• Course title: 1314/I/1/Basics/Foundations
• Number of ECTS: 6
• Course code: PSYCHOTH-1
• Module(s): Modul Basics
• Language: FR, EN, DE
• Mandatory: Yes

Overview of the history of “abnormality”

Discuss methodological issues and the significance of research on the efficacy and effectiveness of pychological interventions in recent years.

Describe the problems of external validity in intervention research.

Explain the main paradigms in psychological interventions (psychoanalysis, client-centred approaches, humanistic approaches, cognitive-behavioural approaches) and discuss the research on the effectiveness of these approaches.

Discuss in detail the theoretical foundations of cognitive-behavioural treatment (CBT).

Explain how internal attribution can be a major factor in maintaining gains achieved during treatment/ intervention.

Describe the biological basis of human behaviour, including CNS anatomy, hormones and behaviour and psychoneuroendocrinology.

This course gives an overview of the research areas that are fundamental to clinical psychological interventions. It discusses concepts of abnormality, past and current strategies in intervention research, the need for empirical validation of psychotherapeutic approaches, and the biological foundations of human behaviour. It gives an overview of the main paradigms in psychological interventions (psychoanalysis, client-centred approaches, humanistic approaches, cognitive-behavioural approaches) and puts this in the context of the current empirical evidence on their efficacy and effectiveness. The course also provides a detailed discussion of the theoretical foundations of cognitive-behavioural therapy (CBT).  Bibliographie:  Beck, J.S. (2011) Cognitive Behavior Therapy: Basics and Beyond, Second Edition. Guilford Press, New York.  Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004) Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford University Press, Oxford.  Birbaumer, N. & Schmidt, R.F. (2010). Biologische Psychologie. 7., vollst. überarb. u. ergänzte Auflage. Springer, Berlin/ Heidelberg.  Hunter, J.E. Schmidt, F.L. (1990). Methods of meta-analysis. London: Sage.  Kazdin, A.E. (Ed.)(1992). Methodological issues and strategies in clinical research. Washington D.C.: American Psychological Association.  Kring, A.M., Davison, G.C., Neale, J.M., & Johnson, S.L. (2007). Abnormal Psychology (10th ed.). New York: Wiley. 

Written exam

Workshop 4:  Beck, J.S. (2011) Cognitive Behavior Therapy: Basics and Beyond, Second Edition. Guilford Press, New York. Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004) Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford University Press, Oxford. Optional and very useful for future disorder specific pathologies Tarrier, N. (2006) Case Formulation in Cognitive Behaviour Therapy: The Treatment of Challenging and Complex Cases. Routledge, London. Wells, A. (1997) Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptualisation Guide. Wiley, Chichester

• Course title: 1314/I/2/Diagnostics/Assessment
• Number of ECTS: 0
• Course code: PSYCHOTH-2
• Module(s): Modul Diagnostics
• Language: FR, EN, DE
• Mandatory: Yes

Discussion of the medical tradition in diagnosis: classification, and its related advantages and disadvantages

 Outline of the DSM-IV-TR (Multiaxial system: 5 axes, main categories on axis 1) and a description of the main differences to the DSM-V

 Description of categorical versus dimensional approaches to assessmen t

 Reliability and validity of the DSM and ICD

 Cultural factors affecting the diagnosis based on the DSM and ICD

This course gives an overview of issues related to clinical psychological assessment, in particular in the context of therapeutic interventions. These issues concern mainly the use of structured clinical interviews, their theoretical implications (i.e. categorization) and their role and functions in the therapeutic process. The two main categorization systems used in psychopathology are outlined (i.e. DSM and ICD), and recent developments are highlighted (e.g. change from DSM-IV-TR to DSM-V).Bibliography:  Internationale Klassifikation psychischer Störungen. ICD ‐ 10. Klinisch ‐ diagnostische Leitlinien. Herausgegeben von H. Dilling, W. Mombour und M.H. Schmidt. Bern, Göttingen, Toronto, Hans Huber, 1991. Internationale Klassifikation psychischer Störungen. ICD ‐ 10. Diagnostische Kriterien für Forschung und Praxis. 4. überarb. Auflage. Herausgegeben von H. Dilling, W. Mombour,  M.H. Schmidt, Schulte ‐ Markwort. Bern, Göttingen, Toronto, Hans Huber, 2006. American Psychiatric Association. Diagnostisches und Statistisches Manual Psychischer Störungen. Text ‐ Revision. Deutsche Bearbeitung und Einleitung von H. Sass, H.U. Wittchen, M. Zaudig und I. Houben. Göttingen, Bern, Toronto, Seattle, Hogrefe, 2003. www.dsm5.org Fisseni HJ. Lehrbuch der psychologischen Diagnostik. 3., überarbeitete und erweiterte Auflage. Hogrefe, Göttingen 2004. Paulitsch K. Grundlagen der ICD ‐ 10 ‐ Diagnostik. Facultas, Wien 2009

Essay

• Course title: 1314/I/3/Principles/Techniques
• Number of ECTS: 5
• Course code: PSYCHOTH-3
• Module(s): Modul Principles
• Language: FR, EN, DE
• Mandatory: Yes

Familiarity with the basics of exposure-based techniques, cognitive techniques and mindfulness.

