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CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS

MASTER SYLLABUSPSYC-617: ADVANCED TECHNIQUES OF PSYCHOTHERAPY

CREDITS: 3 CONTACT HOURS: 45

COURSE DESCRIPTION

The purpose of this course is to advance the knowledge base and therapeutic skills in psychotherapy. Application and integration of therapeutic models in the management of clinical cases will be emphasized. The integration of theory and practice in the application of techniques will be stressed. Also, the student will be exposed to the epistemological and scientific bases of the psychotherapy process. We will discuss critical issues on the effectiveness and efficacy of different types of psychotherapy.

PRE-REQUISITESPSYC-515: Comparative Theories of Personality and Psychotherapy; PSYC-516: Techniques of Psychotherapy

COURSE OBJECTIVES

Upon successful completion of this course, students will be able to:

1. Demonstrate competence in case conceptualization and therapeutic management.2. Analyze different models of case conceptualization and management, and discuss their implications to clinical practice.3. Apply integrative models in the management of clinical cases.4. Demonstrate knowledge in the scientific standing of different forms of psychotherapy, in terms of their effectiveness and efficacy.5. Know and distinguish the underlying epistemological basis of different types of case conceptualizations.

REQUIRED TEXT BOOKS

Bernal, G. & A. Martínez-Taboas (Eds.), (2007). Teoría y práctica de la psicoterapia en Puerto Rico. Hato Rey, PR: Publicaciones Puertorriqueñas.

Link: http://www.publicacionespr.com/cgi-bin/show_libro.cgi?id=294ISBN: 1-932243-62-3

Gabbard, G.O., Holmes, J., & Beck, J.S. (Eds.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

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Link: http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=Oxford+textbook+of+Psychotherapy.&x=18&y=19

ISBN: 978-0-19-852064-1

Snyder, C. R., & Ingram, R. E. (Eds.) (2000). Handbook of psychological change. New York: Wiley.

Link: http://www.amazon.com/Handbook-Psychological-Change-Psychotherapy-Processes/dp/0471241911

ISBN: 978-0-471-24191-1

ITINERARY OF CLASS UNITS

Unit 1: Conceptualization in psychotherapy: A review

Unit 2: Cultural sensitive psychotherapy

Unit 3: Advanced techniques in psychotherapy: Hypnotic techniques

Unit 4: Advanced techniques in psychotherapy: The use of forgiveness,

acceptance and mindfulness in psychotherapy

Unit 5: The use of integrative models in psychotherapy

Unit 6: The use of evidence-based psychotherapy with special

populations: Panic disorder and generalized anxiety disorder

Unit 7: Mit-term examination

Unit 8: The use of evidence-based psychotherapy with special

populations: Major Depressive disorder

Unit 9: The use of evidence-based psychotherapy with special

populations: Crisis intervention, trauma, and brief

psychotherapy

Unit 10: The use of evidence-based psychotherapy with special

populations: Women and GLBT issues in psychotherapy

Unit 11: Issues related to the Therapist-Client relationship such as:

transference and countertranference

Unit 12: Managing the difficult client: Resistance in psychotherapy.

Unit 13: Psychotherapy research in clinical practice

Unit 14: Final Examination

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COURSE CONTACT HOURS

Professors who teach the course must divide the contact hours the following way:

1. Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).

2. For the remaining hours (5 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, case conceptualizations, research paper, or case analysis.

METHODOLOGY

The specific methodology will be selected by the professor who offers the course. These techniques could include, but are not limited to: conferences by the professor, group discussions of assigned reading, class research projects, student presentations, individual meetings with student presentations, and subgroups in the classroom.

EDUCATIONAL TECHNIQUES The professor who offers the course will select the specific educational techniques. These techniques could include, but are not limited to: debates, practical demonstrations, films/videos/DVD, simulations, slide shows utilizing PowerPoint type software, forums, and virtual chat discussions.

EVALUATION

The specific methodology will be selected by the professor who offers the course. These methodologies could include, but are not limited to: term papers, projects, literature reviews, exams and class presentations.

