Questions? Consult the FAQs!
Course Question & AnswerPsychotherapy
Purpose of Course showclose
Psychotherapy refers to the practices clinical psychologists use to treat mental disorders. While “therapy” can denote any intervention undertaken with the goal of healing someone (including medicinal treatments for physical problems), psychotherapy is specific in that it uses certain cognitive, behavioral, and emotional regulation techniques. Based on pop culture portrayals of psychotherapy, you may be imagining a patient lying on a couch, talking freely about whatever is on his or her mind, while a doctor scribbles notes. While there is some truth to this portrait, it is an obvious oversimplification. Psychotherapy often involves a pre-defined set of techniques that a counselor will use in order to solve the problems that his patient is encountering. These techniques often vary from therapist to therapist and depend on which school of thought the therapist subscribes to, that is, which perspectives he or she has adopted in order to explain the causes of and appropriate treatments for various disorders. For example, therapists from the schools of Psychoanalysis and Behaviorism will differ greatly in terms of how they approach and treat an individual suffering from anxiety. We will spend a substantial amount of time addressing each of these schools of thought, acknowledging that each has its own strengths and weaknesses.
Psychotherapeutic treatments will also vary based on the nature of the patient’s disorder. While it may seem obvious that a therapist will treat Schizophrenia differently than he would Depression, it should be noted that different mood disorders are treated differently. We will discuss various approaches to these disorders, familiarizing ourselves with the theories that support their practice. You should also be aware that while a therapist may recommend a particular treatment, it is often the patient that has the final say in how he will be treated. Therapy is, after all, a personal process for both the patient and clinician.
This course will provide you with an introduction to the theories, styles, and methods of psychotherapy that you would need to know in a clinical situation. Feel free to look back on PSYCH304 (“Clinical Psychology”) as it will help remind you of the mental disorders referenced in this course.
Course Information showclose
Welcome to PSYCH206. Below, please find some general information on the course and its requirements.
Course Designer: Helena (Mimi) Martin
Primary Resources: This course is composed of a range of different free, online materials. However, the course makes primary use of the following materials:
- PubMed Central (provides open access to a variety of journals in the area of science/psychology)
- Stanford Encyclopedia of Philosophy
- Lerner’s TV’s version of University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology
- Wikibook’s Cognitive Psychology and Cognitive Neuroscience
- Zain Books’s version of Virtual University of Pakistan’s Cognitive Psychology
- Oakland University: Professor Cindy Sifonis’s Cognitive Psychology Lecture Series
Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials. You will also need to complete a final exam.
In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again.
Time Commitment: This course should take you a total of 86 hours to complete. Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit. These should help you plan your time accordingly. It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself. For example, Unit 1 should take you 11 hours. Perhaps you can sit down with your calendar and decide to progress through/complete subunits 1.1 and 1.2 (a total of 6 hours) on Monday/Tuesday night; subunit 1.3 (a total of 5 hours) on Wednesday/Thursday night; etc.
Learning Outcomes showclose
- define psychotherapy and describe the historical development of its practice;
- identify the qualities most useful in a psychotherapist;
- discuss the different ways in which psychotherapy affects both patient/client and counselor/therapist;
- describe how each theory/therapy conceptualizes a) human nature, b) psychopathology, and c) the therapeutic change process;
- identify the major therapeutic techniques used to promote change in each type of therapy;
- compare and contrast individual theories/therapies with family theories/therapies; and
- describe a) the important historical figures associated with each theory and b) the historical context in which the theory emerged.
Course Requirements showclose
In order to take this course you must:
√ have access to a computer;
√ have continuous broadband Internet access;
√ have the ability/permission to install plug-ins or software (e.g.,Adobe Reader or Flash);
√ have the ability to download and save files and documents to a computer;
√ have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.);
√ be competent in the English language;
√ have read the Saylor Student Handbook; and
√ have completed all courses listed in the Core Program of the Psychology Discipline. This requirement only applies to those students who are seeking the equivalency of a Full Psychology Degree. If taking this course as an elective, you must only have completed PSYCH101.
Unit Outline show close
Expand All Resources Collapse All Resources
-
Unit 1: An Introduction to Psychotherapy
What is psychotherapy, who needs it, and how is it conducted? Is psychotherapy really only for “crazy” people? This unit will address these and other basic questions about the field. We will take a look at the historical development of its practice, identify the qualities most useful in a psychotherapist, and discuss the different ways in which psychotherapy affects both patient and counselor.
