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Psychodynamic Processes in the Group
Study Course Description
Course Description Statuss:Approved
Course Description Version:6.00
Study Course Accepted:28.03.2022 15:10:19
| Study Course Information | |||||||||
| Course Code: | PMUPK_004 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Gunta Ancāne | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Psychosomatic Medicine and Psychotherapy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 30 Kristapa Street, pmpk rsu[pnkts]lv, +371 67210989 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General knowledge of the following study courses: Mental Health (1st year), Psychosomatic Medicine (4th year). | ||||||||
| Objective: | Students will be given the knowledge of a group of psychodynamic processes and skills to evaluate their role in different groups. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Psychodynamic group processes. 1. Group formation (evaluation and inclusion criteria) 2. Therapeutic factors in group 3. Interaction between group members (projection, group roles, internal and external groups) 4. Types of resistance. | Lectures | 1.00 | auditorium | |||||
| 2 | Group types. 1. A therapeutic group vs an everyday group 2. Long-term, short-term and limited in time groups 3. Support and psychodynamic groups 4. Small, medium and large groups 5. Balint groups. | Lectures | 1.00 | auditorium | |||||
| 3 | Dynamic processes in therapeutic groups. 1. Group developmental stages 2. Transference in groups 3. Contrtransference in groups 4. Working-through emotions in group 5. The changing roles of group members 6. Group resistance. | Classes | 1.00 | auditorium | |||||
| 4 | Objectives of the physician and techniques. 1. The evaluation and inclusion of potential group members 2. Informing about and enforcing the group rules 3. Providing a safe and open environment in group 4. If needed – protection of groups members 5. Encouragement of psychodynamic processes in group 6. Psychodynamic and cognitive-behavioural techniques. | Classes | 1.00 | auditorium | |||||
| 5 | Therapeutic factors in group. 1. Correctional emotional experience 2. New internal object introjection 3. Acceptance in group 4. Experiencing altruism (other group members need me) 5. Universalization – my problems are not unique 6. Reality testing in group 7. Emotional ventilating 8. The role of therapeutic factors in group cohesion. | Classes | 1.00 | auditorium | |||||
| 6 | Balint group – case study. 1. Short theoretical revision ob Balint groups 2. Make a Balint group out of the students 3. 1 – 2 case analysis depending on time 4. Feedback – how did the students feel, what they liked, what they would like to change, do differently. | Classes | 1.00 | auditorium | |||||
| 7 | Family as a group (I). 1. Family as a group 2. Different types of families 3. Different psychodynamic processes in family. | Lectures | 1.00 | auditorium | |||||
| 8 | Family as a group (II). 1. Different ways to look at a family: • Structural (Minuchin) • Strategic (Jay Haley) • Cybernetic (Mara Sevini Palazzoli) • Contextual/Intergenerational (Ivan Böszöményi-Nagy). | Lectures | 1.00 | auditorium | |||||
| 9 | Family as a group. 1. If students agree – analyse some of their family structures and what impact has that had on them 2. If no volunteers the lecturer provides patient family examples 3. Analyse pros and cons of different family structures and types 4. Psychosomatic families. | Classes | 1.00 | auditorium | |||||
| 10 | Roles in a group. 1. Monopolizers 2. Distrusters 3. Isolators 4. “Helpful Anne” 5. Hateful one 6. The victim. | Classes | 1.00 | auditorium | |||||
| 11 | Balint group – case study 1. Short theoretical revision ob Balint groups 2. Make a Balint group out of the students 3. 1-2 case analysis depending on time 4. Feedback – how did the students feel, what they liked, what they would like to change, do differently. | Classes | 1.00 | auditorium | |||||
| 12 | Group psychotherapy (review and discussion, analysis of practical situations) 1. Indications 2. Contraindications 3. Therapeutic group formation 4. Therapy phases 5. The role of the therapist and objectives 6. Therapeutic factors 7. Mechanism of change 8. Benefits, clinical examples 9. Balint group. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1) the quality of patient case analysis; 2) patients' anamnesis collection technique and analysis. | ||||||||
