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1 European Clinical Psychology l Psychology Program l DIS – Study Abroad in Scandinavia l 1602552 Related Majors: Human Development, Pre-Medicine/Health Science, Psychology

European Clinical Psychology A Semester: Spring 2016

Credits: 3

Days: Tuesdays and Fridays

Time: 8.30 – 9.50

Classroom: V10-A12

Course Information

1. Instructor:

Karen Raaberg-Møller, Cand. psych. aut.

I am a licensed psychologist and have worked several years giving therapy and counselling to

young students with psychiatric diagnoses and supervising their mentors. I have been working

with criminal teenagers and have private clients at Vesterbropsykolog.dk. At DIS since 2015.

Consultation: Should you need additional individual/group advising, please don’t hesitate to

contact me either in person or send mail.

Psychology Program Director:

Carla Caetano, Ph.D.

DIS Contact:

Psychology Program Assistant:

Kelly Jochems

Email: [email protected]

Phone: +45 3376 5743

Guest Lecturers:

Tuesday, February 16th

Ian Terkildsen, is a DIS staff, faculty, board member and has been with DIS since 2007. Ian

teaches Vienna: Capital of Classical Music and has led study tours to Vienna for the past ten

semesters with a focus on music and art history. Ian hold degrees in music theory, economics,

and business administration. He will tell us about art and philosophy in Europe, laying the

foundation for European Clinical Psychology.

Friday, March 8th

Grethe Kildegaard Nielsen,former psychiatry user, is a part of a recovery unit promoting the

ideas of recovery. She writes articles, arranges psychiatry workshops and teaches at different

psychiatry hospitals about recovery. She will tell us about how it is to be hospitalized with

psychosis in the Mental health service in the capital region of Denmark.

http://www.disabroad.org/study-abroad/semester/course-list/european-clinical-psychology/

http://www.disabroad.org/study-abroad/programs/psychology/

mailto:[email protected]

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Friday, March 22nd

Tina Dam Kristensen, has worked as a clinicial psychologist within the mental health service in

the capital region of Denmark for 15 years. Recently as a PhD-student doing clinical research

focusing on psychological intervention studies. Thus, she has the expertise to tell us about the

psychiatric practice in Denmark and the development over the last 15 years.

2. Course Description:

In this course we will focus on the way the field of clinical psychology is approached within a

European context. We will start with the study of historical and cultural issues, and as the

semester unfolds, we will study different psychotherapeutic schools and their view on the

etiology of psychological problems. The main focus will be on adult mental health.

Throughout the course, we will discuss controversial issues in the field. One goal of the course is

to make these theoretical discussions concrete and applicable to real-life scenarios as

experienced on field trips and study tours and via case studies. Aside from lectures, other

methods of instruction will be group discussion, student papers, and illustrative videos. We will

also explore research in the field.

Although we will apply what we learn, this is primarily a theoretical course.

3. Topics to be Covered

In this course, you will learn to reflect critically on theory, application and research within the field

of clinical psychology. You will be asked to evaluate different perspectives, concepts and

practices throughout the semester and learn how to criticize different approaches. This course is

designed to help you begin thinking about specific approaches to treating a variety of clients.

During our field studies and study trips you will also see how clinical psychology is applied in real

world settings, where you will be able to analyze, compare and contrast different perspectives in

selected European clinical contexts.

More specifically, you will:

Become familiar with important concepts and issues surrounding the field of clinical

psychology in Europe.

Become familiar with some of the most prevalent treatment approaches and understand

the link between these different approaches and their potential impact on clients.

Become more knowledgeable about the controversial issues in clinical psychology.

Describe, understand, and begin to use the major foundational ideas in psychotherapy.

These skills include empathy, active listening, and recognizing different worldviews.

Role Play – psychologist/client exercises in couples to get a hands on feeling about the

different approaches

Define, understand and use the terminology of the major psychotherapeutic schools.

Analyze case studies and argue for a specific treatment approach.

Think divergently about a single phenomenon.

Be able to reflect on what we learn during lectures and during study tours and synthesize



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these two experiences

4. Academic Excellence Award:

Each semester we recognize one outstanding student from the Psychology Program (Positive

Psychology, European Clinical Psychology, Cognitive Neuroscience of Consciousness, or

Cross-Cultural Psychology) with an Award of Academic Excellence. It is reserved for a student

who has distinguished him- or herself through diligence, commitment, academic performance,

and ideally a student who contributes to a good, collaborative learning environment in class.

5. Class Representatives:

Each semester DIS looks for class representatives to become an official spokesperson for their

class group, addressing any concerns that may arise (in academic or related matters),

suggesting improvements and coming up with new ideas. Class representatives are a great way

for DIS faculty to ensure better and timelier feedback on their courses, assessments and

teaching styles, and as such perform an invaluable role in connecting student needs with faculty

instruction during term time. Two Class Representatives will be elected in class at the beginning

of the semester.

Course Components

1. Required Readings Materials:

Pomerantz, A.M. (2013). Clinical psychology. Science, practice, and culture. Thousand

Oaks, CA: Sage.

Refer to Course Schedule below for additional articles that will be posted on Blackboard.

2. Approach to Teaching:

I strive for an open, interactive learning environment: that means that I ask questions, expect

discussion and encourage you to think for yourself. Interactive learning presupposes active

participation from the students. For this reason, I will ask you to critically reflect on the theory,

research and practice presented in class. Sometimes such a critical examination uncovers

inconsistencies or lack of elaboration. However, being critical of basic assumptions in a theory

does not negate the theory altogether. Therefore, we will try to integrate, rather than dismiss, the

different approaches presented in the course

The schedule will list reading materials for each class meeting. Please be prepared by having

read and thought about the material before coming to class. By reading the material

beforehand, you will better understand the points I make, you will be better prepared for

discussion, and you will be able to ask thoughtful and productive questions.

Classes will consider a few specific topics in depth and will typically not repeat the assigned

readings, but will serve as a foundation for the lectures and it will be expected that they are



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included in class discussions. Thus, most of the materials in the text you will learn on your own

outside of class. It is imperative that you keep up with the readings, because you can

1) Ask questions about material you find confusing or unclear, and

2) Continuously prepare for assignments.

I check my e-mails on a daily basis and strive to give an answer within 24 hours.

3. Field Studies:

Field studies serve to complement your course work by placing you in the professional field.

Students will be asked to compare, extend and rethink what we read about and discuss in class.

Treatment Center Solbakken: Group guided tour and discussion

Date: Wednesday, January 27th

Time: 13.00-16.00

Meeting point: Outside DIS Front Desk (V7)

Solbakken is an integrated school and treatment center for children in the age between 6- 16. All

of the children have severe emotional problems and difficulties being a part of a group. Most of

them have symptoms of anxiety, depression and a great deal of them are having anger

management problems too. The majority are diagnosed as well with either ADHD, ADD, OCD,

Tourette’s syndrome and most of them have been in touch with the psychiatric systems. Our

object and purpose is to see a one of the best treatment center in Copenhagen for children.

Besides, it is to see how systemic and narrative theory is working in practice and why it’s useful

when working with children.

Treatment Center Stolpegården

Date: Thursday, February 11th (CCW)

Time: 8.00-12.00

Meeting Point: Outside DIS Front Desk (V7)

Stolpegården is a mental health service center in the capital region of Denmark.

The center has a variety of patients with different diagnosis. They have infirmaries for anxiety

and compulsion disorders, stress and trauma-related disorders, personality disorders and finally

they have and infirmary for eating disorders. Stolpegården is a highly prestigious research &

treatment center. One of their hallmarks is their successful results with other treatment methods

than CBT. Thus, they succeed with treating patients with also narrative and systemic

approaches. For more information about mental health service in the capital region, see

(https://www.psykiatri-regionh.dk/english/Sider/default.aspx)

Snoezelhuset

Date: Friday, February 12th (CCW)

Time: 8.00-12.00

Meeting point: Outside DIS Front Desk (V7)

A special house that creates rooms with various multisensory experiences for children with

sensory challenges.



https://www.psykiatri-regionh.dk/english/Sider/default.aspx

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Brain Bulletin Evening Event: Dinner and debate with journalist and author Signe Cain

Date: Wednesday, March 16th

Time: 18.00-20.30

Location: V23-201

(*Combined Evening Event with ECP Section B*)

Signe Cain is the author of the book ”Det handler ikke om lykke – Helt tæt på antidepressiv

medicin” (MØLLER, 2013) (The book is being translated into English with the working title ”It’s

not just about happiness – a closer look at antidepressants”). The book is the first book in

Danish on antidepressants seen from the patient perspective. It is based on two years of

research, including about 50 interviews with experts and patients. She, and two other

participants, will be discussing the increasing use of anti-depressive medicine.

4. Core Course Week and Study Tours:

Core Course week and study tours are an integral part of the core course as we take the

classroom on the road and see how theory presented in the classroom is translated to practice

in the field. You will travel with your classmates and DIS faculty/staff on two study tours; a short

study tour during Core Course Week and a long study tour to a relevant European destination.

Expectations for study tours

Participate in all activities

Engage in discussions, ask questions, and contribute to achieving the learning Topics to

be covered

Respect the destination, the speakers, DIS staff, and your fellow classmates

Represent yourself, your home university and DIS in a positive light

While on a program study tour DIS will provide hostel/hotel accommodation, transportation to/from

the destination(s), approx. 2 meals per day and entrances, guides, and visits relevant to your area

of study or the destination. You will receive a more detailed itinerary prior to departure.

Travel policies:

You are required to travel with your group to the destination. If you have to deviate from

the group travel plans, you need approval from the program director and the study tours

office.

1. Core Course Week with Short Study Tour:

Theme: Treatment and service in the welfare state – experiences and perspectives from

the daily life of clients and practitioners

Purpose: This study tour provides you with the opportunity to explore the field of clinical

psychology and various practices in Denmark. Academic visits will include meeting with

psychological consultants and visiting healthcare institutions. In addition to the academic

activities on study tour, the study tour program is supplemented with cultural visits and

events.



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Objective: Hands on experience on the different approaches to the psychological clinical

elements of the welfare state. You will see and reflect critically on theory and praxis in

the various areas that represent Denmark as a welfare state.

Timing: Core Course Week February 8th—12th; Short Study Tour February 8th—10th

Orientation: The study tour activities will be presented to you in the week before

departure and you will be handed the booklet on the bus on departure day.

2. Long Study Tour – Vienna:

Theme: The Roots of Clinical European Psychology and Therapeutic Interventions

Purpose: On the tour to Vienna, you will be able to explore the roots of clinical

psychology, ranging from Freudian to present-day techniques. The tour will also allow

you to dig deeper into the culture of the city by attending performances, visiting museum

exhibitions, and exploring how the past influences todays European clinical

psychologists.

Objective: is to see and explore the roots of Clinical Psychology in Europe and critically

think and evaluate how it is unfolded to day in modern European Clinical Psychology.

Timing: February 28th—March 4th

Orientation: The study tour activities will be presented to you in the week before

departure and you will be handed the booklet at the airport on departure day.

Assignments, Evaluation and Grading

Assignments How Evaluated Due Date Percentage

of Grade

Class Participation and

Attendance

Individual Ongoing 15%

Short Study Tour Reflection

Paper

Individual February 19th 10%

Long Study Tour Group

Presentation

Group During Long

Study Tour

5%

Midterm Exam Individual March 11th 15%

Long Study Tour Paper Individual March 22th 20%

Final Paper Individual May 4th 20%

Final Examination Individual May 10th 15%

Total 100%

Class Participation and Attendance (15%):

Your attendance and active participation are essential in this course. I recommend that you read

the syllabus with the specific learning Topics to be covered and descriptions in mind as you

prepare for class.



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Active participation is required. That goes in class sessions, field trips, guest lectures, group

work and general contribution to the learning process of the class. By participation I mean

contributing to the class by raising and answering questions and listening to the teaching and

your fellow students. That should be done in a curious, respectfully and academic critical

manner. Active participation can also be done by raising clarifying questions, sharing gained

knowledge and questioning pros and cons about provided theories and research articles.

Active participation is also to participate curiously in field studies. In addition you can share

impressions and question practices from our field trips afterwards during discussions and wrap

ups.

Thus, I want you to integrate and question theory, field studies, and knowledge from guest

lectures in the ongoing sessions and discussions of the class.

Short Study Tour Reflection Paper (10%)

Due: Friday, February 19th

In the study tour reflection paper you choose two visits from the short tour and hold these up

against each other in order to analyze the content and take hope points of the visit.