Unit 1 Time Advisory show close
Unit 1 Learning Outcomes show close
- 1.1 A Short History of Psychotherapy
-
1.1.1 Ancient Greeks and Primitive Techniques
- Reading: psychcentral.com: Jim Haggerty, MD’s “History of Psychotherapy”
Link: psychcentral.com: Jim Haggerty, MD’s “History of Psychotherapy” (HTML)
Instructions: Click on the link above and read through the brief overview of the history of psychotherapy. This reading will provide you with an overview of the history of the field. This introduction will be of use to you as you work through the more in-depth explanations of various types of therapy in later units. Note that this reading covers 1.1.1-1.1.7.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: psychcentral.com: Jim Haggerty, MD’s “History of Psychotherapy”
- 1.1.2 Middle Ages and Demonic Possession
- 1.1.3 Walter Dendy and “Psycho-therapeia”
- 1.1.4 Sigmund Freud and the Development of Psychoanalysis
- 1.1.5 The Change from Psychoanalysis to Behaviorism
- 1.1.6 The Notion of Warmth: Rogerian and Interpersonal
- 1.1.7 Current and Future Notions of Therapy
- 1.2 The Counselor as a Person
-
1.2.1 Personal Characteristics of Effective Counselors
- Reading: Monroecollege: Gerald Corey’s Theory and Practice of Counseling and Psychotherapy: “The Counselor as a Person and as a Professional”
Link: Monroecollege: Gerald Corey’s Theory and Practice of Counseling and Psychotherapy: “The Counselor as a Person and as a Professional” (PDF)
Instructions: Read Gerald Corey’s chapter titled “The Counselor: Person and Professional.” While reading, consider the traits successful counselors tend to share, the challenges they face, and the ethical dilemmas they frequently encounter. Note that this reading applies to subunits 1.2.1-1.2.5
Reading this chapter should take approximately 1 hour and 30 minutes.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Monroecollege: Gerald Corey’s Theory and Practice of Counseling and Psychotherapy: “The Counselor as a Person and as a Professional”
- 1.2.2 Challenges Faced by Counselors
- 1.2.3 Values in Counseling
- 1.2.4 Counselor Ethics
- 1.2.5 Cultural Issues in Therapy
- 1.3 Ethical Issues in Counseling
-
1.3.1 Ethical Decision Making
- Reading: KSPope.com: Dr. Michael C. Gottlieb’s “Avoiding Exploitive Dual Relationships: A Decision-Making Model”
Link: KSPope.com: Dr. Michael C. Gottlieb’s “Avoiding Exploitive Dual Relationships: A Decision-Making Model” (HTML)
Instructions: Click on the above link and read the associated article in its entirety. The article discusses one common ethical dilemma that can arise in therapy (the dual relationship) and provides an overview of ethical decision-making models. Take note of the helpful case studies of situations in which this decision-making model could be used.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: KSPope.com: Dr. Michael C. Gottlieb’s “Avoiding Exploitive Dual Relationships: A Decision-Making Model”
-
1.3.2 Informed Consent
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 10: Therapy”
Link: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 10: Therapy” (HTML)
Instructions: The above link will bring you to the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct Table of Contents. Click on Standard 10 “Therapy” on the right side of the page, and read through the ethical principles as they apply to therapy. Note that this link applies to subunits 1.3.2 and 1.3.3.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 10: Therapy”
-
1.3.3 Confidentiality
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 4: Privacy and Confidentiality”
Link: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 4: Privacy and Confidentiality” (HTML)
Instructions: The above link will bring you to the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct Table of Contents. Click on Standard 4 “Privacy and Confidentiality” on the right side of the page, for an overview of the requirements related to privacy and confidentiality.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 4: Privacy and Confidentiality”
-
1.3.4 Ethical Decisions in Assessment
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 9: Assessment”
Link:The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 9: Assessment” (HTML)
Instructions: The above link will bring you to the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct Table of Contents. Click on Standard 9 “Assessment” for an overview of the ethical requirements related to assessment. Notice that there are ethical issues related to all steps of assessment, from informed consent to interpreting and explaining the results.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The American Psychological Association’s “Ethical Principles of Psychologists and Code of Conduct: Standard 9: Assessment”
-
1.3.5 The Importance of Evidence-Based Practices
- Reading: The American Psychological Association’s “Report of the 2005 Presidential Task force on Evidence-Based Practice” and “APA Policy Statement on Evidence-Based Practice”
Links: The American Psychological Association’s “Report of the 2005 Presidential Task force on Evidence-Based Practice” (PDF) and “APA Policy Statement on Evidence-Based Practice” (PDF)
Instructions: The above links will bring you to the APA’s page on Evidence-Based Practice in Psychology. Download the PDFs with the associated titles for an introduction to evidence-based practice and a discussion of its importance. Take note of the multiple sources of evidence discussed.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The American Psychological Association’s “Report of the 2005 Presidential Task force on Evidence-Based Practice” and “APA Policy Statement on Evidence-Based Practice”
-
Unit 2: Psychoanalytic Therapy
How many films and TV shows have you seen that present the image of an individual lying on a couch, talking to his therapist about his dreams and the influence of his mother? Thanks to its prominent place in pop culture, this form of therapy – psychoanalytic therapy – is perhaps the best-known in contemporary society. Though the principles of psychoanalysis were first developed over 100 years ago and are attributed to the legendary and highly controversial figure of Sigmund Freud, psychologists continue to draw from them today. Psychoanalytics were the first practitioners to attempt to explain mental disorders and design specific therapies in order to treat patients. This unit will introduce you to the principles of psychoanalysis and psychoanalytic therapy, discussing many of Freud’s findings, which, though hotly contested, remain influential.