Theoretical and practical foundations of relaxation techniques and hypnosis

Description of and introduction to intervention settings including individual therapy, group therapy and couples therapy

This course gives and overview and a detailed discussion of exposure-based techniques, cognitive techniques, mindfulness, relaxation and hypnosis. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. The course also introduces students to the main intervention settings in clinical psychological practice (i.e. individual therapy, group therapy and couple therapy), their prerequisites, specifications, indications and outcomes.Bibliography:  Bodenmann Guy: Verhaltenstherapie mit Paaren – Ein bewältigungsorientierter Ansatz. 2. Auflage, Hans Huber: Bern 2012  Kampen, G. (2013). Entspannungsverfahren in Therapie und Prävention. 3. Aufl. Hogrefe.  Kanfer Frederick H., Reinecker Hans, Schmelzer Dieter: Selbstmanagementtherapie. Ein Lehrbuch für die klinische Praxis. 3. Auflage, Springer: Berlin, Heidelberg, New York 2000  Margraf Jürgen (Hrsg.): Lehrbuch der Verhaltenstherapie. 2. Auflage, Springer: Berlin, Heidelberg, New York 2000 Parfy Erwin, Schuch Bibiana, Lenz Gerhard (Hrsg.): Verhaltenstherapie – Moderne Ansätze für Theorie und Praxis. Facultas: Wien 2003  Revenstorf, D. (1993). Psychotherapeutische Verfahren III. Humanistische Therapien. Stuttgart: Kohlhammer.  Revenstorf, D. & Peter, B. (Hrsg.) (2008). Hypnose in Psychotherapie, Psychosomatik und Medizin: Manual für die Praxis. Springer. Heidelberg. New York. 2. Auflage.  Schlarb, A. A., Schweizer, C. C., Junker, S. (2013). Hypnotherapie. In: Senf/Broda/Wilms: Techniken der Psychotherapie.  Sulz Serge: Von der Strategie des Symptoms zur Strategie der Therapie – Gestaltung von Prozeß und Inhalt in der Therapie. CIP-Medien: München 2001  Tschuschke Volker (Hrsg.): Praxis der Gruppenpsychotherapie. Georg Thieme: Stuttgart, New York 2001  Vaitl, D. & Petermann, F. (2004). Entspannungsverfahren. Das Praxishandbuch.3. Aufl. Weunheim: Beltz PVU.

Oral exam

Workshop 15: Intervention settings: Individual, groups, couples

Bodenmann Guy: Verhaltenstherapie mit Paaren – Ein bewältigungsorientierter Ansatz. 2. Auflage, Hans Huber: Bern 2012

Kanfer Frederick H., Reinecker Hans, Schmelzer Dieter: Selbstmanagementtherapie. Ein Lehrbuch für die klinische Praxis. 3. Auflage, Springer: Berlin, Heidelberg, New York 2000

Margraf Jürgen (Hrsg.): Lehrbuch der Verhaltenstherapie. 2. Auflage, Springer: Berlin, Heidelberg, New York 2000

Parfy Erwin, Schuch Bibiana, Lenz Gerhard (Hrsg.): Verhaltenstherapie – Moderne Ansätze für Theorie und Praxis. Facultas: Wien 2003

Sulz Serge: Von der Strategie des Symptoms zur Strategie der Therapie – Gestaltung von Prozeß und Inhalt in der Therapie. CIP-Medien: München 2001

Tschuschke Volker (Hrsg.): Praxis der Gruppenpsdychotherapie. Georg Thieme: Stuttgart, New York 2001

• Course title: 1314/I/4/Disorders I/1
• Number of ECTS: 5
• Course code: PSYCHOTH-4
• Module(s): Modul Disorders I
• Language: DE, EN, FR
• Mandatory: Yes

Familiarity with models and empirical research on specific mental disorders, i.e. anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders.

