Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to GROUP PSYCHOTHERAPY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The purpose of this course is to provide students with a brief introduction to group psychotherapy including both the different theoretical orientations and the experience of a being a member of the group. |
| Course Content | This course contains; Introduction to the Course, History and Overview of Group Psychotherapy,Ethical Guidelines for Group Practice and Research, Therapeutic Factors (begin),Therapeutic Factors (cont’d) Reading Assignment,Therapeutic Factors (cont’d),Group Dynamics,Pre-group Meetings, Beginning Groups,Group Leadership Issues,Stages of Group Development,Psychodynamic- and Adlerian-based Group Therapy Interventions,Gestalt- and Person-Centered-based Group Therapy Interventions,Behavioral-, Cognitive-, and Reality-based Group Therapy Interventions,,Handling Challenging Clients and Situations in Group Therapy,GROUP EXERCISES DURING THE CLASSES. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course, History and Overview of Group Psychotherapy | |
| 2 | Ethical Guidelines for Group Practice and Research, Therapeutic Factors (begin) | Text, Chapters 1 and 2 (pp. 1-52) |
| 3 | Therapeutic Factors (cont’d) Reading Assignment | Text, Chapter 3 (pp. 53-76) |
| 4 | Therapeutic Factors (cont’d) | Text, Chapter 4 (pp. 77-115) |
| 5 | Group Dynamics | Tourigny & Hébert (2007) |
| 6 | Pre-group Meetings, Beginning Groups | Text, Chapters 8 and 10 (pp. 231-257; pp. 281-308) |
| 7 | Group Leadership Issues | Text, Chapters 5 and 6 (pp. 117-199) |
| 8 | Stages of Group Development | Text, Chapters 11 and 12 (pp. 309-390) Group Proposal Exercise Due |
| 9 | Psychodynamic- and Adlerian-based Group Therapy Interventions | Text, Chapter 7 (pp. 201-229) |
| 10 | Gestalt- and Person-Centered-based Group Therapy Interventions | Corey et al. (1990) and Schechtman & Pastor (2005) |
| 11 | Behavioral-, Cognitive-, and Reality-based Group Therapy Interventions | Kivlighan et al. (1993), Henry & Cashwell (1998), Petrocelli (2002) |
| 12 | Text, Chapter 15 (pp. 475-524) | |
| 13 | Handling Challenging Clients and Situations in Group Therapy | Text, Chapter 13 (pp. 391-427) |
| 14 | GROUP EXERCISES DURING THE CLASSES |
| Resources |
| Yalom, I. D., & Leszcz, M. (Collaborator). (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY, US: Basic Books. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to GROUP PSYCHOTHERAPY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The purpose of this course is to provide students with a brief introduction to group psychotherapy including both the different theoretical orientations and the experience of a being a member of the group. |
| Course Content | This course contains; Introduction to the Course, History and Overview of Group Psychotherapy,Ethical Guidelines for Group Practice and Research, Therapeutic Factors (begin),Therapeutic Factors (cont’d) Reading Assignment,Therapeutic Factors (cont’d),Group Dynamics,Pre-group Meetings, Beginning Groups,Group Leadership Issues,Stages of Group Development,Psychodynamic- and Adlerian-based Group Therapy Interventions,Gestalt- and Person-Centered-based Group Therapy Interventions,Behavioral-, Cognitive-, and Reality-based Group Therapy Interventions,,Handling Challenging Clients and Situations in Group Therapy,GROUP EXERCISES DURING THE CLASSES. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course, History and Overview of Group Psychotherapy | |
| 2 | Ethical Guidelines for Group Practice and Research, Therapeutic Factors (begin) | Text, Chapters 1 and 2 (pp. 1-52) |
| 3 | Therapeutic Factors (cont’d) Reading Assignment | Text, Chapter 3 (pp. 53-76) |
| 4 | Therapeutic Factors (cont’d) | Text, Chapter 4 (pp. 77-115) |
| 5 | Group Dynamics | Tourigny & Hébert (2007) |
| 6 | Pre-group Meetings, Beginning Groups | Text, Chapters 8 and 10 (pp. 231-257; pp. 281-308) |
| 7 | Group Leadership Issues | Text, Chapters 5 and 6 (pp. 117-199) |
| 8 | Stages of Group Development | Text, Chapters 11 and 12 (pp. 309-390) Group Proposal Exercise Due |
| 9 | Psychodynamic- and Adlerian-based Group Therapy Interventions | Text, Chapter 7 (pp. 201-229) |
| 10 | Gestalt- and Person-Centered-based Group Therapy Interventions | Corey et al. (1990) and Schechtman & Pastor (2005) |
| 11 | Behavioral-, Cognitive-, and Reality-based Group Therapy Interventions | Kivlighan et al. (1993), Henry & Cashwell (1998), Petrocelli (2002) |
| 12 | Text, Chapter 15 (pp. 475-524) | |
| 13 | Handling Challenging Clients and Situations in Group Therapy | Text, Chapter 13 (pp. 391-427) |
| 14 | GROUP EXERCISES DURING THE CLASSES |
| Resources |
| Yalom, I. D., & Leszcz, M. (Collaborator). (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY, US: Basic Books. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |