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Medical Psychology, Crisis Therapy and Basics of Psychotherapy
Study Course Description
Course Description Statuss:Approved
Course Description Version:7.00
Study Course Accepted:25.01.2024 15:14:54
| Study Course Information | |||||||||
| Course Code: | PMUPK_013 | LQF level: | Level 6 | ||||||
| Credit Points: | 3.00 | ECTS: | 4.50 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Medical Services | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Laura Valaine | ||||||||
| 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) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 48 | ||||
| Total Contact Hours | 48 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | The student should acquire knowledge about the relationship between mental and somatic physiological processes, develop skills in establishing a therapeutic relationship and providing emotional support. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The concept of therapeutic communication, classification, the basic functions of interaction. Listening skills. Active and passive listening. Differences. Speaking. Empathy, sympathy, antipathy in communication. The role of emotions in communication. Determining factors of compliance. Ethical issues, creating a therapeutic relationship with the patient. Classification of communication after E.Berne transaction theory. | Classes | 1.00 | auditorium | |||||
| 2 | The concept of personality. Structural and topographical model of mental functioning. 1. The definition of personality. 2. Understanding of Sigmund Freud's classical psychoanalytic theory of personality: structural and topographical model of psyche. 3. Understanding of personality in the modern psychodynamic theory. 4. Comparison of personality theory in psychotherapeutic perspective. 5. The notion of personality disorders: models of conflict and deficit. | Classes | 1.00 | auditorium | |||||
| 3 | Development of personality in different theories. Psychosexual and epigenetic development theory, psychosocial crisis. (Erikson's theory). Ego psychology. (Sigmund Freud's). Self psychology. (H.Kohut). Affect theory. Object relations theory, mother - child relationship role in the child's mental development. (M.Klein and M.Mahler). | Classes | 1.00 | auditorium | |||||
| 4 | Psychic defensive mechanisms. Developmental levels of personality organization and character organization. 1. Primary and secondary psychic defensive mechanisms. 2. Modern psychodynamic theory understanding of human personality functioning (organization) (O.Kernberg, N.McWilliams): borderline, psychotic and neurotic spectrum. 3. Structures of character organization: depressive, manic, masochistic, hysterical, paranoid, dependent, obsessive-compulsive, schizoid, narcissistic, antisocial. | Classes | 1.00 | auditorium | |||||
| 5 | Concept of psychotherapy. Psychotherapy goals, indications,contraindications. Theories of psychotherapy. Psychotherapy process (evaluation phase, starting treatment phase, development phase, the final phase) Transference, countertransference, resistance. Directions and forms of organization of medical psychotherapy. Psychoanalytical and psychodinamic psychotherapies. | Classes | 1.00 | auditorium | |||||
| 6 | Types and techniques of psychotherapy. Psychoanalytical and psychodinamic psychotherapies: 1. Techniques of psychodynamic psychotherapy: listening, clarification, confrontation, interpretation; (analysis of an educational film). 2. Psychodynamic (psychoanalytical) psychotherapy comparison with cognitive behavioral therapy and psychopharmacotherapy: short-term and long-term efficacy. | Classes | 1.00 | auditorium | |||||
| 7 | Cognitive behavioral therapy. The importance of the provision of information to the patient. Individual, couples, family, group psychotherapy. 1. Techniques of cognitive behavioral therapy 2. Individual, couples, family psychotherapy: indications and characteristics, analysis of the movie 3. The concept of group psychotherapy: psychodynamically grounded group therapy and support groups, dynamics of a group and indications.Supportive psychotherapy. Technique and basics of supportive psychotherapy | Classes | 1.00 | auditorium | |||||
| 8 | Child and adolescent psychotherapy. A chronological sequence of the birth of children in a family. (R. Richardson). 1. Sand and play therapy in the practice of child psychotherapy 2. Special features of adolescent psychotherapy. | Classes | 1.00 | auditorium | |||||