RESEARCH COMPETENCIES

Although this course has been designed to develop mainly clinical skills, it also intends to develop the following research competencies for Ph.D. and Psy.D. students:

1. Formulate a treatment plan that is consonant with the present clinical guidelines on the differential effectiveness of psychotherapy. 2. The student will explore the research literature on the effectiveness of psychotherapy with targeted symptoms and special populations.3. The student will examine the empirical literature on the process of psychotherapeutic change and its relationship with an effective outcome in individual cases.

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ATTENDANCE POLICY

Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class.

AMERICANS WITH DISABILITIES ACT (ADA)

Students that need special accommodations should request them directly to the professor during the first week of class.

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COURSE UNITS

UNIT 1: CONCEPTUALIZATION IN PSYCHOTHERAPY: A REVIEW

Upon successful completion of this unit, students will understand the similarities and differences in the basic assumptions behind the principal theoretical models in psychotherapy. Emphasis will be given to the ways in which each school of thought contributes to a new understanding of normal and abnormal human behavior. The integration of the models will be explored. Also, the student will be exposed to the scientific and epistemological work of Kuhn, Laudan, Lakatos, and others.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the major differences and similarities in the basic assumptions about human behavior implicit in the principal schools of therapeutic theory and practice of psychotherapy.

2. Analyze the different epistemological and methodological approaches that characterize the principal schools of psychotherapy.

3. Analyze the influence of culture upon models of psychotherapy. 4. Analyze and interpret the ways in which the different models complement each other and

how they can be integrated in the practice of psychotherapy.

ASSIGNED READINGS:

Prochaska, J. O. (2000). Change at different stages. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 109-127). New York: Wiley.

Westen, D. (2000). Integrative psychotherapy: Integrating psychodynamic and cognitive behavioral theory and technique. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 217-242). New York: Wiley.

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UNIT 2: CULTURAL SENSITIVE PSYCHOTHERAPY

Upon successful completion of this unit, students will develop sensitivity and competence to work with diversity issues in the therapeutic relationship. The place of cultural influences will be illustrated with case examples.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss epistemological issues about the way that clinical knowledge is interpreted during the initial evaluation.

2. Discuss the empirical literature on how biases and conceptual prejudices can affect the initial evaluation of a client.

3. Analyze how a biopsychosocial approach can enrich the conceptualization of a case.

4. Discuss how cultural variables and individual differences must be included in any case conceptualization.

ASSIGNED READINGS:

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapter 36-Cross cultural psychotherapy

Foulks, E. F. (2002). Cultural issues of psychotherapy. In M. Hersen & W. Sledge (Eds.), Encyclopedia of psychotherapy (pp. 603-614). New York: Academic Press.

Sue, W.D. & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. (5nd ed.). New Jersey: John Wiley & Sons.

Chapter 7- Culturally appropriate Intervention Strategies Chapter 13- Minority group therapists: Working with majority and other minority

clients

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UNIT 3: ADVANCED TECHNIQUES IN PSYCHOTHERAPY: HYPNOTIC TECHNIQUES

Upon successful completion of this unit, students will learn various hypnotic techniques. Through the discussion of current research and empirically-based studies, students will be able to identify the appropriate use of the techniques.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the various conditions and disorders that may be treated with hypnotic techniques.

2. Discuss and analyze the empirical literature regarding the use of hypnotic techniques.

3. Analyze the effectiveness of hypnosis in psychological treatment.

ASSIGNED READINGS:

Alladin, A., Sabatini, L. & Amundson, J.K. (2007). What should we mean by empirical validation in hypnotherapy: Evidence-based practice in clinical hypnosis. Special issue: Evidence-based practice clinical hypnosis--part 1.  International Journal of Clinical and Experimental Hypnosis, 55(2), 115-130.

Elkins, G., Marcus, J. & Bates, J. (2006). Intensive hypnotherapy for smoking cessation: A prospective study.   International Journal of Clinical and Experimental Hypnosis, 54(3), 303-315.

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press. Chapter

Gezundhajt, H. (2007). An evolution of the historical origins of hypnotism prior to the twentieth century: Between spirituality and subconscious. Contemporary Hypnosis, 24(4), 178-194.

Gottsegen, D.N. (2003). Curing bedwetting on the spot: A review of one-session cures. Clinical Pediatrics, 42(3), 273-275.