Unit 2 Time Advisory show close
Unit 2 Learning Outcomes show close
- 2.1 Psychoanalytic Theory
-
2.1.1 Human Nature: The Importance of the First Six Years of Life
- Lecture: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanalytic1”
Link: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanayltic1” (iTunes)
Instructions: Listen to this lecture in its entirety for a review of Freud’s theory of personality development and its focus on early childhood. You may recognize this lecture from PSYCH303: Child/Developmental Psychology if you have already completed that course.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanalytic1”
-
2.1.2 Instincts: Libido, Life Instincts, Death Instincts
- Reading: Shippensburg University: Personality Theories: Dr. C. George Boeree’s “Sigmund Freud”
Link: Shippensburg University: Personality Theories: Dr. C. George Boeree’s “Sigmund Freud” (HTML)
Also available in:
PDF
Instructions: Read this webpage in its entirety for an overview of Freud’s theory of personality. Note that this reading applies to 2.1.2-2.1.9.
Terms of Use: Please respect the copyright and terms of use displayed on the webpagesabove.See a broken link? Please let us know!
- Reading: Shippensburg University: Personality Theories: Dr. C. George Boeree’s “Sigmund Freud”
- 2.1.3 ID and the Pleasure Principle
- 2.1.4 Ego and the Reality Principle
- 2.1.5 Superego, the Conscience, and the Ego Ideal
- 2.1.6 Parapraxes or “Freudian Slips”
- 2.1.7 Projective Tests
- 2.1.8 Hypnosis and Posthypnotic Suggestions
- 2.1.9 The Three Anxieties (i.e., moral, neurotic, and realistic)
-
2.1.10 Ego Defense Mechanisms
Note: While defense mechanisms play an important role in psychoanalysis, and while you should know how they function, you needn’t memorize each of them. You may find it useful to take a close look at a few examples, but a general understanding of how these mechanisms work as a whole is far more important.
- Reading: Boundless: “Examining Defense Mechanisms”
Link: Boundless: “Examining Defense Mechanisms” (PDF)
Instructions: Read this article to understand Freud’s proposed defense mechanism, which individuals use to manage reality and maintain self-image. Note the many types of defense mechanisms that can be used in various situations.
Reading this article should take approximately 15 minutes.
Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless, and the original version can be found here.See a broken link? Please let us know!
- Reading: Boundless: “Examining Defense Mechanisms”
- 2.2 Psychoanalysis
-
2.2.1 Deterministic
- Reading: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “About the Free Associations Method.”
Link: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “About the Free Associations Method” (HTML)
Instructions: Note that this reading applies to 2.1.1 and 2.1.2.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “About the Free Associations Method.”
- 2.2.2 Free-Association
-
2.2.3 The Importance of Dreams
- Reading: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “Dream Interpretation and Psychoanalysis.”
Link: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “Dream Interpretation and Psychoanalysis.” (HTML)
Instructions: Read through the page for a discussion of Freud’s views on dream analysis and the role it plays in psychoanalysis.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Romanian Association for Psychoanalysis Promotion: Psychoanalysis: Techniques and Practice: Jean Chiriac’s “Dream Interpretation and Psychoanalysis.”
- 2.3 Development of Personality
-
2.3.1 The Importance of Early Development
- Reading: The Encyclopedia of Children and Childhood in History and Society’s “Freud, Sigmund (1856–1939)”
Link: The Encyclopedia of Children and Childhood in History and Society’s “Freud, Sigmund (1856–1939)” (HTML)
Instructions: After clicking on the above link, read the associated webpage in its entirety. Although some information will be repetitive, this article focuses on the importance of early development in Freud’s works and highlights Freud’s contribution to the field of developmental psychology.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Encyclopedia of Children and Childhood in History and Society’s “Freud, Sigmund (1856–1939)”
-
2.3.2 Comparing Freud’s and Erikson’s Models
- Lecture: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanalytic2”
Link: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanayltic2” (iTunes)
Instructions: Listen to this lecture in its entirety for a review of Erikson’s theory of personality development.