| 9 | Biopsychosocial model in medicine, the main theories of psychosomatic etiology, the concept of alexithymia. Stress, types of stress. Somatization. The physiological role of emotions, affects, the psychophysiological classification. Model of bio-psycho-pathological vulnerability: impact of emotional distress in early childhood on the emotional and somatic disorders of adulthood (conclusions of Egle and Hardt study). | Classes | 1.00 | auditorium | |||||
| 10 | Concept and definition of crisis, types of crises, classification. Social and interpersonal problems as possible initiators of crises. Crisis erosion model. Role play 1. Concept and definitions of crisis 2. Developmental, existential and traumatic crisis 3. Interaction of crisis 4. Erosion model of crisis and the various support possibilities in different phases of the crisis. | Classes | 1.00 | auditorium | |||||
| 11 | The burnout syndrome. 1. Signs and causes of burnout or exhaustion syndrome 2. Prevention and treatment of burnout. | Classes | 1.00 | auditorium | |||||
| 12 | Final test (written form). | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Read the relevant literature before each lesson, and prepare questions. Prepare clinical case presentations of patients from their practices, according to the topic of the class. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | Student knowledge evaluation criteria: I. Knowledge – ability to define 60%: 1. Patients' mental health criteria (15%) 2. Defence mechanisms of the patients (15%) 3. Principles of building audiologist – patient relationships (15%) 4. Family system, its emotional disorders, their role in the origin of children's speech disorders (15%) II. Skills: 40%: 1. The basics of building audiologist - patient relationships, communication with patients functioning at different levels (20%) 2 Elements of audiologist - patient support therapy (10%) 3. Ability to work with family, ability to show parents that the child's symptom is a family symptom (if so) (10%) 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: | As a result of studying the subject students will acquire knowledge about the psychic and somatic interaction processes, basic knowledge of psychotherapy process and competence in building logopedist-patient therapeutic relationship. | ||||||||
| Skills: | Students will develop skills in building a therapeutic relationship with the patient and also to provide psychological support. | ||||||||
| Competencies: | Students will be able to analyze the biological, emotional and social factors of etiology and pathogenesis of disease. Understand and analyze the need for psychotherapy in patients with speech disorders, understand the diagnostic criteria and the need for combination of therapies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Medical-level empathy? Yup, chatGPT can fake that, 4.05.2023 | ||||||||
| 2 | Long- term impact of childhood trauma explained, 2.05.2023 | ||||||||
| 3 | Anger in adults a red flag for childhood trauma, 5.04.2023 | ||||||||
| 4 | Melatonin a new way to reduce self-harm, 27.03.2023 | ||||||||
| 5 | Vegetarians suffer more depression than meat eaters, 27.12.2022 | ||||||||
| 6 | Greater Handgrip Strength tied to lower risk for depression, 20.12.2022 | ||||||||
| 7 | What happens when doctors and patients interrupt each other?, 23.11.2022 | ||||||||
| 8 | Empathy fatigue in clinicians rises with latest COVID-19 surge, 16.09.2021 | ||||||||
| 9 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 10 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 11 | S.Omārova - Cilvēks runā ar cilvēku. Saskarsmes psiholoģija. Kamene. 2009. (izdevums akcpetējams) | ||||||||
| 12 | A.Utināns. Cilvēka psihe Tās darbība, funkcionēšanas traucējumi un ārstēšanas iespējas. Nacionālais apgāds. 2005. 568 lpp. (izdevums akceptējams) | ||||||||
| 13 | J.Kulbergs - Dinamiskā psihiatrija. Jumava. 2001. (izdevums akceptējams) | ||||||||
| Additional Reading | |||||||||
| 1 | B.Luban-Plozza, W.Poldinger ,F.Kroger. Psychosomatic Disorders in General Practice. Springler – Verlag. 1992. | ||||||||
| 2 | Goleman, Daniel. Tava emocionālā inteliģence. Rīga : Jumava, 2019. | ||||||||
| 3 | J.Kovel. A Complete Guide to Therapy. From Psychoanalysis to Behavior Modification. Penguin Books. 1991. | ||||||||
| 4 | D.Brown, J.Pedder. Introduction to Psychotherapy. Routledge. 2010. | ||||||||
