Identifying Data

2019/20

Subject (*)

Research in Psychotherapy Processes

Code

652438018

Study programme

Mestrado Universitario en Psicoloxía Aplicada

Descriptors

Cycle

Period

Year

Type

Credits

Official Master's Degree

2nd four-month period

First

Obligatory

Language

Spanish

Teaching method

Face-to-face

Prerequisites

Department

Psicoloxía

Coordinador

Escudero Carranza, Valentin

E-mail

valentin.escudero@udc.es

Lecturers

Escudero Carranza, Valentin

E-mail

valentin.escudero@udc.es

Web

General description

Uno de los campos de aplicación de la psicología es la intervención psicoterapéutica. Esta materia capacita al alumno en el conociiento de la investigación de proceso en psicoterapia mediante la prfundización en los procedimientos y resultados de investigación más reciente.

Study programme competencies

Code	Study programme competences
A1	To recognize and respect human diversity and to understand that psychological explanations may vary across populations and contexts.
A2	To identify the personal, psycho-social and / or educative factors that may put human health at risk.
A3	Being able to elaborate a scientific report which involves defining a research problem, the hypotheses and variables, and defining the design, the sample and its method of selection, the tools for collecting data and their subsequent analysis and discussion.
A4	Being able to achieve an adequate level of understanding of the recipient's demand in every situation or application context.
A5	Being able to perform a psychological evaluation in the context of a scientific investigation.
A6	Knowing how to specify the demand and the objectives of the case, and to collect the information depending on them.
A7	Knowing to track on a case by choosing appropriate and realistic objectives.
A8	To know the basis for hypotheses establishment with respect to a particular case, and from them to deduce contrastable statements.
A9	Knowing the quasi-quantitative and quantitative methods and techniques for gathering information in applied psychology.
A10	Being able to design instruments for gathering information in programs of psychological intervention.
A11	Knowing all kind of limitations and restrictions (personal, social, economic, ethical, etc.) which has the scientific and technical research.
A12	To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology.
A13	Knowing and being able to use the different models, theories, methods and assessment and intervention techniques that are specific of the different areas of research in Applied Psychology, and developing a critical attitude typical of the scientific spirit.
A14	Being able to analyze the bibliographic documentation necessary for a research work.
A15	Being able to critically analyze the scientific literature.
A16	To acquire the knowledge and skills necessary for the exposition and defence of a research paper.
A17	Being able to communicate the results of an investigation.
A18	To show an ethical and professional compromise with respect to civic, social and global responsibilities.
A19	Knowing and complying with the deontologic obligations of Applied Psychology.
A20	Knowing the different models of assessment and intervention in the field of Applied Social Psychology.
B1	Capacity for analysis and synthesis.
B2	Capacity for organization and planning.
B3	Teamwork.
B5	Skills in interpersonal relations.
B6	Critical thinking.
B7	Ethical commitment.
B8	Autonomous learning.
B9	Initiative and enterprising spirit.
B10	Motivation for quality.
B11	Troubleshooting.
B12	Decision-making.
B13	Ability to apply knowledge to practice.
B14	Interpersonal skills.
B15	Ability to work with an interdisciplinary team.
B16	Ability to communicate with non-experts in the field.
B17	Valuing diversity and multiculturalism.
B18	Ability to work autonomously.
C3	Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning.
C4	To develop for the exercise of an open, educated, critical, committed, democratic and supportive citizenship, capable of analyzing reality, diagnose problems, develop and deploy solutions based on knowledge and oriented to common good.
C5	To understand the importance of the enterprising culture, and to know the media within reach of enterprising people.
C6	To critically assess the knowledge, technology and information available to solve the problems they face.
C7	To assume as professionals and citizens the importance of lifelong learning.
C8	Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society.

Learning aims

Learning outcomes	Study programme competences
Conocer la historia y la función de la psicoterapia como un procedimiento de aplicación de la psicología científica	AR1 AR2 AR4 AR9 AR12 AR19	BR1 BR2 BR3 BR6 BR7 BR8 BR10 BR13 BR15 BR16	CC5 CC6 CC7 CC8
Diferenciar la investigación de resultados y la investigación de proceso de forma operativa, saber cómo se aplican ambos tipos de investigación.	AR3 AR4 AR5 AR6 AR7 AR8 AR9 AR11 AR13 AR18 AR20	BR2 BR6 BR7 BR10 BR11	CC6 CC7
El alumno es capaz de realizar una investigación de procesos psicoterapéuticos con un esquema riguroso y científico.	AR3 AR5 AR6 AR7 AR8 AR9 AR10 AR12 AR14 AR15 AR16 AR17 AR19 AR20	BR1 BR3 BR5 BR6 BR7 BR8 BR9 BR10 BR11 BR12 BR13 BR14 BR15 BR16 BR17 BR18	CC3 CC4 CC6 CC7 CC8

Contents

Topic	Sub-topic
La investigación en psicoterapia	Investigación de resultados Investigación de proceso Tratamientos basados en la evidencia
Métodos de investigación de la psicoterapia	Ensayos clínicos controlados Investigación naturalista: observación y cuasi-experimentación Investigación cualitativa
Investigación de proceso	Investigación del progreso de cambio Investigación de factores comunes Proceso-resultado
El estudio de la relación terapéutica	Cómo estudiar la relación terapéutica Noción de alianza terapéutica y alianza de trabajo La alianza terapéutica como variable predictora El modelo SOFTA
Instrumentos para el estudio del proceso de psicoterapia	Autoinformes Instrumentos observacionales

