Course Syllabus

European Clinical Psychology A

Semester & Location:	Fall 2024 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Major Disciplines:	Human Development, Pre-Medicine/Health Science, Psychology
Prerequisite:	One psychology course at the university level.
Core Course Study Tours	Western Denmark & Vienna, Austria
Faculty Members:	Christina Mavroudi (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Monday & Thursday 11.40-13.00   Classroom: N7-B11

Description of Course

Prerequisites: A course in Psychology at the university level.

This course deals with how clinical psychology is approached within a European context. More specifically, we will have the opportunity to go through the historical and social background under which clinical psychology appeared and evolved in Europe. In parallel, we will correlate the European approach to clinical psychology to the American one, identifying their differences and how they influenced one another. Throughout the course, we will study different major psychotherapeutic schools and their view on the etiology of psychological problems and treatment. The course will mainly focus on adult mental health.

The course aspires to combine theory and praxis and to promote critical thinking. To achieve this, the lectures are enriched with case studies and real life experiences which will be analyzed in class and constitute the object of group discussions. In addition, the course will provide students with the opportunity to explore the practice of clinical psychology in Denmark and Austria through study tours. At the end of the semester we will conclude our journey in European clinical psychology by focusing on how it is practiced in France, which has an important contribution to the field.

 

Learning Objectives

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

During our field studies and study tours 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.
• Be introduced to the history and evolution of clinical psychology in Europe.
• Become familiar with some of the most prevalent psychotherapeutic approaches in clinical practice
• Define, understand and use the terminology of these major psychotherapeutic schools.
• Analyze case studies and argue for a specific treatment approach.
• Understand the major foundational skills in psychotherapy, i.e. empathy, active listening, and recognizing different worldviews.
• Think divergently about a single phenomenon.
• Be able to reflect on what we learn during lectures and during study tours and synthesize these two experiences

Faculty

Christina Mavroudi
M.Sc. in Psychoanalysis (University Paul-Valéry Montpellier III, France, 2014). M.Sc. in Clinical psychology/psychopathology (University Bordeaux Segalen 2, France, 2013). B.Sc. in Psychology (Panteion University, Athens, Greece, 2012). Worked as clinical psychologist in various mental health institutions and psychiatric hospitals in Greece and France. Faculty member with the Department of Psychology at DIS since 2017.

Readings 

1. Textbook: Pomerantz, A.M. (2013). Clinical Psychology. Science, practice, and culture. Thousand Oaks, CA: Sage. Note: Readings from this book will be available online; you will not receive a physical copy
2. Required Articles and Other Media on Canvas: Articles required for every class are also uploaded to the calendar and to Canvas. Additional articles or other material will be added to Canvas based on students' interest and needs.

Gremaud, N., & Rosenberg, K. (2017). Clinical psychology in the adult psychiatry in Denmark, 144–145.

Benjamin, L. T., & Baker, D. B. (2009). Recapturing a Context for Psychology: The Role of History. Perspectives on Psychological Science, 4(1), 97–98.

Adler, H. E. (Ed); Rieber, Robert W. (Ed), (1995). The European influence on American psychology: 1892 and 1942. IN: Aspects of the history of psychology in America: 1892 – 1992. Annals of the New York Academy of Sciences, Vol. 727., pp. 113-122

Norman, E. (2010). The "Unconscious" in Current Psychology. European Psychologist, 15(3), 193-201. 

Berlin, H. A. (2011). The Neural Basis of the Dynamic Unconscious. Neuropsychoanalysis, 13(1), 5-31.

King, R. & O' Brien, T (2011). Transference and Countertrasference: Opportunities and risques as two technical constructs migrate beyond their psychoanalytical homeland. Psychotherapy in Australia 17(4), p. 12-17.

Adler. A. (1931) What life could mean to you 15-28; 52-58

Zivit Abramson, ‘Freud and Adler : Differences’, 72.2 (2016), 140–47.

Frankl , V. (1946) Mans Search for Meaning  32-52, 88-97.

Necula, M. R., Bunea, O., Necula, M. R., & Damian, S. I. (2012). Humanist Therapies in Postmodernity Humanist Therapies in Postmodernity Abstract , 236.

Kocovski, N., & MacKenzie, M. (2016). Mindfulness-based cognitive therapy for depression: trends and developments. Psychology Research and Behavior Management, 9, 125. 

Carr, A. (2009). the Effectiveness of Family Therapy and Systemic Interventions for Adult -Focused Problems. Journal of Family Therapy, 31(1), 46–74.

Bernard, H., Burlingame, G., Flores, P., Greene, L., Joyce, A., Kobos, J. C., … Feirman, D. (2008). Clinical practice guidelines for group psychotherapy. International Journal of Group Psychotherapy, 58(4), 464–497.

Crowe, T. P., & Grenyer, B. F. S. (2008). Is therapist alliance or whole group cohesion more influential in group psychotherapy outcomes? Clinical Psychology and Psychotherapy, 15(4), 239–246.

Segal, D. L., & Hersen, M. (2010). Diagnostic interviewing: Fourth edition. Diagnostic Interviewing: Fourth Edition, 1-6, 9–21.

Bornstein, R. F. (2001). Clinical utility of the Rorschach Inkblot Method: reframing the debate. Journal of Personality Assessment, 77(1), 39–47.

Ortner, T & Proyer, R. (2015). Objective personality tests. Behavior-based assessment in
psychology (pp. 133-149). Göttingen, Germany: Hogrefe. (p. 4-6)

Catty, J. (2004). “The vehicle of success”: theoretical and empirical perspectives on the therapeutic alliance in psychotherapy and psychiatry. Psychology and Psychotherapy, 77, 255–64.