Important information about the paper:

The maximum is three pages (APA style, double spaced, not including title page and

references). One page equals 2400 characters including spaces.

Please write number of characters on the front page

The paper should be submitted to me in class

Please write your student ID number and not your name

Besides providing me with a hard copy of your paper, please also email it to me no later

than 10.00 [email protected]

Group Presentation during Long Study Tour 5%

The goal of this presentation is to give you as a student hands on exercises in oral presentations

within an academic analytical tradition. Also, the goal is to make you as a student in charge of

element of our study tour.

In the beginning of the course you will be divided into group of four persons. The groups will be

in charge of specific presentations during the long study tour. The presentations must be fully

prepared before the tour and must be presented at specific cultural places in Vienna.

Giving a presentation includes:

Presenting information about a specific cultural places in Vienna

Provide analytical information about the place within a historical context

Link the specific cultural place to the clinical roots of European Psychology

Engage your fellow students in the presentation




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Thus, it is important that you can make the presentation vivid, analytical and that you can

engage your fellow students and work together as a group.

Midterm Exam (15%):

Date: Friday, March 11th

This exam will be a mixture of three different examination approaches. It is without any kind of

help – that including notes and books.

Multiple choice questions from text book

Definition questions about theory from articles

Reflection questions about psychological theories, field studies and study tour visits.

Long Study Tour Paper (20%):

Due: Tuesday, March 22nd (The problem formulations including questions to answer will be

uploaded on Blackboard and given in class Friday before Long Study Tour Feb. 26th)

The goal of the paper is to integrate the long study tour with the provided readings. You have to

show that you can identify, analyze and discuss information about our visits and that you are

able to use the theory from class.

The problem formulation for the short study tour paper will include questions related to:

Our visits during the study tour

Theory about related readings

Definitions, discussions and wrap ups about tours visits

Case material to analyze and discuss


The paper must include at least five references (text book references not included)

The maximum is six pages (APA style, double spaced, not counting title page and

references). One page equals 2400 signs including spaces

Please write number of signs on the front page

The paper should be submitted to me in class.

Please write your student ID in front cover and not your name

Besides from a hard copy of your paper, please also email it to me no later than 10.00

[email protected]

Final Paper (20%):

Due: Wednesday, May 4th (Problem formulation will be given after last day of class April 8th.

The problem formulation will also be uploaded on Blackboard at the same time)

In this paper you must show that you’ve gained insight in research and theoretical perspectives.

You must show that you are able to define, analyze, discus and theories and use the provided

research. Thus, this paper is about your knowledge about specific theories and the related

research. You will receive a problem formulation with specific questions to answer.




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The paper must include at least five references (text book references not included)

The maximum is six pages (APA style, double spaced, not counting title page and

references). One page equals 2400 signs including spaces

Please write number of signs on the front page

The paper should be submitted to me in via email [email protected]

Please write your student ID in front cover and not your name

Besides from a hard copy of your paper, please also email it to me no later than 10.00

[email protected]

Final Exam (15%):

Date: Tuesday, May 10th

This exam will be a mixture of three different examination approaches. It is without any kind of

help – that including notes and books.

Multiple choice questions from text book

Definition questions about theory from articles

Reflection questions about psychological theories, field studies and study tour visits.

Code of Conduct

One of the main Topics to be covered is to become familiar with the various concepts, theories

and controversial issues pertaining to the field of clinical psychology. In this context, critical

thinking and reflexivity on your own part is crucial.

To establish a positive learning environment it is important that everyone is present in body and

mind, and not distracted by technology or other disruptive behaviors. Therefore the use of

laptops for other than note-taking is not allowed.

Policies

Attendance:

You are expected to attend all DIS classes when scheduled. If you miss multiple classes the

Director of Teaching and Learning, and the Director of Student Affairs must be notified and they

will follow-up with you to make sure that all is well. Absences will jeopardize your grade and your

standing at DIS. If you miss more than one class your participation grade will be reduced by half

a grade. If you miss more than three classes your participation grade will be reduced by a whole

letter grade.

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment:

DIS expects that students abide by the highest standards of intellectual honesty in all academic

work. DIS assumes that all students do their own work and credit all work or thought taken from





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others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal.