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

This course provides a detailed discussion of current aetiological models of and risk factors for anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.  Bibliography:  Boos, A. (2005) Kognitive Verhaltenstherapie nach chronischer Traumatisierung: Ein Therapiemanual. Göttingen: Hogrefe. Boos, A. (2007) Traumatische Ereignisse bewältigen: Hilfen für Verhaltenstherapeuten und ihre Patienten. Göttingen: Hogrefe. Ehring, T. & Ehlers, A. (2012) Trauma und Posttraumatische Belastungsstörung: Informationen für Betroffene und Angehörige. Göttingen: Hogrefe. Foa, E., Hembree, E. & Rothbaum, B. (2007) Prolonged Exposure Therapy for PTSD: Therapist Guide: Emotional processing of traumatic experiences (Treatments That Work). Oxford: Oxford University Press. Greenberg, G. (1999). The Pop-up Book of Phobias. New York: Melcher Media. Kircanski, K., Peris, T.S., & Piacentini, J.C. (2011). Cognitive ‐ Behavioral Therapy for Obsessive ‐ Compulsive Disorder in Children and Adolescents. Child Adolesc Psychiatric Clin N Am, 20, 239–254. König, J., Resick, P., Karl, R., & Rosner, R. (2012). Posttraumatissche Belastungsstörung. Ein Manual zur Cognitive Processing Therapy. Göttingen: Hogrefe. Maercker, A. (Hrsg.). (2009). Posttraumatische Belastungsstörung. Heidelberg: Springer. Margraf, J. & Schneider, S. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Band 1: Grundlagen, Diagnostik, Verfahren, Rahmenbedingungen. 3. Auflage. Berlin: Springer. Margraf, J. & Schneider, S. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Band 2: Störungen im Erwachsenenalter. 3. Auflage. Berlin: Springer. Meinlschmidt, G., Margraf, J. & Schneider, S. (Hrsg.) (2011). Lehrbuch der Verhaltenstherapie. Band 4: Materialien für die Psychotherapie. Berlin: Springer. Margraf, J. & Schneider, S. (1990). Panik – Angstanfälle und ihre Behandlung. 2. Auflage. Berlin: Springer. Marks, I.M. (1987). Fears, phobias and rituals. Panic, anxiety and their disorders. Oxford: Oxford University Press. McNally, R.J. (1994). Panic Disorder. A Critical Analysis. New York: Guilford Press. Morrison, J. (2000). Der zweite Blick. Psychische Störungen als Symptome somatischer Krankheiten. Bern: Huber. Pittenger, C., Bloch, M. H., & Williams, K. (2011). Glutamate abnormalities in obsessive- compulsive disorder: Neurobiology, pathophysiology, and treatment. Pharmacology and Therapeutics,132(3), 314 ‐ 332. Resick, P. A., Monson, C. M., & Chard, K. M. (2008). Cognitive processing therapy: Veteran/military version. Washington, DC: Department of Veterans’ Affairs. Schauer, M., Elbert, T. & Neuner, F. (2005). Narrative exposure therapy: a short-term intervention for traumatic stress disorders after war, terror, or torture. Cambridge MA: Hogrefe & Huber. Schlup, B. & Schneider, S. (2007). Angststörungen: Panikstörung mit Agoraphobie bei einem Jugendlichen. Fallbuch zur Klinischen Psychologie und Psychotherapie. Stieglitz, Baumann & Perrez (Hrsg.) Verlag Hans Huber: Bern Schneider, S. (2004). Angststörungen bei Kindern und Jugendlichen: Grundlagen und Behandlung. Berlin: Springer. Schneider, S. & Margraf, J. (1998). Fortschritte der Psychotherapie: Agoraphobie und Panikstörung. Göttingen: Hogrefe. Taylor, S. (2011). Early versus late onset obsessive ‐ compulsive disorder: Evidence for distinct subtypes. Clinical Psychology Review, 31(7), 1083 ‐ 1100. Veale, D (2007). Cognitive–behavioural therapy for obsessive–compulsive disorder. Advances in Psychiatric Treatment, 13, 438–446. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.    

Essay

Workshop 16: Anxiety Disorders:

Craske, M.G., Liao, B., Brown, L. & Vervliet, B. (2012). Role of Inhibition in Exposure Therapy, Journal of Experimental Psychopathology, 3, 322-345.

 

Margraf, J. & Schneider, S. (Hrsg) (2009) Lehrbuch der Verhaltenstherapie. Band 2, (3. Aufl.), Heidelberg: Springer Medizin Verlag. Kapitel 1 (Panikstörung und Agorphobie), 2 (Spezifische Phobien), 3 (Soziale Phobie), 5 (Generalisierte Angststörung)

 

Michael, T. & Tuschen-Caffier, B. (2009). Konfrontationsverfahren. In: J. Margraf & S. Schneider (Hrsg.). Lehrbuch der Verhaltenstherapie. Band 1, (3. Aufl., S. 515-530), Heidelberg: Springer Medizin Verlag.

 

Schneider, S., & Margraf, J. (1998). Fortschritte der Psychotherapie: Agoraphobie und Panikstörung (1. Auflage). Göttingen: Hogrefe.

• Course title: 1314/II/1/Basics/Conceptualisation
• Number of ECTS: 4
• Course code: PSYCHOTH-5
• Module(s): Modul Basics
• Language: FR
• Mandatory: Yes

Understanding the role of clinical formulations in treatment planning

Enable trainees to perform a wide range of psychological assessments with an emphasis on functional behavioural analysis

Ensuring that trainees can psychologically assess and formulate across a wide range of clinical settings and client groups

At the end of the module trainees will have knowledge pertaining to the assumptions, uses and limitations of different assessment methods and how these relate to the development and evaluation of clinical formulations.

A key aim of this unit is to integrate teaching of theory and skills required to competently undertake psychological assessment and develop formulations.

The successful outcome of therapy depends on the therapist’s ability to work collaboratively with clients to create rounded assessments and formulations as a solid basis for therapeutic work. This course describes how assessment and formulation should evolve throughout the process. Special emphasis is given to functional behavioural analysis as this has been described as the core of the diagnostic-therapeutic process. Case (or clinical) formulations offer a hypothesis about the cause and nature of the presenting problems and are considered an alternative approach to the more categorical approach of psychiatric diagnosis. In clinical practice, formulations are used to communicate a hypothesis and provide a framework to developing the most suitable treatment approach. It is most commonly used by clinical psychologists and psychiatrists and is deemed to be a core component of these professions.

Written exam

Reading list: 

Bond, Frank W.; Bruch, Michael (1998). Beyond diagnosis: case formulation approaches in CBT. New York: Wiley.

 

Butler, G. (1998). Clinical formulation. In A.S.Bellack & M. E. Hersen (Eds.), Comprehensive

Clinical Psychology (pp. 1-23). New York: Pergammon Press

 

Knafla, I. & Ehlert. U. (2001). Verhaltensanalyse. Psychotherapeut, 46, 145–153.