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UNIT 4: ADVANCED TECHNIQUES IN PSYCHOTHERAPY: THE USE OF FORGIVENESS, ACCEPTANCE AND MINDFULNESS IN PSYCHOTHERAPY

Upon successful completion of this unit, students will understand the concepts of mindfulness, forgiveness and acceptance within the therapeutic process. Students will understand the impact the use of forgiveness, acceptance and mindfulness has in the client.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:1. Explain the basic assumptions presented about the use of this approach in

psychotherapy. 2. Apply and discuss the approach and techniques that have a scientific and

research support.3. Discuss the psychotherapeutic impact and changes that may occur after the

intervention.

ASSIGNED READINGS:

Anderson, Nicole D.; Lau, Mark A.; Segal, Zindel, V. (2007). Mindfulness-based stress reduction and attentional control. Clinical Psychology & Psychotherapy, 14(6), 449-463.

Davis L.W, Strasburger, A.M., & Brown L.F. (2007). Mindfulness: an intervention for anxiety in schizophrenia. Journal of Psychosocial Nursing & Mental Health Services, 45(11), 22-29.

Schure, M.B., Christopher, J. & Christopher, S. (2008). Mind–body medicine and the art of self-care: Teaching mindfulness to counseling students through yoga, meditation, and qigong Journal of Counseling & Development. 86, 47-56.

Teasdale, J.D., Williams, J. & Mark G.(2000). Prevention of relapse/recurrence in major depression by mindfullness-based cognitive therapy. Journal of Consulting & Clinical Psychology, 68(4), 615-623.

Greenberg, L.J, Warwar, S.H. & Malcolm, W.M. (2008). Differential effects of emotion-focused therapy and psychoeducation in facilitating forgiveness and letting go of emotional injuries. Journal of Counseling Psychology, 55(2), 185-196.

Wade, N.G., Johnson, C.V. & Meyer, J.E (2008).Understanding concerns about interventions to promote forgiveness: A review of the literature. Psychotherapy: Theory, Research, Practice, Training, 45(1), 88-102.

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UNIT 5: THE USE OF INTEGRATIVE MODELS IN PSYCHOTHERAPY

Upon successful completion of this unit, students will understand how to construct a systematic integration of different theoretical contributions. The student will explore and understand the epistemological and scientific basis of such integrative efforts.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Explain the basic assumptions of different systems of psychotherapy, which promote the integration of different levels of analysis in the psychotherapy process.2. Apply and discuss those integrative models that have a scientific and research support.3. Compare and contrast the similarities, differences and complementary elements of integrate models and their implications for case conceptualization, evaluation and therapeutic interventions.4. Design an integrated treatment plan with emphasis on a clinical conceptualization that is testable.

ASSIGNED READINGS:

Bernal, G. & A. Martínez-Taboas (Eds.), (2005). Teoría y práctica de la psicoterapia en Puerto Rico. Hato Rey, PR: Publicaciones Puertorriqueñas. Chapter 8

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press. Chapter 10

Kazdin, A. E. (2001). Progression of therapy research and clinical application of treatment require better understanding of the change process. Clinical Psychology, 8, 143-151.

Stricker, G., & Gold, J. (2003). Integrative approaches to psychotherapy. In A. S. Gurman & S. B. Messer (Eds.), Essential psychotherapies (pp.317-349). New York: Guilford.

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UNIT 6: THE USE OF EVIDENCE-BASED PSYCHOTHERAPY WITH SPECIAL POPULATIONS: PANIC DISORDER AND GENERALIZED ANXIETY DISORDER

Upon successful completion of this unit, students will understand the treatments most commonly used to treat panic disorder and generalized anxiety disorder. Students will review current literature and empirically-based interventions.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the main and key empirical and clinical findings on the effectiveness of psychotherapy for panic and anxiety disorders.2. Discuss the importance of clinical conceptualizations and interventions anchored in the empirical outcome research for anxiety and panic disorders.3. Apply effective techniques to treat anxiety and panic disorders.

ASSIGNED READINGS:

Bernal, G. & A. Martínez-Taboas (Eds.), (2005). Teoría y práctica de la psicoterapia en Puerto Rico. Hato Rey, PR: Publicaciones Puertorriqueñas.