The students’ home universities will be notified. DIS reserves the right to request that written

student assignments be turned in electronic form for submission to plagiarism detection

software. See the Academic Handbook for more information, or ask your instructor if you have

questions.

Policy on Late Papers:

Late essays will be accepted but the grade will be highly affected by the delay. Your grade for a

late paper will be reduced by half a letter grade for each day it is late. After the third day the

paper will be failed.

Policy for Students Who Arrive Late to Class:

Please come to classes on time as it is disturbing for the lecturer and other students when you

come in late. Repeated tardiness will have a negative affect on your participation grade. If you

often (more than twice) are late more than five minutes, your participation grade will be reduced

by half a letter grade. If you often (more than twice) are late more than 10 minutes, your

participation grade will be reduced by a whole letter grade.

Disability and Resource Statement:

Any student who has a need for accommodation based on the impact of a disability should

contact Sean Green ([email protected]) to coordinate this. In order to receive accommodations

students should inform the instructor of approved DIS accommodations within the first two

weeks of classes.

To be eligible for a passing grade in this class you must complete all of the assigned

work.

Course Schedule

Psychology Program Orientation

Date: Wednesday, January 20

Time: 8.20-11.00

Location: Annex B (Studiestræde 6)

Class 1

Fri, Jan. 22

Introduction to Class

Topics to be covered

Overview of class content

Information about class assignments

History of clinical psychology

Selection of class representatives




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Readings for today:

Blackboard

Syllabus

Class 2

Tue, Jan. 26

Psychodynamic Approaches


Field of research in Psychodynamic Approaches?

What is the main goal for a psychodynamic psychologist?

Pros and Cons concerning the psychodynamic approach

Who will benefit from this approach?

CCW Presentation by Ian Samuel Terkildsen, DIS staff, faculty

and co- leader

Readings for today:

Textbook:

Pomerantz, A.M. (2013). Clinical psychology. Science, practice, and

culture. (Chapter 12, Psychodynamic Psychotherapy pp. 255 –

281). Thousand Oaks, CA: Sage.

Field Study: Solbakken

Date: Wednesday, January 27th

Time: 13.00-16.00

Meeting Place: Outside DIS Front Desk (V7)

Topic: Solbakken is an integrated school and treatment center for children between the ages of

6-16. All of the children have severe emotional problems and difficulties being a part of a group.

Most of them have symptoms of anxiety, depression, and a great deal of them are having anger

management problems. The majority are diagnosed with either ADHD, ADD, OCD, Tourette’s

Syndrome, and most of them have been in touch with the psychiatric systems.

Objective: We will see one of the best treatment centers in Copenhagen for children. We will

also see how systemic and narrative theory is working in practice and why it is useful when

working with children.

Class 3

Fri, Jan. 29

Psychodynamic Approaches


What is the key focus of the Psychodynamic Approach?

How is this approach different from what you know of the Cognitive

Behavioral Approach?



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Can we use some elements of this approach even if you are not a

psychodynamic psychologist?

Readings for today:

Blackboard:

Ikonen, P. (2002) The basic tools of psychoanalysis, The

Scandinavian Psychoanalytic Review, 25:1, 12-19, DOI:

10.1080/01062301.2002.10592721

Badawi, M. (2015). The saviour/countertransference: When painful

traumatic traces sustain the countertransference and

reveal themselves to the psychoanalyst . . . 14 years

later! International Journal of Psychoanalysis. May 2015. doi:

10.1111/1745-8315.12368

Szecsödy, I. (2008). A single-case study on the process and

outcome of psychoanalysis, The Scandinavian Psychoanalytic

Review, 31:2, 105-113. DOI: 10.1080/010623

Class 4

Tue, Feb 2

Humanistic Approaches and Logo Therapy


What is the key focus of the Humanistic Approach?

What are the core values within Existentialism & the Humanistic

Approach?

How is it different from the Psychodynamic Approach?

Readings for today

Blackboard

Pomerantz, A.M. (2013). Clinical Psychology. Science, practice,

and culture (Chapter 13, Humanistic Psychotherapy pp. 309 –

330). Thousand Oaks, CA: Sage.

Oleviera, A. et al. (2012). Significant Events in Existential

Psychotherapy: The Client’s Perspective. Existential Analysis 23:2

pp. 388-302.