 

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.

 

• Snoezelhuset (The Snoezel House)

''Rest your head here - Therapeutical rooms and spaces''

The word “Snoezelen” is a combination of two Dutch words “snuffelen” and doezelen”, which means to “explore” and “to doze”. Snoezelen or controlled multisensory environment (MSE) is a therapy for people with autism and other developmental disabilities, dementia or brain injury. It consists of placing the person in a soothing and stimulating environment, called ''Snoezelen room''. These rooms are specially designed to deliver stimuli to various senses, using lighting effects, color, sounds, music, scents, etc. The combination of different materials on a wall may be explored using tactile senses, and the floor may be adjusted to stimulate the sense of balance.

The MSE in Gentofte is divided into four rooms and a hall, each of which offers different controlled stimulation to either awake or attenuate the senses.

The person is usually accompanied by an aid or therapist.

 

• The Danish Center for Cancer and Health

"Copenhagen Centre for Cancer and Health is for all persons affected by cancer, including cancer patients, relatives, and surviving relatives.

Among many other things, it is possible to participate in rehabilitation which, depending on the citizen's needs, may include diet counselling, physical training, stop smoking courses, and patient courses. Citizens can also participate in sessions with psychologists and social workers as well as discussion groups.

The centre runs an open café, where a member of the staff always is present and ready to meet the citizens."

During this visit we will see how clinical psychology can be at the service of cancer patients. We will have the opportunity to meet one of the psychologists working there and to hear how psychologists work with cancer patients and their families, what kind of services they offer and what kind of methods they use. 

 

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 to 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 objectives
• 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.

 

Core Course Week with Short Study Tour

Theme: Treatment and service in the welfare state – experiences and perspectives from clinical psychology's practice in Denmark

Purpose: This study tour provides you with the opportunity to explore the field of clinical psychology and various practices in Denmark. Academic visits on tour 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. In the past, cultural visits have included touring castles, museum visits, and experiencing traditional Danish food at a local restaurant.

Timing: See course schedule

Orientation: The study tour activities will be presented to you in the week before departure and a study tour booklet containing your itinerary will be posted on Canvas.

 

Long Study Tour - Vienna

Themes: 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 explore the culture of the city more thoroughly by attending performances, visiting museum exhibitions, and exploring how the past influences today’s European clinical psychologists.

Timing: See course schedule

Orientation: The study tour activities will be presented to you in the week before departure and a study tour booklet containing your itinerary will be posted on Canvas.

 

Guest Lecturers

Psychologist Anna Sircova

Topic of the guest lecture: the concept of time in relation to mental illness and therapy.

"I hold a PhD degree in Psychology and in my research I’m interested to know how people perceive time of their life, what are their attitudes towards their own past, present and future, how they make decisions based on that and how it impacts their well-being."

 

Psychologist and psychotherapist Cristina Montoro
An integrative clinical approach- humanistic & cognitive-behavioral: ''According to my professional experience there isn’t an approach better than others within the field of psychology or psychotherapy. I use models, techniques and concepts from psychodynamic, humanistic, cognitive and behavioral approaches to work with a wide range of mental health problems. The main concept I base my practice on is that all individuals are unique but also share some crucial similarities, beyond sex, race, culture and social status.''

Approach to Teaching

My teaching style is based on the promotion of discussion, interaction and critical thinking. The idea is to create an open and interactive class, where there will be space for questions, discussions and personal critical thinking. Practically, you will be asked to actively and critically reflect on the theoretical and clinical material, which will be presented in class. In this context, there will be reflection group discussions and exercises based on material that will be provided. All questions and opinions are welcome with respect to one another within the context of a constructive dialogue. Every personal experience revealed in class and the presented clinical cases will be confidential, meaning that personal information identifying the person won’t be revealed or accessible.

Each class will be based on readings from your textbook and/or on articles or other material given to you in advance. These readings will constitute the base of every lecture, which will be expanded further including elements from additional sources, like books, papers, my personal clinical experience etc. It is very important though that you have read the given material beforehand, so that you can easily follow and better understand every lecture, ask productive questions and of course prepare continuously for the exam.

I am available to you for any further information, clarification, question or observation before and after class. You can also contact me via e-mail, which I will try to answer within 24 hours.

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Expectations from the Students

You must attend every class. Excused absence includes serious illness and participation in religious holidays. All other absences are unexcused. If you must miss a class, please contact me as soon as possible. After 2 unexplained absences, the DIS Teaching and Learning office will be notified.

Active participation in class includes reading ahead of each class and contributing to class discussions and group activities based on academic knowledge and personal reflections.

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

Evaluation

The evaluation will be performed based on the combination of the students' gained knowledge with their ability to reflect critically on theory, application and research within the field of clinical psychology. This will be the cornerstone of both the discussions in the lectures, the assignments and the written exams given to them. It is expected that the students through the course will further develop both academically and personally.

Grading

Assignment	Percent
Attendance/Participation	15%
Short study tour Reflection Paper	15%
Midterm exam	25%
Long Study Tour Related Paper	20%
Final exam	25%
Total	100%

Policies

Attendance

You are expected to attend all classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.

It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. 

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 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 for up to 3 days after the deadline, but the grade for the paper will be reduced by half a grade for each day that it is late.

Policy for students who arrive late to class

Please come to classes on time as it is disturbing for the lecturer and other students. Repeated lateness will result in a referral to the head of the Office of Acadenic Support.

Use of laptops or phones in class

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 and or phones/tablets is not allowed neither in class nor during study tour visits.

 

Academic Regulations  

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

• Course Enrollment and Grading
• Academic Expectations and Honor Code

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