Chapter 10- Trastorno de pánico: Alternativas psicoterapéuticas

Botella, C., García-Palacios, A., Villa, H., Baños, a.m., Quero, S., Alcañiz, M. & Riva, G. (2007). Virtual reality exposure in the treatment of panic disorder and agoraphobia: A controlled study. Clinical Psychology & Psychotherapy, 14(3), 164-175.

Carmin, C.N. & Albano, A.M. (2003). Clinical management of anxiety disorders in psychiatric settings: Psychology's impact on evidence-based treatment of children and adults. Professional Psychology: Research & Practice, 34 (2), 170-177.

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapter 13- Anxiety disorders

Kenardy, J., Robinson, S. & Dob, R. (2005).Cognitive behavior therapy for panic disorder: Long-term follow-up. Cognitive Behaviour Therapy, 34 (2), 75-78.

Newman, M.G. & Stiles, W.B.(2006) Therapeutic factors in treating anxiety disorders.   Journal of Clinical Psychology, 62(6), 649-659.

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UNIT 7: THE USE OF EVIDENCE-BASED PSYCHOTHERAPY WITH SPECIAL POPULATIONS: MAJOR DEPRESSIVE DISORDER

Upon successful completion of this unit, students will understand the treatments most commonly used to treat major depressive disorder. Students will review current literature and empirically-based interventions.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the main and key empirical and clinical findings on the effectiveness of psychotherapy for major depressive disorder.2. Discuss the importance of clinical conceptualizations and interventions anchored in the empirical outcome research of major depressive disorder.3. Apply effective techniques to treat major depressive disorder.

ASSIGNED READINGS:

Breslin, F.C., Gnam, W., Franche, R.L. (2006) Depression and activity limitations: examining gender differences in the general population. Social Psychiatry and Psychiatric Epidemiology, 41(8), 648-655.

Cabassa, L.J. & Zayas, L.H. (2007). Latino immigrants' intentions to seek depression care. American Journal of Orthopsychiatry, 77(2), 231-242.

Eguiluz, I., Baca-Baldomero, E., Álvarez, E., Bousoño, M., Martín, M., Roca, M. & Urretavizcaya, M. (2007). Psicoterapia en la depresión a largo plazo. Actas Españolas de Psiquiatría, 36, p26-34.

Gabbard, G.O., Holmes, J., & Beck, J.S. (Eds.) (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapter 11- Cognitive-behavior therapy for mood disorders Chapter 12-The psychoanalytic/psychodynamic approach to depressive disorders

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UNIT 8: THE USE OF EVIDENCE-BASED PSYCHOTHERAPY WITH SPECIAL POPULATIONS: CRISIS INTERVENTION, TRAUMA AND BRIEF PSYCHOTHERAPY

Upon successful completion of this unit, students will understand the treatments most commonly used in a crisis intervention and after trauma. Students will learn brief strategies to address the needs of patients in crisis. Students will review current literature and empirically-based interventions.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the main and key empirical and clinical findings on the effectiveness of crisis intervention, trauma and brief psychotherapy.2. Discuss the importance of clinical conceptualizations and interventions anchored in the empirical outcome research of crisis interventions.3. Apply effective and appropriate techniques when intervening in a crisis, dealing with trauma and providing brief psychotherapy.

ASSIGNED READINGS:

Amaya-Jackson, L. & DeRosa, R.R. (2007). Treatment considerations for clinicians in applying evidence-based practice to complex presentations in child trauma. Journal of Traumatic Stress, 20 (4), 379-390.

Blodgett, C., Behan, K. & Erp, M. (2008). Crisis intervention for children and caregivers exposed to intimate partner violence.   Best Practices in Mental Health: An International Journal, 4(1), 74-91.

Dass-Brailsford, P. (2008).After the storm: Recognition, recovery, and reconstruction. Professional Psychology: Research and Practice, 39(1), 24-30.

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapter 43- Brief and time-limited psychotherapy

Hobfoll, S.E., Watson, P. & Bell, C.C. (2007). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence.   Psychiatry: Interpersonal and Biological Processes, 70(4), 283-315.