Listening to this lecture should take approximately 15 minutes.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: Shippensburg University: Personality Theories: Dr. C. George Boeree’s “Erik Erikson”
Link: Shippensburg University: Personality Theories: Dr. C. George Boeree’s “Erik Erikson” (HTML)
Also available in:
PDF
Instructions: After clicking on the above link, read the associated webpage in its entirety. Pay special attention to the discussion of the similarities and differences between Erikson’s and Freud’s developmental models and developmental stages. Consider the ways in which Erikson agreed and disagreed with Freud.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: iTunes University: Kent University: Kathy Walker and Linda Pollack “Child Development–Introduction and Theories: Psychoanalytic2”
- 2.4 The Therapeutic Process
-
2.4.1 Function and Role: Transference Relationships and Projections
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Transference and Countertransference” and Freudfile.com: “Transference”
Links:The Sage of Asheville: Dr. Cecil H. Patterson’s “Transference and Countertransference” (PDF) and Freudfile.com’s: “Transference” (HTML)
Instructions: After clicking on the first link, choose the “click here” button near the top of the page to find a list of Dr. Patterson’s publications. Scroll down to download the PDF titled “Transference and Countertransference” for an introduction to the concepts of transference and countertransference. Then, click on the second link in order to read some of Freud’s statements on the subject of transference. Note that these readings apply to subunits 2.4.1-2.4.3.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Transference and Countertransference” and Freudfile.com: “Transference”
- 2.4.2 Countertransference
- 2.4.3 Interpretation of Transference
-
2.4.4 Interpretation of Resistance
- Reading: Freudfile.org: “Resistances”
Link: Freudfile.org: “Resistances” (HTML).
Instructions: Click on the above link to read Freud’s thoughts on resistance.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Freudfile.org: “Resistances”
-
Unit 3: Existential Therapy
Existential theory grew out of the existential philosophy movement. This model views mental disorders as problems relating to the basic condition of human existence. This may sound vague and daunting, but the approach is generally used only to treat problems that individuals have with creating meaning, assuming responsibility, and handling freedom or choice. While not highly favored in the United States, where other forms of therapy (like psychoanalytic therapy) are more popular, existential therapy is often practiced in Europe. This unit will discuss the tenets of existential philosophy and explain how practitioners derive therapy approaches from them in order to treat mental disorders.
Unit 3 Time Advisory show close
Unit 3 Learning Outcomes show close
- 3.1 The Existential Philosophical Approach
-
3.1.1 The Rejection of Determinism
- Reading: The Stanford Encyclopedia of Philosophy’s “Existentialism”
Link: The Stanford Encyclopedia of Philosophy’s “Existentialism” (HTML)
Instructions: Read this entry on existentialism. We will revisit this concept in the next section on existential theory. Note this reading applies to subunits 3.1.1-3.1.5.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Stanford Encyclopedia of Philosophy’s “Existentialism”
- 3.1.2 The Importance of Choice
- 3.1.3 The Responsibility of Freedom
- 3.1.4 The Search for Value and Meaning in Life
- 3.1.5 The Capacity for Self-Awareness
-
3.2 Existential Theory
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy”
Link: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy”
Instructions: After clicking on the above link, read through the associated webpage for a discussion of common misconceptions about existentialism.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy”
-
3.2.2 Freedom and Responsibility
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Existential Psychotherapy: A General Overview”
Link: Existential-therapy.com: Louis Hoffman, PhD’s “Existential Psychotherapy: A General Overview” (HTML)
Instructions: Read this general overview of existential psychotherapy and then click on and read through each of the five existential themes the author has identified near the bottom of the page. Each of the five themes applies to the five units in 3.2.2-3.2.6. Pay particular attention to the role that existential anxiety plays in everyday life and psychopathology, the importance of the search for meaning, and the difficulties that come with freedom and choice.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Existential Psychotherapy: A General Overview”
- 3.2.3 Death and Anxiety
- 3.2.4 The Search for Connection
- 3.2.5 Meaningless vs. Meaning
- 3.2.6 Emotions
-
3.3 The Therapeutic Process
- Web Media: iTunes Podcast: American Counseling Association’s Podcast Series: “HT014–Existential Therapy”
Link: iTunes Podcast: American Counseling Association’s Podcast Series: “HT014–Existential Therapy” (Mp3)
Also available in:
iTunes
Instructions: Listen to the interview with Dr. Gerald Corey, a respected therapist and author, on existential therapy. Note that this applies to subunits 3.3.1-3.3.6.
Listening to this lecture should take approximately 1 hour.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: iTunes Podcast: American Counseling Association’s Podcast Series: “HT014–Existential Therapy”
- 3.3.1 Relevance of Themes to Practice
- 3.3.2 Underlying Anxiety in Clients
- 3.3.3 Restricted Existence
- 3.3.4 Integration of Other Approaches
- 3.3.5 Importance of Genuineness in Existential Therapy
- 3.3.6 Existential Therapy and Short-Term Therapy, Group Work
-
Unit 4: Client-Centered Therapy
Client-Centered Therapy (also known as person-centered therapy) developed as a reaction to the “colder” psychoanalytic therapy models. While the psychoanalytic approach views the therapist as a guide to the patient, client-centered therapy empowers the patient to take a more prominent role in his/her treatment by having him use the therapeutic relationship in order to realize his potential and solve his own problems. Accordingly, client-centered therapy sees the therapist as a nurturer, encouraging the patient to develop certain skills while allowing him to come to his own decisions. Practitioners see this as an important distinction from psychoanalytic models, where a patient is led to accept the decision the therapist has made for him. In this unit, we will review different aspects of client-centered theory, exploring its differences from psychoanalysis in order to identify the different clinical applications that result.