Class 5

Fri, Feb. 5

Humanistic approaches and Logo therapy


As Clinicians, how can we use the knowledge from Victor Frankl?



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How does Man’s Search for Meaning and the articles differ from

the textbook?


According to psychologists based in this approach, what worsens

the conditions for clients with mental disorders?

Readings for today

Blackboard

Schneider, K. (2015). The Case for Existential (Spiritual)

Psychotherapy Journal of Contemporary Psychotherapy 45:21–24.

Frankl, V. E. (1984). Man's search for meaning: The Classic

Tribute to the Hope from Holocaust.(Part two, Logotherapy in a

Nutshell pp. 101-136). New York: Simon & Schuster.

CORE COURSE WEEK

Dates: February 8th—February 12th

Theme: Treatment and service in the welfare state – experiences and perspectives from

the daily life of clients and practitioners.

Short Study Tour to Western Denmark

Dates: Monday, February 8th –Wednesday, February 10th

*More information will be given in the tour booklet upon departure*

Short Tour Evaluations: Please complete the online survey at home by MONDAY at

MIDNIGHT. The link and instructions will be emailed to you and posted as an

announcement on Blackboard.

Thu, Feb. 11th

Field Study

8.00-12.00: Academic visit: Field Study to Treatment Center

Stolpegården

Location: Meet outside DIS Front Desk (V7)

Topic: Stolpegården is a mental health service center in the capital

region of Denmark. It has a variety of patients with different

diagnosis. They have infirmaries for anxiety and compulsion

disorders, stress and trauma-related disorders, personality

disorders, and eating disorders. Stolpegården is a highly prestigious

research and treatment center. One of their hallmarks is their

successful results with other treatment methods other than CBT.

Thus they succeed with treating patients with narrative and systemic

approaches.

Objective: We will have a chance to see the facility and link the

treatment center to what we are learning in class about the different

approaches they use at the center.

12.00-13.00: Group Lunch provided by DIS



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Location: RizRaz (Kompagnistræde 20, København K)

13.00-15.30: Academic activity: Movie Screening of “Sorrow

and Joy” Followed by Discussion

Location: V10-A12

Topic: The movie revolves around the winter of 1984 where Nils

Malmros’ wife kills their nine-month old daughter, Maria in a birth

psychosis. The pain is unbearable, but the main character is set to

protect his wife against a legal system that can be unsympathetic

and ridged. He will do what he can to help her because he feels

himself to blame for her situation.

Objective: After the movie we will have a brief discussion regarding

key issues we have seen in relation to clinical psychology.

Fri, Feb. 12th

Field Study

8.00-12.00: Academic visit: Field Study to the Snoezelhuset

Location: Meet outside DIS Front Desk (V7)

Topic: Snoezelhuset helps clients with developmental disabilities,

mental disorders, stress, concentration problems, dementia, brain

injury, or Downs Syndrome by placing them in a soothing and

stimulating environment with an aide or occupational therapist.

Objective: During this visit we will explore the rooms, hear about

the therapy, and discuss the pros and cons of this therapeutic

approach, and gain insight into how the body and senses are

integrated in the clinical field.

12.00 – 13.00 Lunch on your own

13.15- 15.30: Academic activity: Wrap Up of CCW

Location: V10-A11

Class 6

Tue, Feb. 16th

Guest Lecture

The Seeds of Psychology. Before Psychology was established as a

science

Guest lecture: Ian Samuel Terkildsen Ian Samuel Terkildsen is a DIS staff, faculty, and board member and has been with DIS since 2007. Ian teaches Vienna: Capital of Classical Music and has led study tours to Vienna for the past 10 semesters with a focus on music and art history. Ian holds degrees in music theory, economics, and business administration.


Ian will tell us about art and philosophy in Europe laying the foundation for

European Clinical Psychology.



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No readings for today!

Class 7

Fri, Feb. 19th

Cognitive Behavioral Approaches


What is the key focus of the Cognitive Behavioral Approach?

What is the most important for a Cognitive psychologist?


How does this approach differ from Psychodynamics and the

Humanistic Approaches?