Lamagna, J. & Gleiser, K.A. (2007). Building a secure internal attachment: An intra-relational approach to ego strengthening and emotional processing with chronically traumatized clients. Journal of Trauma & Dissociation, 8 (1), 25-52.

Stultz, J. (2006). Integrating Exposure Therapy and Analytic Therapy in Trauma

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Treatment. American Journal of Orthopsychiatry, 76(4), 482-488.

UNIT 9: THE USE OF EVIDENCE-BASED PSYCHOTHERAPY WITH SPECIAL POPULATIONS: WOMEN AND GLBT ISSUES IN PSYCHOTHERAPY

Upon successful completion of this unit, students will understand the contemporary literature, which has examined bias and sex role stereotyping of women and GLBT clients in the theory and practice of psychotherapy. Alternative theoretical and intervention strategies will be discussed.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the main and key empirical and clinical findings on the effectiveness of psychotherapy with women and GLBT population.2. Discuss the importance of clinical conceptualizations and interventions anchored in the empirical outcome research with women and GLBT population.3. Discuss the major conceptual biases inherent in the theory and practice of psychotherapy that discriminate against women and GLBT clients.4. Analyze the empirical and epistemological knowledge to identify such biases.5. Analyze alternative theoretical intervention strategies that are sensitive to the experience of women and GLBT population.

ASSIGNED READINGS:

Brown, L. S. (2000). Feminist therapy. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of Psychological Change (pp. 358-380). New York: Wiley.

Dimen, M. (2003). In the zone of ambivalence. In Sexuality, Intimacy, Power, Hillsdale, New Jersey: The Analytic Press, Inc. Publishers

Gabbard, G.O. (Ed.), Holmes, J. (Ed.), & Beck, J.S. (Ed.) (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapter 23- Counseling sexual minorities Chapter 25- Counseling women Chapter 34- Gender issues in psychotherapy Chapter 35- Sexual orientation and psychotherapy

Gray-Little, B., & Kaplan, D. (2000). Race and ethnicity in psychotherapy research. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 591-613). New York: Wiley.

Nadelson, C. C., & Notman, M. T. (2001). Gender issues in psychiatric treatment. In H. J.

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Gabbard (Ed.), Treatments of psychiatric disorders (pp. 21-40). Washington, DC: American Psychiatric Press.

Sherry, A. (2007). Internalized homophobia and adult attachment: Implications for clinical practice. Psychotherapy: Theory, Research, Practice, Training. 44 (2), 219–225.

Kilgore, H., Sidemean, L., Amin, K., Baca, L. & Bohanske, B. (2005). Psychologists’ attitudes and therapeutic approaches toward gay, lesbian and bisexual issues continue to improve: An Update. Psychotherapy: Theory, Research, Practice, Training, 42(3), 395–400.

UNIT 10: ISSUES RELATED TO THE THERAPIST-CLIENT RELATIONSHIP SUCH AS: TRANSFERENCE AND COUNTERTRANSFERENCE

Upon the successful completion of this unit, students will understand the impact in treatment the Therapist-Client relationship has and its multiple manifestations. Transference and counter transference will be discussed and examined.

LEARNING OBJECTIVES:

Upon completion of this unit, students will be able to:

1. Understand the impact the Client-Therapist relationship has in the therapeutic process.2. Understand the concepts of transference and countertransference.3. Discuss the clinical manifestation of transference phenomena in the process of psychotherapy.

4. Discuss management techniques in working with Client-Therapist relationship and transference reactions and apply them to case discussions.

ASSIGNED READINGS:

Karver, M., Shirk, S. & Handelsman, J.B. (2008). Relationship processes in youth psychotherapy: Measuring alliance, alliance-building behaviors, and client involvement. Journal of Emotional and Behavioral Disorders, 16(1), 15-28.

Davis, T. (2007). The relevance of the Freudian concept of 'Transference' to existential psychotherapy. Existential Analysis: Journal of the Society for Existential Analysis,18(2), 348-357.