Unit 4 Time Advisory show close
Unit 4 Learning Outcomes show close
- 4.1 Client-Centered Theory
-
4.1.1 Nondirective Counseling
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being NonDirective”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being NonDirective” (PDF)
Instructions: After clicking on the first link, choose the “click here” link near the top of the page to find a list of Dr. Patterson’s publications. Download the PDF listed above and read the associated article. As you read, pay attention to how the article defines “nondirective.” What does the term mean? What does it not mean? You will find a useful list of the goals of client-centered therapy near the end of the document; this will serve as a solid introduction to the goals of this theoretical orientation.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being NonDirective”
-
4.1.2 The Notions of Congruence and Genuineness
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Therapeutic Genuineness”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “Therapeutic Genuineness”(PDF)
Instructions: After clicking on the first link, choose the “click here” link near the top of the page to find a list of Dr. Patterson’s publications. Download the PDF listed above and read the associated article. As you read, pay attention to the difference between genuineness and facilitative genuineness. Also take note that the aspects of genuineness have been found to facilitate change.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Therapeutic Genuineness”
-
4.1.3 Empathy
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Empathic Understandings” and Carl R. Rogers, PhD’s “Empathic: An Unappreciated Way of Being”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “Empathic Understanding” (PDF) and Carl R. Rogers, PhD’s “Empathic: An Unappreciated Way of Being” (PDF)
Instructions: After clicking on the links, choose the “click here” link near the top of the page to find a list of publications. Download the two PDFs listed above and read the associated articles. Carl R. Rogers’ is the father of client-centered therapy; as you read his article, try to identify what he values about empathy and pay special attention to the example that he provides.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Empathic Understandings” and Carl R. Rogers, PhD’s “Empathic: An Unappreciated Way of Being”
-
4.1.4 Unconditional Positive Regard
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson's “Respect (Unconditional Positive Regard)”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “Respect (Unconditional Positive Regard)” (PDF)
Instructions: After clicking on the link, choose the “click here” link near the top of the page to find a list of publications. Download the PDF listed above and read the associated article. Pay special attention to the basic philosophy and assumptions of client-centered therapy, which begins on page 3.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson's “Respect (Unconditional Positive Regard)”
-
4.2 Existentialism and Humanism
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Carl Rogers and the Humanistic Education” and Wikipedia’s “Humanistic Psychology”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “Carl Rogers and Humanistic Education” (PDF) and Wikipedia’s “Humanistic Psychology” (PDF)
Instructions: After clicking on the first link, choose the “click here” button near the top of the page to find a list of publications. Download the PDF listed above. Read pages 3 to 15 of the associated article. The first section you will read is titled “Concepts and Theory”; continue reading to the section titled “Summary.” This reading will define basic constructs within the theory and describe how this particular theory is applied to personality, relationships, and a “fully functioning person.” Next, click on the second link and read through Wikipedia’s description of humanistic psychology to situate this subfield within a broader context.
Terms of Use: Please respect the copyright and terms of use displayed on the first webpage above. The Wikipedia article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). You can find the original Wikipedia version of this article here (HTML).See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “Carl Rogers and the Humanistic Education” and Wikipedia’s “Humanistic Psychology”
-
4.2.2 The Difference Between Existentialism and Humanism
Note: While the basic concepts of Existentialism (see Unit 3) and Humanism are similar, there are some important distinctions. A strong grasp of how the two differ and influence one another will assist you in understanding the differences between the two therapeutic schools.
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy”
Link: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy” (HTML)
Instructions: After clicking on the above link, review the associated webpage for a discussion of common misconceptions about existentialism. You already read this webpage in section 3.1; this time around, focus on the parts that distinguish existentialism from humanism.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Existential-therapy.com: Louis Hoffman, PhD’s “Common Misconceptions of Existential Therapy”
- 4.3 The Therapeutic Process
-
4.3.1 Therapeutic Goal: Growth and Actualization
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being Client-Centered”
Link: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being Client-Centered” (PDF)
Instructions: After clicking on the link, choose the “click here” link near the top of the page to find a list of publications. Download the PDF listed above and read the associated article. Note that this reading applies to subunits 4.3.1-4.3.4.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Sage of Asheville: Dr. Cecil H. Patterson’s “On Being Client-Centered”
- 4.3.2 Necessary Environmental Conditions
- 4.3.3 Active Role of Client
- 4.3.4 Therapist: Responsive not Directive
-
Unit 5: Behavioral Therapy
Behavioral therapy grew out of the behaviorist movement of the 1950s. According to the principles of behaviorism, all learning and behaviors are the result of certain environmental stimuli; the cognitive processes that support them are unknown and unstudiable – and are therefore irrelevant. Behavioral therapy came about when behaviorists first realized that they could use the techniques they had developed for specific scientific research in order to change maladaptive behaviors, which are considered the cause of mental disorders. This form of therapy remains popular in certain areas of psychopathology, where many of the diagnoses relate to client behaviors. This unit will review the basic theories of behaviorism and discuss how practitioners apply these theories in order to treat mental disorders.