Long Tour Presentation by Ian Samuel Terkildsen, DIS faculty,

staff and co- leader

Readings for today:

Textbook:

Pomerantz, A.M. (2013). Clinical psychology. Science, practice,

and culture. (Chapter 14 Cognitive Psychotherapy, pp. 331-359)

Thousand Oaks, CA: Sage.


and culture. (Chapter 15, Cognitive Psychotherapy, pp. 360 - 387)

Thousand Oaks, CA: Sage.

Due: Short Study Tour Reflection Paper

Class 8

Tue, Feb. 23rd

Cognitive Behavioral Approaches


Is ACT a new theory or is it within the frame or Cognitive

Behavioral Approaches?

How is the Cognitive Behavioral Approach and ACT different and

similar?


the condition for clients with mental disorders?

Readings for today:

Blackboard:

Leahy, R. L. (2007), Emotion and Psychotherapy. Clinical

Psychology: Science and Practice, 14: 353–357.

doi: 10.1111/j.1468-2850.2007.00095.x



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Hofmann, S. & Asmundson, G. (2008). Acceptance and

mindfulness-based therapy: New wave or old hat? Clinical

Psychology Review 28, 1-16.

Class 9

Fri, Feb. 26th

Systemic Approaches


What is the key focus of Group Therapy and the Systemic

Approaches?

How do they differ?


What are the Pros and Cons of the Group Therapy and the

Systemic Approaches?

MIDTERM EVAL!

Please remember to bring your laptop to class

Readings for today

Textbook:


and culture. (Chapter 16, Group and Family Therapy (from pp. 389

– 416) Thousand Oaks, CA: Sage.

Blackboard:

Migerode & Hooghe (2012). ‘I love you’. How to understand love in

couple therapy? Exploring love in context. Journal of Family

Therapy. Vol. 34 (4): 371-386

LONG STUDY TOUR

Dates: March 28th – April 4th

Location: Vienna, Austria

Theme: The Roots of European Clinical Psychology and Therapeutic interventions *More information will be given in the tour booklet upon departure*

Long Tour Evaluations: Please complete the online survey at home by Monday at

MIDNIGHT. The link and instructions will be emailed to you and posted as an

announcement on Blackboard.

Class 10

Tue, March 8th

Guest Lecture

Guest Lecture: Grethe Kildegaard Nielsen

Grethe is a part of a recovery unit promoting the ideas of recovery. She

writes articles, arranges psychiatry workshops, and teaches at different

psychiatry hospitals about recovery.

Topics to be covered:



http://onlinelibrary.wiley.com/doi/10.1111/joft.2012.34.issue-4/issuetoc

www.DISabroad.org


How is it to be hospitalized with psychosis in the Mental Health Service in

the capital Region of Denmark and how to continue a life afterwards?


Class 11

Fri, March 11th

Midterm Exam (during regular class time)

Class 12

Tue, March 15th

Systemic Approaches


Psychologists based in the Systemic Approach do not stress

professionals as the experts. Why?

Psychologists using this approach stress the importance of the

clients’ relations. Why?

According to psychologists using this approach, what worsens the

condition for clients with mental disorders?

Readings for today

Blackboard:

Anderson, H., & Goolishian, H. (1992). “The Client is the Expert: A

not-knowing approach to therapy.” In S. McNamee & K. Gergen

(Eds.) Social Construction and the Therapeutic Process ( pp. 25-

39). Newbury Park, CA: Sage.

Tomm, K.(1988). Intervene Interviewing: Part 111. Intending to

Ask Lineal, Circular, Strategic, or Reflexive Questions? Family

Procces 27:1-15

Wed, March 16th

18.00-20.30

Evening Event

Field Study: Brain Bulletin Date: Wednesday, March 16th

Time: 18.00-20.30 Location: V23-201 + Lounge

(*Combined with ECP-B*) Topic: Dinner and Debate with Journalist and Author, Signe Cain, author of the book ”Det handler ikke om lykke – Helt tæt på antidepressiv medicin” (MØLLER, 2013) (The book is being translated into English with the working title ”It’s not just about happiness – a closer look at antidepressants”). The book is the first book in Danish on antidepressants seen from the patient perspective. It is based on two years of research, including about 50 interviews with experts and patients.

Class 13

The Narrative Approach



www.DISabroad.org


Fri, March 18th


Wrap Up regarding Brain Bulletin

What is the key focus of the Narrative Approach?

What is externalization?


What are the Pros and Cons of externalization?