 

Kring, A.M., Davison, G.C., Neale, J.M., & Johnson, S.L. (2007). Abnormal Psychology (10th ed.). New York: Wiley.

 

• Course title: 1314/II/2/Diagnostics/Assessment
• Number of ECTS: 6
• Course code: PSYCHOTH-6
• Module(s): Modul Diagnostics
• Language: FR, DE, EN
• Mandatory: Yes

Discussion of the medical tradition in diagnosis: classification, and its related advantages and disadvantages

Outline of the DSM-IV-TR (Multiaxial system: 5 axes, main categories on axis 1) and a description of the main differences to the DSM-V

Description of categorical versus dimensional approaches to assessment

Reliability and validity of the DSM and ICD

Cultural factors affecting the diagnosis based on the DSM and ICD

This course gives an overview of issues related to clinical psychological assessment, in particular in the context of therapeutic interventions. These issues concern mainly the use of structured clinical interviews, their theoretical implications (i.e. categorization) and their role and functions in the therapeutic process. The two main categorization systems used in psychopathology are outlined (i.e. DSM and ICD), and recent developments are highlighted (e.g. change from DSM-IV-TR to DSM-V).

Oral exam

• Course title: 1314/II/2/Diagnostics/Communication
• Number of ECTS: 4
• Course code: PSYCHOTH-7
• Module(s): Modul Diagnostics
• Language: FR, DE
• Mandatory: Yes

Theoretical basis and training in basic and advanced communication skills

Familiarization with motivational interviewing

I

dentification, evaluation and management of suicidal ideation

The initial contact (e.g. first session) between therapist and client often determines the quality of the therapeutic relationship over the course of treatment. It is, therefore, of crucial importance to create an atmosphere of trust and understanding, based on the problems and the goals of the client. Techniques that have been found very useful in this respect include communication skills and more advanced cognitive techniques, e.g. motivational interviewing, i.e. a collaborative, person centered form of guiding to elicit and strengthen motivation for change. A particularly challenging situation arises if a client faces an acute crisis with suicidal ideation. This course familiarizes you with the theoretical background and the skills to establish a good therapeutic relationship, and to identify, evaluate and manage suicidal risk.

Oral exam

Reading list: 

American psychiatric association (2003). Practice guidelines for the assessment and treatment of patients with suicidal behaviours. Am J Psychiatry, 160(Suppl.), 1-60.

 

Drum, D.J. & Burton, A. (2012). Campus suicide prevention: bridging paradigms and forging partnerships. Harv Rev Psychiatry, 20, 209-221.

 

Frank, M. & Frank, B. (2000). Das Erstgespräch in der Verhaltenstherapie. In J. Margraf (Hrsg.), Lehrbuch der Verhaltenstherapie, Bd. 1: Grundlagen – Diagnostik – Verfahren – Rahmenbedingungen (2. Aufl.). Berlin: Springer.

Harris, R. (2012). Passez à l’ACT. Pratique de la thérapie d’acceptation et d’engagement. Editions De Boeck.

 

Hettema, J., Steele, J. & Miller, W. R. (2005). Motivational interviewing. Annual Review of Clinical Psychology, 1, 91-111.

 

Hoffmann, N. (2000). Therapeutische Beziehung und Gesprächsführung. In J. Margraf (Hrsg.), Lehrbuch der Verhaltenstherapie, Bd. 1: Grundlagen – Diagnostik – Verfahren – Rahmenbedingungen (2. Aufl.). Berlin: Springer.

 

Miller, W. R. & Rollnick, S. (2009). Motivierende Gesprächsführung (3. Aufl.). Freiburg: Lambertus.

 

Murphy, S., Irving, C.B., Adams, C.E. & Driver, R. (2012). Crisis intervention for people with severe mental illnesses. Schizophrenia Bulletin, 38(4), 676-677.

 

Sachse, R. (2006). Therapeutische Beziehungsgestaltung. Göttingen: Hogrefe.

 

Willutzki, U. & Koban, C. (2011). The elaboration of positive goal perspectives (EPOS): An intervention module to enhance motivation. In W. M. Cox & E. Klinger (Eds.), Handbook of Motivational Counseling: Goal-based approaches to assessment and intervention with addiction and other problems. New York, NY: Wiley

• Course title: 1314/II/4/Disorder I/Disorders I/2
• Number of ECTS: 5
• Course code: PSYCHOTH-10
• Module(s): Modul Disorder I
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with models and empirical research on specific mental disorders, i.e. Depressive Disorders, Somatic Symptom and Related Disorders and Feeding and Eating Disorders.

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

 

This course provides a detailed discussion of current aetiological models of and risk factors for Depressive Disorders, Somatic Symptom and Related Disorders and Feeding and Eating Disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.

Written exam

Reading list: 

Bryant-Waugh, R. & Lask, B. (2008). Essstörungen bei Kindern und Jugendlichen. Bern: Huber.

 

Hauzinger, M. (2013). Kognitive Verhaltenstherapie bei Depressionen: Mit Online-Materialien. Weinheim: Beltz.