Unit 5 Time Advisory show close
Unit 5 Learning Outcomes show close
- 5.1 Historical and Theoretical Background of Behaviorism
-
5.1.1 Reaction to Nonscientific Aspects of Psychology
- Reading: Bryn Mawr College: Robert Wozniak’s “Behaviourism: The Early Years” and Stanford Encyclopedia of Philosophy’s “Behaviorism”
Link: Bryn Mawr College: Robert Wozniak’s “Behaviourism: The Early Years” (HTML) and Stanford Encyclopedia of Philosophy’s “Behaviorism” (HTML)
Instructions: For the first reading, click on the link above and read the associated webpage in its entirety. As you read, note the aspects of psychology that behaviorists were attempting to improve, and identify their frustrations with the use of the concept of consciousness. For the second reading, click on the link above and read the entirety of the associated webpage. Although there will be some overlap in content with the first reading, the second reading focuses on the philosophical routes of behaviorism and provides new information on the key figures within behaviorism. Note that these readings apply to subunits 5.1.1 and 5.1.2.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Bryn Mawr College: Robert Wozniak’s “Behaviourism: The Early Years” and Stanford Encyclopedia of Philosophy’s “Behaviorism”
- 5.1.2 The Importance of Environment
-
5.1.3 Behaviorism vs. Psychoanalysis
- Lecture: iTunes Social Work Podcast: Jonathan B. Singer, PhD’s “Behavior Therapy”
Link: iTunes Social Work Podcast: Jonathan B. Singer, PhD’s “Behavior Therapy” (iTunes)
Instructions: After clicking on the above link, please listen to the associated lecture on behavior therapy, which is Number 61 on the page. Although this lecture also addresses Cognitive Behavior Therapy, its main focus is Behavior Therapy. Note that this lecture will apply to subunits 5.1.3 through 5.4.3. Pay special attention to Singer’s example of how a behavior therapist would address a specific problem in a therapy situation.
Listening to this lecture should take approximately 45 minutes.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: iTunes Social Work Podcast: Jonathan B. Singer, PhD’s “Behavior Therapy”
- 5.1.4 Corey’s Ten Key Characteristics of Behavior Therapy
- 5.2 The Therapeutic Process
- 5.2.1 Client Specifies the Desired Change
- 5.2.2 Client’s Responsibility for Goals
- 5.2.3 Continual Appraisal of Therapy: Continue with Goals or Change
- 5.2.4 Active Role of Therapist
- 5.2.5 The Importance of Situational Antecedents and Consequences of Problem Behaviors
- 5.2.6 Assessment of Progress
- 5.3 Specific Applications of Behavioral Therapy
-
5.3.1 Systematic Desensitization and Relaxation Techniques
- Reading: California State University: Dr. Thomas G. Stevens’ “Desensitization” and Arizona State University: Dr. Kristine Goto’s “Relaxation Training”
Link: California State University: Dr. Thomas G. Stevens’ “Desensitization” (HTML) and Arizona State University: Dr. Kristine Goto’s “Relaxation Training” (HTML)
Instructions: For the first reading, click on the above link and read the entirety of these self-help instructions to gauge the steps required of desensitization. For the second reading, click on the above link and read the Progressive Muscle Relaxation Technique (i.e., PMRT) to gain an idea of how psychotherapists use relaxation techniques with their clients. Feel free to listen to the audio version if you would prefer and to read/listen to the guided imagery transcript/mp3. Note that there is a great deal of research evidence which supports the efficacy of desensitization in alleviating many symptoms associated with phobias.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: California State University: Dr. Thomas G. Stevens’ “Desensitization” and Arizona State University: Dr. Kristine Goto’s “Relaxation Training”
- 5.3.2 Exposure Therapies: In Vivo Desensitization and Flooding
-
5.3.3 Assertiveness Training
- Reading: Encyclopedia of Mental Disorders’ “Assertiveness Training”
Link: Encyclopedia of Mental Disorders’ “Assertiveness Training” (HTML)
Instructions: Read this webpage for a brief overview of assertiveness training in behavior therapy.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Encyclopedia of Mental Disorders’ “Assertiveness Training”
-
Unit 6: Cognitive-Behavioral Therapy
Cognitive-behavioral therapy (CBT) is one of the more recent and frequently used therapy styles. It combines important findings from cognitive and behavioral research and uses it to diagnose and treat patients. As noted above, behavioral therapy focuses on observable behaviors while ignoring cognitions; cognitive theory, on the other hand, understands cognitions as the basis for behavior. Accordingly, CBT attempts to change both the maladaptive cognitions and maladaptive behaviors, as both may contribute simultaneously to a patient’s problem. CBT is also highly scientific in its approach, drawing from the significant research that both behaviorist and cognitive psychology fields have produced in order to justifying its therapeutic techniques. In this unit, we will learn the basics of CBT, learning how the approach makes use of cognitive and behavioral principles and identifying the techniques it frequently deploys.
