Course Syllabus

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Psychology
Prerequisite:	One psychology course at university level.
Faculty Members:	Kamilla Lange  (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Mondays  11:40-14:35 Classroom: N7-A23

 

Description of Course

In the Western world, psychotherapy is a growing field that touches many people's lives. But what is psychotherapy? We will learn about some of the most commonly used psychotherapeutic treatment approaches. How were they developed, why do they have the form they have today? What do we know about what it is that makes psychotherapy effective? What are some side effects of therapy?

We will explore the field of applied psychotherapy from the perspective of therapist and client, and from a wider perspective: How does therapy relate to culture? Can therapy be harmful? Are we getting better at understanding and treating mental suffering?

This course introduces diverse theoretical approaches to counseling methods and incorporates the use of integrated therapeutic approaches with focus on pragmatic therapeutic elements .

 

This course requires active participation in and observation of group-based and individual exercises focusing on counseling skills.

Students will be introduced to exercises in practical counseling skills and various theories of counseling and psychotherapy. We will review how theoretical knowledge can be applied to real life therapy . Major theoretical traditions regarding therapy and counseling will be discussed. Assorted counseling methods and integrated approaches are presented and compared.

The class will consist of a group based presentations by students on the topic of the day which focuses on theoretical principles, applications and research. A significant part of the class is based on class discussion, role plays and other exercises and DVD observations of experts conducting therapy.

 

Learning Objectives

• Explore the theoretical framework behind different counseling and therapeutic approaches, in general and in a Danish context. 

• Apply and compare methods in which professionals work with adult clients and evaluate difficulties and strengths of intervention techniques.

• Experiment with several counseling and creative techniques individually and in small group settings.

 

Faculty

Kamilla Lange
Msc. Psychology (2006, University of Copenhagen). BA. Psychology (2003, University of Copenhagen). Works as a clinical psychologist and mindfulness instructor. Teacher and supervisor for both psychologists, medical doctors and other professionals. Author of a book on mindfulness and body acceptance. With DIS since 2015.

 

Readings

Readings available on Canvas:

• Ayers, A., David, S., Boniwell, I., (2013). The Oxford Handbook of Happiness. UK: Oxford University Press.

• Bao, K.J. & Lyubomirsky, S. (2014). Making Happiness Last: Using the Hedonic Adaptation Prevention Model to Extend the Success of Positive Interventions. In A.C. Parks & S.M. Schueller (Eds). The Wiley Blackwell Handbook of Positive Psychology Interventions. Oxford: John Wiley. pp. 373-384. 

• Beck, Judith S. Cognitive Behavior Therapy. Basics and Beyond, Guilford Press, New York, 2011.
• Bracken et al.: Psychiatry beyond the current paradigm. The British Journal of Psychiatry Dec 2012, 201 (6) 430-434.
• Carmody, J. et al.: An empirical study of the mechanisms of mindfulness in a mindfulness-based stress reduction program. Journal of Clinical Psychology. Volume 65, Issue 6, June 2009 , Pages 613–626
• Bystritsky, A. et al. Current Diagnosis and Treatment of Anxiety Disorders. Pharmacy and Terapeutics. 2013 Jan;38(1):30-57.
• Daya, R., (2001). Changing the Face of Multicultural Counselling with Principles of Change. Canadian Journal of Counselling / Revue canadienne de counseling, 2001, Vol. 35:1, 49-62.

• Finsrud, I., Helene A. Nissen-Lie, Karianne Vrabel, Andreas Høstmælingen, Bruce E. Wampold & Pål G. Ulvenes (2022) It's the therapist and the treatment: The structure of common therapeutic relationship factors, Psychotherapy Research, 32:2, 139-150

• Fonagy, P.: The effectiveness of psychodynamic psychotherapies: an update. 2015. World Psychiatry;14:137–150.
• Fried, E. I. What are ´good´ depression symptoms. Comparing the centrality of DSM and non-DSM symptoms of depression in a network analysis. Journal of Affective Disorders 189 (2016) 314–320.
• Hall, K, Gibbie, T. and Lubman, GI.: Motivational interviewing techniques - facilitating behaviour change in the general practice setting. Aust Fam Physician. 2012 Sep;41(9):660-7.
• Henrich, Joseph, Steven J Heine, and Ara Norenzayan. “The weirdest people in the world?” Behavioral and Brain Sciences 33, no. 2-3 (2010): 61-83.

• Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology, Vol. 10 (2), pp. 144-156.

• Kellogg, S. H., Young, J. E. Schema therapy for borderline personality disorder. Journal of Clinical Psychology. 2006, Vol. 62 Issue 4, p445-458.

• Keng et al. (2011). Effects of Mindfulness on Psychological Health: A Review of Empirical Studies. Clinical Psychology Review, 31 (6), pp 1041-1056.

• Kennard, D., (2004). The Therapeutic Community as an adaptable treatment modality across different settings. Psychiatric Quarterly, 75 (3), 295 – 306.

• Milrod, B. et al. (2007). A randomized controlled clinical trial of psychoanalytic psychotherapy for panic disorder. In: The American Journal of Psychiatry,164 (2), 265-272.

• Rubak, S., Sandbæk, A., Lauritzen, T & Christensen, B. Motivational interviewing: a systematic review and meta-analysis. 2005. British Journal of General Practice; 55: 305–312.
• Shamdasani, S., & Loewenthal, D. (Eds.). (2020). Exploring transcultural histories of psychotherapies. Routledge. Chapter 1, Exploring transcultural histories of psychotherapies.