 

Hilbert, A. & Tuschen-Caffier, B. (2010). Essanfälle und Adipositas. Ein Manual zur kognitivbehavioralen Therapie der Binge-Eating-Störung. Göttingen: Hogrefe

Jacobi, C., Thiel, A. & Paul, T. (2008). Kognitive Verhaltenstherapie bei Anorexia und Bulimia

Nervosa. Weinheim: Beltz.

 

Meermann, R. & Vandereycken, W. (1987). Therapie der Magersucht und Bulimia nervosa. Ein klinischer Leitfaden für den Praktiker. Berlin: de Gruyter.

 

Munsch, S. (2003). Binge Eating. Kognitive Verhaltenstherapie bei Essanfällen. Weinheim:

Beltz.

 

Pudel, V. & Westenhöfer, J. (2006). Ernährungspsychologie. Göttingen: Hogrefe.

 

Pull, Ch. & Pull-Erpelding, M-C. (2012). Ich bin traurig. Gemeinsam gegen die Depression. Luxembourg: Edition Saint-Paul.

 

Rief, W. & Hiller, W. (2011). Somatisierungsstörung. Reihe: Fortschritte der Psychotherapie, Band 1 (2. aktualisierte Auflage). Göttingen: Hogrefe.

 

Vocks, S. Legenbauer, T. (2010). Körperbildtherapie bei Anorexia und Bulimia Nervosa.

Göttingen: Hogrefe.

 

Waadt, S., Laessle, R.G. & Pirke, K.M. (1992). Bulimie. Ursachen und Therapie. Berlin:

Springer.

 

Weissman, M.M., Markowitz, J.C., Klerman, G.L. (2000). Comprehensive Guide to Interpersonal Psychotherapy. New York, Basic Books.

 

Wunderer, E. & Schnebel, A. (2008). Interdisziplinäre Essstörungstherapie. Weinheim: Beltz.

 

Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.

 

 

• Course title: 1314/II/5/Supervision/Supervision I
• Number of ECTS: 5
• Course code: PSYCHOTH-9
• Module(s): Modul Supervision
• Language: FR, DE
• Mandatory: Yes

Advanced clinical skills in diagnosis, assessment, indication and therapeutic interventions.

Personal development of clinical skills and capacity.

Develop adequate repertoire of clinical knowledge and skills.

Enhance self-reflection skills, professional resilience and professional identity. 

Evaluate adequacy of supervisee’s competence.

Develop long-term commitment and self-educational strategies to promote effective and evidence-based practice

.

Supervision is an integral part of any clinical training. It provides supervisees with corrective feedback on their performance, teaching, and collaborative goal setting. The objectives of supervision are “normative” (e.g., case management and quality control issues), “restorative” (e.g., encouraging emotional experiencing and processing), and “formative” (e.g., maintaining and facilitating the supervisees’ competence, capability and general effectiveness).  

By supervisors per semester.

• Course title: 1415/III/4/Disorder I/3
• Number of ECTS: 5
• Course code: PSYCHOTH-11
• Module(s): Modul Disorder I
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with models and empirical research on specific mental disorders, i.e. Substance-Related and Addictive Disorders, Schizophrenia Spectrum and Other Psychotic Disorders, and Dissociative Disorders.

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

This course provides a detailed discussion of current aetiological models of and risk factors for Substance-Related and Addictive Disorders, Schizophrenia Spectrum and Other Psychotic Disorders, and Dissociative Disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice. Bibliography:  Fiedler, P. (2013). Dissoziative Störungen. Reihe: Fortschritte der Psychotherapie – Band 17. Göttingen: Hogrefe. Hahlweg. K. & Dose, M. (1998). Schizophrenie. Reihe: Fortschritte der Psychotherapie – Band 2. Göttingen: Hogrefe. Kröger, C.B. & Lohmann, B. (2007). Tabakkonsum und Tabakabhängigkeit Reihe: Fortschritte der Psychotherapie – Band 31. Göttingen: Hogrefe      Lindenmeyer, J. (2005). Alkoholabhängigkeit. Reihe: Fortschritte der Psychotherapie – Band 6. Göttingen: Hogrefe. Moggi, F. & Donati, R. (2004). Psychische Störungen und Sucht: Doppeldiagnosen. Reihe: Fortschritte der Psychotherapie – Band 21. Göttingen: Hogrefe. Shaffer, H. J., LaPlante, D. A., LaBrie, R. A. , Kidman, R. C., Donato, A. N., & Stanton, M. V. (2004 ). Toward a syndrome model of addiction: Multiple expressions, common etiology. Harvard Review of Psychiatry, 12, 367 – 374. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.

Essay

• Course title: 1415/III/6/Disorder II/1
• Number of ECTS: 5
• Course code: PSYCHOTH-12
• Module(s): Modul Disorder II
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with models and empirical research on specific mental disorders, i.e. Sleep-Wake Disorders, Sexual Dysfunction and Neurocognitive Disorders.

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

This course provides a detailed discussion of current aetiological models of and risk factors for Sleep-Wake Disorders, Sexual Dysfunction and Neurocognitive Disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.  Bibliography:  Gromus, B. (2002). Sexualstörungen der Frau. Reihe: Fortschritte der Psychotherapie – Band 16. Göttingen: Hogrefe. Kockott , G. & Fahrner, E.-M. (2000).  Sexualstörungen des Mannes.Reihe: Fortschritte der Psychotherapie – Band 9. Göttingen: Hogrefe. Leplow, B. (2007). Parkinson. Reihe: Fortschritte der Psychotherapie – Band 29. Göttingen: Hogrefe. Spiegelhalder, K., Backhaus, J. & Riemann, D. (2011). Schlafstörungen. Reihe: Fortschritte der Psychotherapie – Band 7. Göttingen: Hogrefe. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.

