensed Psychotherapists, Both a Challenge and an Opportunity: Practical University Teaching Concepts in Clinical Psychology

2021 ◽  
pp. 1-11
Author(s):  
Marcel Wilhelm ◽  
Winfried Rief ◽  
Anke Haberkamp ◽  
Pia von Blanckenburg ◽  
Julia Anna Glombiewski
Keyword(s):  
Student Satisfaction ◽  
Clinical Psychology ◽  
Treatment Plan ◽  
Individualized Treatment ◽  
University Teaching ◽  
Self Reflection ◽  
Psychotherapeutic Techniques ◽  
Psychological Knowledge ◽  
High Degree ◽  
Psychotherapeutic Training

Psychotherapeutic training in Germany is about to be changed soon: master’s graduates in clinical psychology will be able to become state-licensed psychotherapists. It is therefore mandatory to teach basic psychotherapeutic skills at the universities. This article presents examples of application-oriented courses in clinical psychology, which have been tried and tested at the Philipps University of Marburg for years. During the practical exercises “Interventions in practice 1 and 2“, students gain initial experiences with psychotherapeutic techniques on personally relevant problems. In the case seminar, the students apply their acquired skills to treat an actual outpatient case, while translating basic psychological knowledge into an individualized treatment plan. The seminar “Different approaches to psychotherapy in practice“ offers the opportunity to explore 6 different patients coming from a variety of treatment settings. The courses are evaluated regularly. An overview of cumulated evaluations shows a high degree of student satisfaction with the course concepts. The described courses meet several requirements of the new licensing regulations, especially regarding job-qualifying and self-reflection. Necessary adjustments and additional requirements are discussed, and possible solutions are presented accordingly. If the licensing regulations are implemented as demanded, receiving a state license after the master’s degree seems justified.

Problem-based learning in psychotherapeutic training

1995 ◽  
Vol 9 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Eva Aronowitsch ◽  
Clarence Crafoord
Keyword(s):  
Problem Based Learning ◽  
Psychotherapeutic Training

scholarly journals Theory and Characteristics of IPT. IPT in Spain

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
J. Solé-Puig
Keyword(s):  
New York ◽  
Latin America ◽  
Family Therapy ◽  
Problem Solving ◽  
Belief Systems ◽  
Research Programmes ◽  
Spanish Research ◽  
User Friendly ◽  
Psychotherapeutic Training

Gerald Klerman, Myrna Weissman and colleagues (Basic Books, New York, 1984) created IPT as a psychotherapeutical agent, analogous to a psychopharmacological one, antidepressants. With psychodynamic roots, IPT shows cognitive behavioral aspects: therapeutic stance, problem-solving attitude and the encouraging role of the therapist; he/she does not give homework to the patient. IPT overlaps with family therapy, but is mainly individual, although other formats (couple, groups) exist. As an eclectic formalization of procedures often used by psychiatrists, IPT is a semistructured way to guide the patient over a few months. It is user-friendly, confortable and well-accepted. IPT shows a solid ground based more on empiric knowledge and less on belief systems. So, school faithes should not obstacle IPT to improve with research and even be a model for it in the field. Psychotherapeutic training should include at least the psychodynamic, the cognitiv-behavioral and the interpersonal approach.I translated the original manual's Part II included in “Psicoterapia Interpersonal” (Elsevier, Barcelona, 1998), the only Spanish IPT textbook in use. In the Comprehensive Guide to IPT (Weissman, Markowitz & Klerman, 2000) I am quoted as its introducer in Spain. Members of the Sociedad Española de Terapia Interpersonal -psychiatrists and psychologists, mainly- have given presentations and imparted courses in Spain and abroad (Portugal, Latin America). Since my seminal 1995 paper “Qué es y donde está la psicoterapia interpersonal” (Revista de Psiquiatría, 6:141-159), a number of Spanish papers have been produced. Spanish research programmes on IPT are still lacking, although promising initiatives have been published in local journals.

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