Unit 6 Time Advisory show close
Unit 6 Learning Outcomes show close
-
6.1 Cognitive-Behavioral Therapy
- Reading: Boundless: “Cognitive-Behavioral Therapy”
Link: Boundless: “Cognitive-Behavioral Therapy” (PDF)
Instructions: Read this article to learn about cognitive-behavioral therapy. Note what cognitive and behavioral therapies seek to accomplish individually and combined, as well as various psychologists’ – Beck, Skinner, and Pavlov – influence on the field.
Reading this article should take approximately 1 hour.
Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless, and the original version can be found here.See a broken link? Please let us know!
- Lecture: iTunes Social Work Podcast: Jonathan B. Singer, PhD’s “Cognitive-Behavioral Therapy”
Link: iTunes Social Work Podcast: Jonathan B. Singer, PhD’s “Cognitive-Behavioral Therapy” (iTunes)
Instructions: Listen to the lecture on cognitive-behavioral therapy, Number 59 on the page. As you listen to this lecture, pay special attention to Singer’s description of the structure of a Cognitive-Behavioral Therapy Session, and the similarities and differences between the different types of Cognitive-Behavioral Therapy. This lecture is 47 minutes long and there is a break in the middle. It may be helpful for you to take a break at this point in order to give yourself a chance to absorb all of the information included. Also, take notes and do a thorough review once the lecture is complete. Note that this lecture applies to subunits 6.1.1 through 6.2.8.
Listening to this lecture and pausing to take notes should take approximately 1 hour.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Boundless: “Cognitive-Behavioral Therapy”
- 6.1.1 Change Thinking to Change Behavior
- 6.1.2 Reciprocal Relationship of Behavior, Mood and Thoughts
- 6.1.3 Thinking and Acting Cycle
- 6.1.4 Common Aspects to all Types of Cognitive Behavioral Therapy
- 6.1.5 Targeting Core Beliefs
- 6.1.6 The Importance of Psycho-Education
- 6.1.7 Transparency in CBT
- 6.1.8 A-B-C Technique
- 6.1.9 Structuring A CBT Session
- 6.2 Interventions in Behavior Cognitive Behavioral Therapies
-
6.2.1 Rational Emotive Behavior Therapy
- Reading: alevelpsychology.co.uk: “Albert Ellis–Rational Emotive–Gloria Video”
Link: alevelpsychology.co.uk: “Albert Ellis–Rational Emotive–Gloria Video” (Flash Video)
Instructions: After clicking on the above link, please watch the associated video for an example of Albert Ellis, a famous psychologist, engaging in Rational Emotive Behavior Therapy with a client named Gloria. Try to recognize and identify the various techniques that Dr. Ellis employs to create therapeutic movement/change. This is intended to supplement the lecture above.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: alevelpsychology.co.uk: “Albert Ellis–Rational Emotive–Gloria Video”
- 6.2.2 Irrational Thoughts
- 6.2.3 D-E-F Technique
- 6.2.4 Changing Language
- 6.2.5 Aaron Beck’s Cognitive Therapy
- 6.2.6 Problems with Rigidity, Breadth, and Extremity of Thoughts
- 6.2.7 Automatic Thoughts and Core Beliefs
- 6.2.8 Downward Arrow Technique
-
Unit 7: Family Systems Therapy
This final unit will focus on a less common but new and interesting approach known as family therapy. As the name implies, family therapy is based on the assumption that in order to change an individual’s behavior, you must target the different relationships and roles found in the patient’s family. Rather than focusing on the individual, therapists focus on problems within the family system and system interactions. The therapy acknowledges the fact that the family unit is important to psychological well-being. In fact, researchers have found that certain aspects of family life contribute to patient relapse and treatment success. In this unit, we will take a look at how this therapy targets different aspects of the family structure and identify the theories that support its treatment techniques.
Unit 7 Time Advisory show close
Unit 7 Learning Outcomes show close
-
7.1 Introduction to Family Therapy
- Reading: Allyn & Bacon Family Therapy Website: “Historical Overview”
Link: Allyn & Bacon Family Therapy Website: “Historical Overview” (HTML)
Instructions: Click on the above link and read the entirety of this webpage, which will provide you with a broad overview of the history of family therapy.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Allyn & Bacon Family Therapy Website: “Historical Overview”
-
7.2 Systemic Family Therapy
- Reading: Western Michigan University School of Social Work: Professor Fritz McDonald’s “Family Systems Theory” and “Family Systems Therapy”
Links: Western Michigan University School of Social Work: Professor Fritz McDonald’s “Family Systems Theory” (PowerPoint) and “Family Systems Therapy” (PowerPoint).