• Simons et al., (2006). Metacognitive Therapy versus Exposure and Response Prevention for Pediatric Obsessive-Compulsive Disorder. Psychotherapy and Psychosomatics, 75, pp 257-264.

• Teasdale et al., (2002). Metacognitive Awareness and Prevention of Relapse in Depression: Empirical Evidence. Journal of Consulting and Clinical Psychology, Vol. 70 (2), pp 275-287.

• Wampold, B. E. How important are the common factors in psychotherapy? An update. 2015. World Psychiatry;14:270–277. 
• Wendt, D. C., Gone, J. P., & Nagata, D. K. (2015). Potentially harmful therapy and multicultural counseling: Bridging two disciplinary discourses. The Counseling Psychologist, 43(3), 334-358.  For this reading, focus mainly on page 343-353. 
• Werbart, Andrzej & Annevall, Amanda & Hillblom, Johan. (2019). Successful and Less Successful Psychotherapies Compared: Three Therapists and Their Six Contrasting Cases. Frontiers in Psychology. 10.

• Whitley, S., (2004). The evolution of the therapeutic community. Psychiatric Quarterly, 75 (3), 233-248.

• Zak, P. J. , 2015, Why Inspiring Stories Make Us React: The Neuroscience of Narrative. Cerebrum: the Dana Forum on Brain Science. Jan-Feb; 2015: 2.

 

Field Studies

• Art therapy with Anna Sircova.

Ph.D. (2008, Moscow State University). M.A. in clinical psychology (2000-2004, Moscow State University). Founder of the International Research Network on Time Perspective (2006 - present). Contributor to Time Diagnostics, London, UK (2013 - present). Dr. Sircova works as an independent researcher in Copenhagen, Denmark. Dr. Sircova’s research interests are within psychological time, cultures, design thinking, creativity, complex systems and social simulations. 

Guest Lecturers

• Kamilla Kisbye

Clinical psychologist working in a psychiatric hospital. 

Topic: Psychiatric care. Kamilla will share her experiences from working in various psychiatric hospital departments.

• Nina Kappel Hansen

Psychologist and researcher at Copenhagen Research Center for Mental Health, CORE. 

Topic: The use of VR in therapy for eating disorders. 

 

Approach to Teaching

The class will be a mixture of lecturing, student group presentations, group discussions and role-playing. A large component in this course is based on experiential learning, so students are expected to participate actively in class exercises, reflection and discussions. Students are expected to take active responsibility towards their learning. Students are expected to follow the following rules in order to promote the best possible learning environment for all.

Any personal information revealed in this class is confidential. You may share ideas and experiences with people outside the class, but no information referring to personal identities should be revealed. Any violation of this confidentiality will be taken seriously.

Students should be able to feel confident in presenting their differing viewpoints even if those are different to other class members. Differences should always be approached with respect and students to be able to think about these differences in a reflective manner in relation to their own life experiences and how each one digests and processes the different theoretical perspectives presented.

 

Expectations of the Students

Attend all classes having read the materials prior to class

Participate actively in discussions in class and in group exercises

Discuss readings and prepare presentations with an assigned study group outside of class time

Develop and exercise critical thinking throughout the course

Classroom etiquette includes being respectful of one another’s opinions; listening to others and entering into dialogue in a constructive manner

Students are required to treat the contributions from each other with confidentiality and respect for privacy.

 

Evaluation

Students will be evaluated throughout the term by completing various group and individual assignments.  All students will be assigned their groups in the beginning of the term and will be required to complete all coursework in order to receive a pass grade.  Students that are able to produce work beyond the obvious and predictable will be awarded full marks for their efforts.  Students are also expected to contribute to class discussions and show active participation throughout the term in order to receive full marks for the course. 

 

Grading

Assignment	Percent
Perspectives on therapy	20%
Class Attendance and Participation Includes participation in class and in group work	20%
Group Presentation	20% (Group)
Critical Analysis Paper	25% (Individual)
Reflections on the course	15%

Perspectives on therapy

• 4 pages (excluding title page and references) – word count must be included (1page =300 words)

• Paper based on class readings and a minimum of 2 additional readings.

Reflections on how therapy relates to societal norms and values. How is it defined what is "normal" and "abnormal", and what should be "treated"? 

Identification of ways in which therapy can have adverse effects. What harm can come from therapy? 

Discussion of psychotherapy in a historical context. How has the view of mental suffering and mental treatment changed over time?

 

Class Attendance and Participation (20%):

Participation in class requires arriving on time and being prepared in relation to readings and other assignments. Your participation grade reflects the importance of being active in this course, which relies in great part on the reflections, discussions, and exercises in class. Active participation is essential in both the classroom, on field studies, and in group work. Furthermore, attendance is mandatory.

Group Presentation (20%):

Class presentation of central themes + covering application of today’s topic and research (30 minutes) (20%)

Group presentation and paper requirements will be reviewed in class and more information will be posted on Canvas.

Critical Analysis Paper (based on group presentation) (25%):

Individual paper, max. 5 pages, excluding title page and references, based on class readings and a minimum of 3 additional readings. (Refer to Canvas for specific instructions). Paper due 4 days after presentation date.

Reflections on the course (15%)

• In a 1-2 page (1 page = 300 words) essay, write your reflections on the course. 
• What are some key takeaways for you?
• Did the course change some of your perceptions on therapy or other aspects?
• How can you carry these learnings with you in your future life, professionally and/or personally?

The assignment is a complete/incomplete grade, so that you should feel free to write authentically. 

Late Papers

Late papers will be accepted, but your grade for the paper will be reduced by half a letter point for each day that it is late.

 

Disability and Resource Statement  

Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code