Planning

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A1 A2 A4 A9 A11 A12 A13 A18 A19 A20 B1 B6 B7 B10 C6	10	15	25
Document analysis	A10 A14 A15 A16 B2 B17 B18 C3 C4 C7 C8	0	4	4
Workbook	A9 A11 A13 A14 A15 B8 B9 C5	0	10	10
Supervised projects	A3 A5 A6 A7 A8 A9 A10 A11 A17 B3 B5 B11 B12 B13 B14 B15 B16	4	12	16

Personalized attention		20	0	20

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies	Description
Guest lecture / keynote speech	Clases en las que el profesor explica ofrece un esquema te´roci que ayuda al alumno a integrar las lecturas y el material documental que se le ha ofrecido
Document analysis	El alumno tiene que conocer fuentes documentales on-line, como los sitios webs de las principales instituciones y asociaciones de investigación de la psicoterapia.
Workbook	Traajo personal del alumno para cumplimentar una sere de lecturas seleccionadas por el profesor junto con una guía de dichas lecturas
Supervised projects	El alumno ha de analizar una investigación de proceso en psicoterapia publicada en una revista de impacto en el campo de estudio. Tendrá una guía para realizar ese análisis y la tutoria del profesor.

Personalized attention

Methodologies

Workbook

Supervised projects

Description

El alumno tendrá una atención de turoia presencial y on-line para guiar su interpretación de las lecturas recomendadas y durante el proceso de realización de los trabajaos tutulados que son individuales.

Assessment

Methodologies	Competencies	Description	Qualification
Supervised projects	A3 A5 A6 A7 A8 A9 A10 A11 A17 B3 B5 B11 B12 B13 B14 B15 B16	Se hara una valoración del trabajo de análisis de una investigación que ha realizado el alumno de forma individual, valorando la calidad del resultado final y los recursos utilizados para el enálisis.	50
Guest lecture / keynote speech	A1 A2 A4 A9 A11 A12 A13 A18 A19 A20 B1 B6 B7 B10 C6	Se evaluará a l alumno mediante un test com opción múltiple de respuesta sobre los conocimientos adquiridos en la sesión presencial que su vez están apoyados por las lecturas, con una consideración del 10% por la asistencia	50

Assessment comments

Sources of information

Basic
	Corbella, S., y Botella, L. (2004). Investigación en psicoterapia:Proceso, resultado y factores comunes.* Madrid: VisionNet.* Friedlander, M., Escudero, V., y Heatherington, L (2009). La alianza terapéutica. Barcelona: Paidós.
Complementary
	Asay, T.P., & Lambert, M.J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M.A. Hubble, B.L.Duncan, & S.D. Miller (Eds.), The heart and soul of change: What works in therapy (pp. 33-56). Washington, DC: American Psychological Association. Beck, M., Friedlander, M. L., & Escudero, V. (2006). Three perspectives of clients’ experiences of the therapeutic alliance: A discovery-oriented investigation. Journal of Marital and Family Therapy, 32, 355-368. Carpenter, J. Escudero, V., & Rivett, M (2008). Training family therapy students in conceptual and observation skills relating to the therapeutic alliance: an evaluation. Journal of Family Therapy, 30: 411–424 Castonguay, L. G., Constantino, M. J., & Holtforth, M. G. (2006). The working alliance: Where are we and where should we go? Psychotherapy: Theory, Research, Practice, Training, 43, 271-279. Escudero, V., M. L. Friedlander, Varela, N., & Abascal, A. (2008). Observing the therapeutic alliance in family therapy:associations with participants’ perceptions and therapeutic outcomes. Journal of Family Therapy, 30: 194–214 Escudero, V., Heatherington, L., & Friedlander, M. (in press) Therapeutic Alliances and Alliance Building in Family Therapy. En Muran, C. & Barber, J. (Eds.) The therapeutic alliance: An evidence-based approach to practice and training. NY: Guilford. Friedlander, M. L., Escudero, V., Horvath, S., Heatherington, L., Cabero, A., & Martens, M. (2006). System for Observing Family Therapy Alliances: A tool for research and practice. Journal of Counseling Psychology, 53:214-225 Friedlander, M. L., Lambert, J., Escudero, V; Cragun, C. (2008). How do therapists enhance family alliances? Sequential analyses of therapist-client behavior in two contrasting cases. Psychotherapy: Theory, Research, Practice, Training. 45:75-87. Heatherington, L., Friedlander, M. L., & Greenberg, L. S. (2005). Change process research in couples and family therapy: Methodological challenges and opportunities. Journal of Family Psychology, 19, 18-27. Maione, P.V., & Chenail, R.J. (1999), Qualitative Inquiry in Psychotherapy: Research on the Common Factors. In M.A. Hubble, B.L.Duncan, & S.D. Miller (Eds.), The heart and soul of change: What works in therapy (pp. 33-56). Washington, DC: American Psychological Association. Muñiz de la Peña, C., Friedlander, M.L., & Escudero, V. (2009). Frequency, severity, and evolution of split family alliances: How observable are they?. Psychotherapy Research, 19:133-142. Sprenkle, D.H. & Blow, A.J. (2004). Common factors and our sacred models. Journal of Marital and Family Therapy, 30, 113-129.

Recommendations

Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.