Essay

• Course title: 1415/III/7/Disorder III/ 1
• Number of ECTS: 5
• Course code: PSYCHOTH-13
• Module(s): Modul Disorder III
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with models and empirical research on chronic physical conditions with frequent mental co-morbidity, i.e. Cardiovascular and Respiratory Disorders, and Obesity and Diabetes mellitus.

 

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

This course provides a detailed discussion of current aetiological models of and risk factors for chronic physical conditions with frequent mental co-morbidity, i.e. Cardiovascular and Respiratory Disorders, and Obesity and Diabetes mellitus. In addition, this course offers an introduction into the area of end of life care and spirituality with respect to psychotherapy. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.  Bibliography:  Vögele, C. (2009). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Verlagsgruppe Beltz – Psychologie Verlags Union. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.

Essay

• Course title: 1415/III/5/Supervision/Supervision II
• Number of ECTS: 5
• Course code: PSYCHOTH-14
• Module(s): Modul Supervision
• Language: FR, DE, EN
• Mandatory: Yes

Advanced clinical skills in diagnosis, assessment, indication and therapeutic interventions.

Personal development of clinical skills and capacity.

Develop adequate repertoire of clinical knowledge and skills.

Enhance self-reflection skills, professional resilience and professional identity.

Evaluate adequacy of supervisee’s competence.

Develop long-term commitment and self-educational strategies to promote effective and evidence-based practice.

Supervision is an integral part of any clinical training. It provides supervisees with corrective feedback on their performance, teaching, and collaborative goal setting. The objectives of supervision are “normative” (e.g., case management and quality control issues), “restorative” (e.g., encouraging emotional experiencing and processing), and “formative” (e.g., maintaining and facilitating the supervisees’ competence, capability and general effectiveness).      Bibliography: O’Donovan, A., Halford, W.K. & Walters, B. (2011). Towards Best Practice Supervision of Clinical Psychology Trainees. Australian Psychologist, 46, 101–112.

By supervisors per semester.

• Course title: 1415/IV/6/Disorder II/Disorder II/2
• Number of ECTS: 5
• Course code: PSYCHOTH-15
• Module(s): Modul Disorder II
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with models and empirical research on specific mental disorders both in adults as well as in children and adolescents .

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinicalinterventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of thesedisorders.

This course provides a detailed discussion of current aetiological models of and risk factors for various mental disorder in both adults as well as children and adolescents. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.

Written examination Schema Therapy

Reading list:

Asbrand, J. & Schmitz, J. (2023). Lehrbuch Klinische Kinder- und Jugendpsychologie und Psychotherapie. Stuttgart: W. Kohlhammer.

Sachse, R. (2013). Persönlichkeitsstörungen:

Leitfaden für die Psychologische Psychotherapie

(2., überarbeitete und erweiterte Auflage).

Göttingen: Hogrefe.

Young, J.E., Klosko, J.S. & Weishaar, M.E. (2006). 

Schema

Therapy: A Practitioner’s Guide. 

New York: Guilford.

Allgemeine Empfehlung:

Abonnement:

Fortschritte der Psychotherapie. Göttingen:  Hogrefe.

• Course title: 1415/IV/5/Supervision/Supervision III
• Number of ECTS: 5
• Course code: PSYCHOTH-16
• Module(s): Modul Supervision
• Language: FR, DE, EN
• Mandatory: Yes

Advanced clinical skills in diagnosis, assessment, indication and therapeutic interventions.

Personal development of clinical skills and capacity.

Develop adequate repertoire of clinical knowledge and skills.

Enhance self-reflection skills, professional resilience and professional identity. 

Evaluate adequacy of supervisee’s competence.

Develop long-term commitment and self-educational strategies to promote effective and evidence-based practice

.

Supervision is an integral part of any clinical training. It provides supervisees with corrective feedback on their performance, teaching, and collaborative goal setting. The objectives of supervision are “normative” (e.g., case management and quality control issues), “restorative” (e.g., encouraging emotional experiencing and processing), and “formative” (e.g., maintaining and facilitating the supervisees’ competence, capability and general effectiveness).

By supervisors per semester.

• Course title: 1415/IV/8/Documentation/Documentation I
• Number of ECTS: 5
• Course code: PSYCHOTH-17
• Module(s): Modul Documentation
• Language: FR, DE, EN
• Mandatory: Yes

The 10 case documentations (reports) required allow for demonstrating the ability to report clearly on clinical work, describing the decision-making processes that was followed and the way in which these informed both the design of the intervention and its subsequent adaptation in the light of the client’s response.

While it is important to demonstrate that a particular conceptual framework guided the intervention work, the detailed presentation of that framework need not be part of the report.

Evidence of knowledge of the framework is expected to be implied by the decision making process described. 