| Assessment Criteria: | I. Knowledge – ability to define: 40% 1. Roles in the group – is able to name them, give the most characteristic features of the roles (40%); II. Skills: 60% 1. Recognizes characteristics of the patient's roles in a different groups in their lives (20%) 2. To find regularities and psychodynamically analyze the formation of the patient's role/-s in the family: recognizes the characteristic nuances of relationships in the family and analyzes the family background, which has been favorable for the development of a specific role of the patient (20%) 3. Analysis of clinical cases (20%). The exam grade is cumulative. It consists of: 1. Intermediate examination - 50%. At the choice of the lecturer: • Video analysis and / or • Clinical case description and / or • Open questions at the beginning of the lesson and / or • Multiple choice test and / or • Preparation of a presentation on the topic of the lesson. 2. Final exam (50%) - electronic, e-learning available or face-to-face multi-choice test on the topics covered within the course. It is possible to credit the automatic final test if the following criteria are met: -excellely passed mid-term examination; -100% attendance of classes and lectures; -active participation in discussions and role plays. OR A presentation on the topic of the cycle lesson has been prepared (literature review); (b) a clinical case; c) the latest research (according to the topic of the lesson). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | On completion of the study course the students will gain basic understanding of psychodynamic processes in large and small groups and describe the idea of group psychotherapy. | ||||||||
| Skills: | On completion of the study course students will be able to evaluate and analyse psychodynamic processes of different groups, their role within the group and will gain skills in effective communication in the group. | ||||||||
| Competencies: | Interpret psychodynamic processes in groups. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Guillaume Airagnes, Silla M.Consoli, OlivierDe Morlhon, Anne Marie Galliot, CédricLemogne, PhilippeJaury, 2014, Appropriate training based on Balint groups can improve the empathic abilities of medical students: A preliminary study, Journal of Psychosomatic Research, Volume 76, Issue 5, Pages 426-429 (ScienceDirect) | ||||||||
| 2 | Dorte Kjeldmand, Inger Holmström, Urban Rosenqvist, 2004, Balint training makes GPs thrive better in their job, Patient Education and Counseling, Volume 55, Issue 2, Pages 230-235 (ScienceDirect) | ||||||||
| 3 | J.Stern, B.Maoz, 1987, Teaching psychotherapeutic interventions to general practitioners through balint groups A content analysis, Journal of Pragmatics, Volume 11, Issue 1, Pages 39-47(ScienceDirect) | ||||||||
| 4 | Yalom I., 2005, Theory and Practice of Group Psychotherapy, 5th edition | ||||||||
| 5 | Group Interpersonal Therapy (IPT) for Depression | ||||||||
| 6 | The American Group Psychotherapy Association, 2007, Practice guidelines for group psychotherapy | ||||||||
| 7 | Goldenberg H., Goldenberg I.2008. Family therapy, An Overview. 7th edition.Thomson Brooks/Cole. | ||||||||
| 8 | Keitner I.G. 2012. Family Assessment in the Medical Setting, Adv Psychosom Med. Basel. Karger. 32. 203–222. | ||||||||
| Additional Reading | |||||||||
| 1 | Huigen Huang, Huashuang Zhang, YongbiaoXie, Shi-BinWang, HongCui, Lihua Li, HuaShao, QingshanGeng, 2020, Effect of Balint group training on burnout and quality of work life among intensive care nurses: A randomized controlled trial, Neurology, Psychiatry and Brain Research, Volume 35, Pages 16-21 (ScienceDirect) | ||||||||
| 2 | Kaatje Van Roy, Stijn Vanheule, Ruth Inslegers, 2015, Research on Balint groups: A literature review, Patient Education and Counseling, Volume 98, Issue 6, Pages 685-694 (ScienceDirect) | ||||||||
| 3 | Karen E.Adams, Meg O'Reilly, Jillian Romm, Kenneth James, 2006, Effect of Balint training on resident professionalism, American Journal of Obstetrics and Gynecology, Volume 195, Issue 5, Pages 1431-1437 (ScienceDirect) | ||||||||
| 4 | Keitner I.G. 2012. Family Assessment in the Medical Setting, Adv Psychosom Med. Basel. Karger. 32. 203–222. | ||||||||
| 5 | Akhtar S. 2009.The Damaged Core. Jason Aronson. | ||||||||
| 6 | Sharma R. 2013.The Family and Family Structure Classification Redefined for the Current Times. J Family Med Prim Care. 2(4). 306–310 | ||||||||
| 7 | Malhotra A., Jeff Baker J., 2020, Group Therapy | ||||||||
| 8 | Xavier López-i-Martín José A.Castillo-GarayoaVíctor Cabré Segarra, 2019, Group psychotherapy with young adults: Exploring change using the Core Conflictual Relationship Theme method, The Arts in Psychotherapy Volume 63 (ScienceDirect) | ||||||||
| 9 | MuraliKrishna, PeterLepping, StevenJones, 2015, Systematic review and meta-analysis of group cognitive behavioural psychotherapy treatment for sub-clinical depression, Asian Journal of Psychiatry, Volume 16, Pages 7-16 (ScienceDirect) | ||||||||
| 10 | Sarah Barkowski et al, 2016, Efficacy of group psychotherapy for social anxiety disorder: A meta-analysis of randomized-controlled trials, Journal of Anxiety Disorders, Volume 39, Pages 44-64 (ScienceDirect) | ||||||||
| Other Information Sources | |||||||||
| 1 | https://balint.co.uk/ | ||||||||
| 2 | https://www.agpa.org/home/practice-resources/group-psychoth… | ||||||||