What are the similarities and differences between the Cognitive

Behavioral, Psychodynamic, Humanistic, and Systemic

Approaches?

Readings for today:

Blackboard:

Carrey, M. & Russels, S. (2002). Externalising – Commonly asked

questions The International Journal of Narrative Therapy and

Community Work, 2: 76-84.

Miguel M. Gonçalves & William B. Stiles (2011) Narrative and

psychotherapy: Introduction to the special section, Psychotherapy

Research, 21:1, 1-3, DOI:

10.1080/10503307.2010.534510

Class 14

Tue, March 22th

Guest Lecture

Guest Lecture: Tina Dam Kristensen, PhD

Tina has worked as a clinical psychologist within the mental health service

in the capital region of Denmark for 15 years, with a focus on clinical

research on psychological intervention studies. Thus, she has the

expertise to tell us about the psychiatric practice in Denmark and the

development over the past 15 years.


What has been the development during the last 15 years in the psychiatry

and what is the daily practice at a hospital?


Due: Long Study Tour Paper

Travel Break

March 23rd – March 28th

No Class

Class 15

The Narrative Approach



www.DISabroad.org


Tue, March 29th Topics to be covered

Wrap Up regarding Guest Lecture

What is “Absent but Implicit?”

What are the Pros and Cons regarding “Absent but Implicit?”

How can we use this approach as clinicians?

Who will benefit from this approach



Readings for today

Blackboard

Carrey, M., Walther, S., Russel, S.(2009). The absent but implicit:

a map to support therapeutic enquiry. Fam Process: 48(3):319-31.

doi: 10.1111/j.1545-5300.2009.01285.x.

Torres, S. & Guerra, M. P. (2002). Application of Narrative

Therapy to Annorexia Nervosa: A Study Case Sociedade de

Psicossomatica, 2: 141 – 156.

Class 16

Fri, April 1st

Recovery


What is recovery?

What is the purpose and the goal of the founders of recovery?

What are the Pros and Cons of recovery?




Readings for today:

Blackboard:

Slide et. al.(2014). Uses and abuses of recovery: implementing

recovery-oriented practices in mental health systems. World

Psychiatry, 13:12–20.

Rose, D. (2008). Madness Strikes Back Journal of Community &

Applied Social Psychology, 18: 638–644. DOI: 10.1002/casp.981

Bauer, J., Okkels, N. & Munk-Jørgensen, P. (2012) State of

psychiatry in Denmark, International Review of Psychiatry, 24:4,

295-300

Class 17

Diagnosis



www.DISabroad.org


Tue, April 5th Topics to be covered

What are the Pros and Cons regarding diagnosis?

Is there something missing in the diagnosis systems?

Can the ICD and DSM be complemented by Alan Carr – If so,

how and why?

Readings for today:


and culture. (Chapter 7. Diagnosis and Classification Issues pp.

147-171). Thousand Oaks, CA: Sage.

Fitzhenry, M., Harthe, E., Carr, A. et al. (2015). Child Maltreatment

and Adult Psychopathology in an Irish Context Child Abuse &

Neglect, 2015-07-01, Volume 45, Pages 101-107, Elsevier Ltd

Class 18

Fri, April 8th

Ethical Issues & Wrap up

Topics to be covered:

Who is to define what is ethical?

How to overcome dilemmas?

Worse case scenarios?

What did we learn in this course?

Readings for today:


and culture. (Chapter 5. Ethical Issues in Clinical Psychology, pp.

99- 125) Thousand Oaks, CA: Sage.

Travel Break

April 11th – April 15th

No Class

Concluding Dinner

Date: Monday, May 2nd

Time: 18.00-20.00

Location: TBA

Wed, May 4th Final Paper Due!

To be emailed to [email protected] no later than 10.00.

Finals Week

May 10th – May 13th

No Class

Tue, May 10th Final Exam

Date: Tuesday, May 10th




www.DISabroad.org


Time: 9.00-11.00

Location: V10-A12

DIS Final Showcase

Date: Wednesday, May 11th

Time: 16.00-17.00

Location: V23 (more info TBA)

Please note: this schedule is subject to change. Check DIS Blackboard for updates

If you have any questions or comments, please feel free to e-mail me or see me after

class. Make sure to have checked this syllabus and BB beforehand, though.



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