The work clinical psychologists/psychotherapists undertake is underpinned by their ability to apply models and theories, used in a reflective and an iterative way. Most clinical work can be seen as a process – assessment leads to hypotheses about how best to intervene, and monitoring the way the intervention unfolds gives feedback about how well these hypotheses fit the clinical picture. A sense of openness to this feedback and a capacity to reflect on one’s own practice (often through supervision) is also central. All of this represents clinical competence, and case reports are a chance to demonstrate this as a clinician. As such, this course uses them as one of the indicators of students’ capacity to function as a clinical psychologist/psychotherapist. The case documentations offer an opportunity to discuss in detail a whole treatment – from planning to implementation, and hopefully to follow-up, highlighting the decisions made and steps taken. The aim is to give evidence of students’ clinical reasoning and it is particularly important to highlight the thinking process and the considerations which have led to specific choices at specific times. Any clinical intervention, whatever its outcome, in which students have been involved throughout the whole process from assessment to follow up, should provide appropriate material for this kind of report. We would expect the documented cases to have been carried out under supervision (provided by, for example, students’ clinical supervisor), and these reports, therefore, to be discussed with the respective supervisor. Normally the report will contain the following sections, though the structure may vary, depending on the clinical case: Background to the case and the referral Initial ideas and hypotheses concerning the case, and assessment procedures implemented to confirm these hypotheses Conclusions based on the assessment, and initial formulation of the clinical problem A detailed report of the intervention. If relevant, modifications to the initial treatment plan should also be described, for example, how initial hypotheses were reframed or formulations revised. Brief report of outcome Reflection on the case as a whole        Normally the background information would be kept to a minimum and clinical thinking both during and after the intervention would be given the most weight. Case reports should not exceed 3000 words.  Where possible, informed consent on writing up the case report should be obtained from the client, while ensuring confidentiality in the report (exchange real names for invented ones, do not identify the location/services where the intervention took place).    

Evaluation will focus on the clarity of reporting of clinical experience, the level of clinical thinking (both prospective and retrospective) reflected in the report, and the appropriateness and sophistication of the clinical interventions described (including the capacity to respond to unexpected consequences of clinical decisions).

10 case reports in total will have to be submitted, preferably evenly distributed over the 4

th

and 5

th

semester.

Reading list: Hergenröther, D. (2014). Fallberichte aus der Psychotherapie: 47 Beispiele für eine erfolgreiche Falldokumentation im Antragsverfahren. Stuttgart: Thieme.Wiger, D.E. (2012). The Psychotherapy Documentation Primer. New Jersey: Wiley.

• Course title: 1415/IV/9/Self-Study/Mentoring, Journal Club I
• Number of ECTS: 5
• Course code: PSYCHOTH-18
• Module(s): Modul Self-Study
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with using e-learning systems for literature searches

Competency to read and appropriately interpret results from scientific primary literature, including primary reports on intervention trials, meta-analyses, case reports and other suitable formats

Ability to form an informed opinion on the suitability of intervention approaches based on the latest scientific literature.

    

As clinical practice becomes busier, and time for reading and reflection becomes ever more precious, the ability to effectively peruse the scientific literature and, in the future, to become familiar with a knowledge of best practice from modern e-learning systems will be essential skills to keep up-to-date with cutting edge developments in clinical psychology and psychotherapy.   This course provides students with the opportunity to engage in theoretical self-study to cover in-depth current research developments in psychotherapy with the support of an e-learning system, and to guide the formulation of a thesis. The normal format will involve meetings organized by the students themselves, to discuss current research relevant to the area of clinical psychological interventions and psychotherapy.    

Joint written report.

Reading list: Greenhalgh, T. (2014). How to read a paper: the basics of evidence-based medicine (5th ed.). Chichester: Wiley-Blackwell.And any relevant primary literature identified.

• Course title: 1516/V/7/Disorder III/Disorder III/2
• Number of ECTS: 5
• Course code: PSYCHOTH-19
• Module(s): Modul Disorder III
• Language: FR, DE, EN
• Mandatory: Yes

Familiarity with psychopharmacological treatments, their empirical underpinnings in terms of efficacy and potential indications.

Familiarity with models and empirical research on chronic physical conditions with frequent mental co-morbidity, i.e. HIV/Aids, cancer and chronic pain.  

Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions.

Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders.

This course provides a detailed discussion of current aetiological models of and risk factors for chronic physical conditions with frequent mental co-morbidity, i.e. HIV/Aids, cancer and chronic pain. In addition, this course offers an introduction into the use of psychopharmacological treatments. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice.  Reading list:Benkert, Hautzinger & Graf-Morgenstern (2012). Psychopharmakologischer Leitfaden für Psychologen und Psychotherapeuten (2. überarb. Auflage). Springer. Muse, M. & Moore, B.A. (Eds.) (2012). Handbook of clinical psychopharmacology for psychologists. Wiley.Vögele, C. (2009). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Verlagsgruppe Beltz – Psychologie Verlags Union.Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe.

Oral examination

• Course title: 1516/V/5/Supervision/Supervision IV
• Number of ECTS: 5
• Course code: PSYCHOTH-20
• Module(s): Modul Supervision
• Language: FR, DE, EN
• Mandatory: Yes

Advanced clinical skills in diagnosis, assessment, indication and therapeutic interventions.

Personal development of clinical skills and capacity.

Develop adequate repertoire of clinical knowledge and skills.

Enhance self-reflection skills, professional resilience and professional identity.

Evaluate adequacy of supervisee’s competence.

Develop long-term commitment and self-educational strategies to promote effective and evidence-based practice.