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UNIT 11: MANAGING THE DIFFICULT CLIENT: RESISTANCE IN PSYCHOTHERAPY

Upon successful completion of this unit, students will understand the phenomena on resistance, its clinical manifestations and management issues. Resistant will be discussed within a broad spectrum of clinical phenomena, covering variables mediating drop-out and noncompliance.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Understand and define the concept of resistance in psychotherapy.2. Compare and contrast the different manifestations and meanings of resistance in psychotherapy.3. Discuss the empirical and conceptual bases of resistance.4. Apply the knowledge acquired to cases discussed in class.

ASSIGNED READINGS:

Kohlenberg, R. J. & Vandenberghe, L. (2007). Treatment-resistant OCD, inflated responsibility, and the therapeutic relationship: Two case examples. Psychology & Psychotherapy: Theory, Research & Practice, 80(3,) 455-465.

Leahy, R. L. (2001). Models of resistance. New York: Guilford.

McDermott, K., & Sledge, W. H. (2002). Resistance. In M. Hersen & W. H. Sledge (Eds.), Encyclopedia of psychotherapy (pp. 547-552). New York: Academic Press.

UNIT 12: PSYCHOTHERAPY RESEARCH IN CLINICAL PRACTICE

Upon successful completion of this unit, students will understand psychotherapy research, with emphasis in process, outcome, efficacy and effectiveness research.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Discuss the issue of manualization. 2. Discuss how to implement a treatment manual in effectiveness and efficacy research.3. Explain how psychotherapy research is conducted and the value of its results to the clinician.4. Explain different and alternative ways of constructing scientific knowledge.

ASSIGNED READINGS:

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Bernal, G. & A. Martínez-Taboas (Eds.), (2005). Teoría y práctica de la psicoterapia en Puerto Rico. Hato Rey, PR: Publicaciones Puertorriqueñas.

Chapter 25- Investigación de las psicoterapias: Hallazgos, avances y controversias

Christophersen, E. R., & Mortweet, S. L. (2001). Treatments that work with children. Washington, DC: American Psychological Association.

Gabbard, G.O., Holmes, J., & Beck, J.S. (Eds.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Chapters 37- Implications of research in cognitive neuroscience for psychodynamic psychotherapy

Chapter 38- Psychotherapy research

Nathan, P., & Gorman, J. M. (2002). A guide to treatments that work. New York: Oxford University Press.

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REFERENCES

Alladin, A., Sabatini, L. & Amundson, J.K. (2007). What should we mean by empirical validation in hypnotherapy: Evidence-based practice in clinical hypnosis. Special issue: Evidence-based practice clinical hypnosis--part 1.  International Journal of Clinical and Experimental Hypnosis, 55(2), 115-130.

Amaya-Jackson, L. & DeRosa, R.R. (2007). Treatment considerations for clinicians in applying evidence-based practice to complex presentations in child trauma. Journal of Traumatic Stress, 20 (4), 379-390.

Anderson, Nicole D.; Lau, Mark A.; Segal, Zindel, V. (2007). Mindfulness-based stress reduction and attentional control. Clinical Psychology & Psychotherapy, 14(6), 449-463.

Bernal, G. & A. Martínez-Taboas (Eds.), (2005). Teoría y práctica de la psicoterapia en Puerto Rico. Hato Rey, PR: Publicaciones Puertorriqueñas.

Blodgett, C., Behan, K. & Erp, M. (2008). Crisis intervention for children and caregivers exposed to intimate partner violence.   Best Practices in Mental Health: An International Journal, 4(1), 74-91.

Botella, C., García-Palacios, A., Villa, H., Baños, R.M., Quero, S., Alcañiz, M. & Riva, G. (2007). Virtual reality exposure in the treatment of panic disorder and agoraphobia: A controlled study. Clinical Psychology & Psychotherapy, 14(3), 164-175.

Breslin, F.C., Gnam, W., Franche, R.L. (2006) Depression and activity limitations: examining gender differences in the general population. Social Psychiatry and Psychiatric Epidemiology, 41(8), 648-655.

Brown, L. S. (2000). Feminist therapy. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of of psychological change. New York: Wiley.

Cabassa, L.J. & Zayas, L.H. (2007). Latino immigrants' intentions to seek depression care. American Journal of Orthopsychiatry, 77(2), 231-242.