Instructions: For these readings, click on the above links and download the power points entitled “Family Systems Theory” and “Family Systems Therapy,” which will provide you with an overview of systems theory and more specific information regarding family systems theory/therapy. These readings will introduce you to the umbrella theory which encapsulates the theories detailed in 7.2.1-7.2.3.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Reading: Western Michigan University School of Social Work: Professor Fritz McDonald’s “Family Systems Theory” and “Family Systems Therapy”
-
7.2.1 Bowenian Family Therapy (i.e., Intergenerational Family Therapy)
- Reading: “Bowenian Family Therapy” and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Nichols & Schwartz Bowenian”
Links: Pschpage.com: “Bowenian Family Therapy” (HTML) and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Nichols & Schwartz Bowenian” (PowerPoint)
Instructions: For the first reading, click on the above link and read the entirety of this webpage, which will provide an overview of Bowenian Family Therapy. For the second reading, click on the above link and download the power points entitled “Nichols & Schwartz Bowenian.” The second reading will overlap with the first reading; however, it will provide you with new information. Furthermore, it is often helpful for memory and your own knowledge base to read similar information presented in slightly different ways.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Web Media: Western Michigan University School of Social Work: Professor Fritz McDonald’s “Genograms 70”
Link: Western Michigan University School of Social Work: Professor Fritz McDonald’s “Genograms 70” (PowerPoint)
Instructions: Click on the above link and download the PDF file labeled “Genograms 70.” This will provide you with detailed instructions for how genograms, a technique used in Bowenian Family Therapy, would be utilized in a therapeutic setting. Read over the slides to get an idea of how this intervention is used with families/individuals. Feel free to make a genogram if you are a kinetic learner and “doing” helps you to remember the material.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: “Bowenian Family Therapy” and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Nichols & Schwartz Bowenian”
-
7.2.2 Structural Family Therapy
- Reading: Dr. Randi Fredricks’ “Structural Family Therapy” and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Terms of Structural Family Therapy”
Links: Dr. Randi Fredricks’ “Structural Family Therapy” (HTML) and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Terms of Structural Family Therapy” (PDF)
Instructions: For the first reading, click on the above link and read the entirety of this webpage, which will provide you with a broad overview of Structural Family Therapy. For the second reading, click on the above link and download the PDF entitled “Terms of Structural Family Therapy,” which will provide you with a more in-depth understanding of the theory behind this therapy.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Randi Fredricks’ “Structural Family Therapy” and Western Michigan University School of Social Work: Professor Fritz McDonald’s “Terms of Structural Family Therapy”
-
7.2.3 Strategic Family Therapy (i.e., Problem-Solving Therapy)
- Reading: Dr. Randi Fredricks’ “Strategic Family Therapy,” Pschpage.com: Dr. Richard Niolon’s “Strategic Family Theory and Therapy,” and Allyn & Bacon Family Therapy Website: “Jay Haley”
Links: Pschpage.com: Dr. Randi Fredricks’ “Strategic Family Therapy,” (HTML) Dr. Richard Niolon’s “Strategic Family Theory and Therapy,” (HTML) and Allyn & Bacon Family Therapy Website: “Jay Haley” (HTML)
Instructions: For the first reading, click on the above link and read the entirety of this webpage, which will provide an overview of information on Strategic Family Therapy. For the second reading, click on the above link, which will provide you more detailed information regarding strategic family therapy. For the third and final reading, which will provide you with further information on Jay Haley, click on the link and read the entirety of the webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Reading: Dr. Randi Fredricks’ “Strategic Family Therapy,” Pschpage.com: Dr. Richard Niolon’s “Strategic Family Theory and Therapy,” and Allyn & Bacon Family Therapy Website: “Jay Haley”
- 7.3 Other Types of Family Therapy
-
7.3.1 Experiential Humanistic Therapy
- Reading: Dr. Randi Fredricks’ “Experiential Humanistic Therapy” and Allyn & Bacon Family Therapy Website: “Virginia Satir”
Links: Dr. Randi Fredricks’ “Experiential Humanistic Therapy” (HTML) and Allyn & Bacon Family Therapy Website: “Virginia Satir” (HTML)
Instructions: Click on the links above and read the entirety of the webpages.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Reading: Dr. Randi Fredricks’ “Experiential Humanistic Therapy” and Allyn & Bacon Family Therapy Website: “Virginia Satir”
-
7.3.2 Narrative Therapy
- Reading: Dr. Randi Fredricks’ “Narrative Therapy” and Allyn & Bacon Family Therapy Website: “Michael White”
Links: Dr. Randi Fredricks’ “Narrative Therapy” (HTML) and Allyn & Bacon Family Therapy Website: “Michael White” (HTML)
Instructions: Click on the above links and read the entirety of the webpages.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Reading: Dr. Randi Fredricks’ “Narrative Therapy” and Allyn & Bacon Family Therapy Website: “Michael White”
-
Final Exam
- Final Exam: The Saylor Foundation’s PSYCH404 Final Exam
Link: The Saylor Foundation’s PSYCH404 Final Exam
Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.See a broken link? Please let us know!
- Final Exam: The Saylor Foundation’s PSYCH404 Final Exam