Supervision is an integral part of any clinical training. It provides supervisees with corrective feedback on their performance, teaching, and collaborative goal setting. The objectives of supervision are “normative” (e.g., case management and quality control issues), “restorative” (e.g., encouraging emotional experiencing and processing), and “formative” (e.g., maintaining and facilitating the supervisees’ competence, capability and general effectiveness).      Bibliography: O’Donovan, A., Halford, W.K. & Walters, B. (2011). Towards Best Practice Supervision of Clinical Psychology Trainees. Australian Psychologist, 46, 101–112.

By supervisors per semester.

• Course title: 1516/V/8/Documentation/Documentation II
• Number of ECTS: 5
• Course code: PSYCHOTH-21
• Module(s): Modul Documentation
• Language: FR, DE, EN
• Mandatory: Yes

The 10 case documentations (reports) required allow for demonstrating the ability to report clearly on clinical work, describing the decision-making processes that was followed and the way in which these informed both the design of the intervention and its subsequent adaptation in the light of the client’s response.

While it is important to demonstrate that a particular conceptual framework guided the intervention work, the detailed presentation of that framework need not be part of the report.

Evidence of knowledge of the framework is expected to be implied by the decision making process described. 

The work clinical psychologists/psychotherapists undertake is underpinned by their ability to apply models and theories, used in a reflective and an iterative way. Most clinical work can be seen as a process – assessment leads to hypotheses about how best to intervene, and monitoring the way the intervention unfolds gives feedback about how well these hypotheses fit the clinical picture. A sense of openness to this feedback and a capacity to reflect on one’s own practice (often through supervision) is also central. All of this represents clinical competence, and case reports are a chance to demonstrate this as a clinician. As such, this course uses them as one of the indicators of students’ capacity to function as a clinical psychologist/psychotherapist.

The case documentations offer an opportunity to discuss in detail a whole treatment – from planning to implementation, and hopefully to follow-up, highlighting the decisions made and steps taken.

The aim is to give evidence of students’ clinical reasoning and it is particularly important to highlight the thinking process and the considerations which have led to specific choices at specific times.

Any clinical intervention, whatever its outcome, in which students have been involved throughout the whole process from assessment to follow up, should provide appropriate material for this kind of report. We would expect the documented cases to have been carried out under supervision (provided by, for example, students’ clinical supervisor), and these reports, therefore, to be discussed with the respective supervisor.

Normally the report will contain the following sections, though the structure may vary, depending on the clinical case:

Background to the case and the referral

Initial ideas and hypotheses concerning the case, and assessment procedures implemented to confirm these hypotheses

Conclusions based on the assessment, and initial formulation of the clinical problem

A detailed report of the intervention. If relevant, modifications to the initial treatment plan should also be described, for example, how initial hypotheses were reframed or formulations revised.

Brief report of outcome

Reflection on the case as a whole

 

      Normally the background information would be kept to a minimum and clinical thinking both during and after the intervention would be given the most weight. Case reports should not exceed 3000 words.

 

Where possible, informed consent on writing up the case report should be obtained from the client, while ensuring confidentiality in the report (exchange real names for invented ones, do not identify the location/services where the intervention took place).    

Reading list: Hergenröther, D. (2014). Fallberichte aus der Psychotherapie: 47 Beispiele für eine erfolgreiche Falldokumentation im Antragsverfahren. Stuttgart: Thieme.Wiger, D.E. (2012). The Psychotherapy Documentation Primer. New Jersey: Wiley.

Evaluation will focus on the clarity of reporting of clinical experience, the level of clinical thinking (both prospective and retrospective) reflected in the report, and the appropriateness and sophistication of the clinical interventions described (including the capacity to respond to unexpected consequences of clinical decisions).

10 case reports in total will have to be submitted, preferably evenly distributed over the 4 th and 5 th semester.

• Course title: 1516/V/9/Self-study/Mentoring, Journal Club II
• Number of ECTS: 5
• Course code: PSYCHOTH-22
• Module(s): Modul Self-Study
• Language: EN, DE, FR
• Mandatory: Yes

Familiarity with using e-learning systems for literature searches

Competency to read and appropriately interpret results from scientific primary literature, including primary reports on intervention trials, meta-analyses, case reports and other suitable formats

Ability to form an informed opinion on the suitability of intervention approaches based on the latest scientific literature.   

As clinical practice becomes busier, and time for reading and reflection becomes ever more precious, the ability to effectively peruse the scientific literature and, in the future, to become familiar with a knowledge of best practice from modern e-learning systems will be essential skills to keep up-to-date with cutting edge developments in clinical psychology and psychotherapy.   This course provides students with the opportunity to engage in theoretical self-study to cover in-depth current research developments in psychotherapy with the support of an e-learning system, and to guide the formulation of a thesis. The normal format will involve meetings organized by the students themselves, to discuss current research relevant to the area of clinical psychological interventions and psychotherapy.    Reading list: Greenhalgh, T. (2014). How to read a paper: the basics of evidence-based medicine (5th ed.). Chichester: Wiley-Blackwell.And any relevant primary literature identified.

Joint written report.

• Course title: 1516/VI/12/Master Thesis
• Number of ECTS: 20
• Course code: PSYCHOTH-25
• Module(s): Modul Master Thesis
• Language: EN
• Mandatory: Yes