Carmin, C.N. & Albano, A.M. (2003). Clinical management of anxiety disorders in psychiatric settings: Psychology's impact on evidence-based treatment of children and adults. Professional Psychology: Research & Practice, 34 (2), p170-177.

Christophersen, E. R., & Mortweet, S. L. (2001). Treatments that work with children. Washington, DC: American Psychological Association.

Dass-Brailsford, P. (2008).After the storm: Recognition, recovery, and reconstruction. Professional Psychology: Research and Practice, 39(1), 24-30.

Davis L.W, Strasburger, A.M. & Brown L.F. (2007). Mindfulness: an intervention for anxiety in schizophrenia. Journal of Psychosocial Nursing & Mental Health Services, 45(11), 22-29.

Davis, T. (2007). The relevance of the Freudian concept of 'Transference' to existential psychotherapy. Existential Analysis: Journal of the Society for Existential Analysis, 18(2), 348-357.

Dimen, M. (2003). Sexuality, Intimacy, Power. New Jersey: Analytic Press.

Eguiluz, I., Baca Baldomero, E., Álvarez, E., Bousoño, M., Martín, M., Roca, M. &

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Urretavizcaya, M. (2007). Psicoterapia en la depresión a largo plazo. Actas Españolas de Psiquiatría, 36, 26-34.

Elkins, G., Marcus, J. & Bates, J. (2006). Intensive hypnotherapy for smoking cessation: A prospective study.   International Journal of Clinical and Experimental Hypnosis, 54(3), 303-315.

Encyclopedia of psychotherapy (pp. 603-614). New York: Academic Press.

Foulks, E. F. (2002). Cultural issues of psychotherapy. In M. Hersen & W. Sledge (Eds.),

Gabbard, G.O., Holmes, J., & Beck, J.S. (Eds.). (2007). Oxford Textbook of Psychotherapy. USA: Oxford University Press.

Gezundhajt, H. (2007). An evolution of the historical origins of hypnotism prior to the twentieth century: Between spirituality and subconscious. Contemporary Hypnosis, 24(4), 178-194.

Gottsegen, D.N. (2003). Curing bedwetting on the spot: A review of one-session cures. Clinical Pediatrics, 42(3), 273

Gray-Little, B., & Kaplan, D. (2000). Race and ethnicity in psychotherapy research. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 591-613). New York: Wiley.

Greenberg, L.J, Warwar, S.H. & Malcolm, W.M. (2008). Differential effects of emotion-focused therapy and psychoeducation in facilitating forgiveness and letting go of emotional injuries. Journal of Counseling Psychology, 55(2), 185-196.

Hobfoll, S.E., Watson, P. & Bell, C.C. (2007). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence.   Psychiatry: Interpersonal and Biological Processes, 70(4), 283-315.

Karver, M., Shirk, S. & Handelsman, J.B. (2008). Relationship processes in youth psychotherapy: Measuring alliance, alliance-building behaviors, and client involvement. Journal of Emotional and Behavioral Disorders, 16(1), 15-28.

Kazdin, A. E. (2001). Progression of therapy research and clinical application of treatment require better understanding of the change process. Clinical Psychology, 8, 143-151.

Kenardy, J., Robinson, S. & Dob, R. (2005).Cognitive behavior therapy for panic disorder: Long-term follow-up. Cognitive Behaviour Therapy, 34 (2), p75-78.

Kilgore, H., Sidemean, L., Amin, K., Baca, L. & Bohanske, B. (2005). Psychologists’ attitudes and therapeutic approaches toward gay, lesbian and bisexual issues continue to improve: An Update. Psychotherapy: Theory, Research, Practice, Training. 42(3), 395–400.

Kohlenberg, R. J. and Vandenberghe, L. (2007). Treatment-resistant OCD, inflated responsibility, and the therapeutic relationship: Two case examples. Psychology & Psychotherapy: Theory, Research & Practice, 80(3,) 455-465.

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Revised by: Dr. Alfonso Martínez-Taboas (March, 2004)

Revised by: Dr. Monique Jiménez and Dr. Alfonso Martinez-Taboas (May, 2008)

Revised by: Dr. Monique Jiménez (January 27, 2010)