ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: Expository Class: 18 Interactive Classroom: 6 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Clinical Psychology and Psychobiology
Areas: Personality, Assessment and Psychological Treatments
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
• Introduce the student in the theoretical orientation of family intervention, starting from the historical evolution of the ideas that dominated the panorama of family intervention to end up describing the main models in family interventions.
• Know how to differentiate Systemic Family Intervention from other models of psychological intervention
• Be able to list the main approaches that form the landscape of family intervention and how to describe the main models in family interventions.
• Be able to appreciate the differences from a systemic perspective of different approaches, techniques and applications to different disorders.
• Know how to develop specific intervention objectives in concrete cases and plan the appropriate strategies and techniques from the systemic perspective
These objectives are underlined by practical classes in which role-play strategies and viewing of recordings of interventions in different disorders are used.
1. ORIGINS OF FAMILY INTERVENTION
1. The appearance of the joint format.
2. THE SYSTEMIC ASSUMPTIONS
1. Notion of system.
2. Circularity.
3. Relational approach.
4. Process-Interdependence.
3. STRATEGIC FAMILY INTERVENTION
1. The contribution of M. Erickon.
2. Jay Haley's approach.
to. Paradoxical interventions.
4. FAMILY INTERVENTION OF THE MILAN GROUP
1. The evolution of the Milan Group.
2. Neutrality, hypothesis construction and circularity.
3. The interview as an intervention.
5. THE BRIEF INTERVENTION MODEL OF MRI
1. Change1 and Change2.
2. More of the same.
3. Problem / technical relationship.
6. THE SOLUTION-CENTERED INTERVENTION MODEL
1. Cooperation.
2. Exceptions and pre-treatment change.
7. STRUCTURAL FAMILY INTERVENTION
1. Assumptions of the structural model.
2. Challenge to the symptom, structure and reality.
8. COMPARATIVE ANALYSIS OF SYSTEMIC INTERVENTION MODELS
1. Directivity vs. Neutrality
2. Role of the Family
3. Description vs. Prescription
Basic Bibliography:
DE SHAZER, S.: Claves Para la Solución en Terapia Breve. Barcelona: Paidos, 1986.
FISCH, R; WEAKLAND, J y SEGAL, L. La Táctica del Cambio.Barcelona: Herder, 1984.
HALEY, L. Terapia para Resolver Problemas. Buenos Aires: Amorrortu, 1980.
MINUCHIN, S.: Técnicas de Terapia Familiar. Barcelona: Paidós, 1984.
WATZLAWICK, P. Cambio. Barcelona: Herder, 1976.
WATZLAWICK, P. et al. Teoría de la Comunicación Humana. Barcelona: Herder, 1981.
Complementary bibliography:
Ackerman, N. (1970). Teoría y práctica de la terapia familiar. Buenos Aires: Proteo.
Andolfi, M.(1987). Terapia familiar. Barcelona: Paidós.
Bandler, R. y Grinder, J. (1980). La estructura de la magia, Santiago de
Bateson, G.(1976). Pasos hacia una ecología de la mente, Buenos Aires: Lohe.
Beyebach, M. (2006). 24 Ideas para una terapia Breve. Barcelona: Herder.
Beyebach, M y Herrero, M (2011). ; 200 tareas en terapia breve. Barcelona, Herder.
Beyebach, M. y Rodríguez-Arias, J.L. (comps.) (1989). Lecturas de terapia familiar. Salamanca: Kadmos.
Boscolo, L. y Cecchin G. (1989). Terapia familiar sistémica de Milán: Teoría y práctica. Buenos Aires: Amorrortu.
Boszormeny-Nagy, I. (1976). Terapia familiar intensiva. México: Trillas.
Boszormeny-Nagy, I. (1983). Lealtades invisibles. Buenos Aires: Amorrortu.
Bowen, M.L. (1991). De la familia al individuo. Barcelona: Paidós.
de Shazer, S. (1991). Putting difference to work. New York: Norton.
de Shazer, S. (1999). En un origen las palabras eran magia. Barcelona: Gedisa.
Fischman, H.C. (1984). Tratamiento de adolescentes con problemas. Barcelona: Paidós.
Haley, J. (1972). Tácticas de poder de Jesucristo y otros ensayos. Buenos Aires : Tiempo Contemporáneo.
Haley, J. (1971). Estrategias en Psicoterapia. Barcelona : Ediciones Toray,
Haley, J. (1984). Terapia de ordalia para modificar la conducta. Buenos Aires : Amorrortu.
Haley, J. (1974). Tratamiento de la familia. Barcelona: Toray.
Haley, J. (1980). Terapia no convencional. Las técnicas psiquiátricas de Milton H. Erickson. Buenos Aires: Amorrortu.
Haley, J. (1980). Terapia para resolver problemas. Buenos Aires: Amorrortu.
Haley, J. (1985). Trastornos de la emancipación juvenil y terapia familiar. Buenos Aires: Amorrortu.
Hoffman, L. (1987). Fundamentos de la Terapia Familiar. México: Fondo de Cultura Econíomica
Imber-Black, E. y Roberts, J. (1990). Rituales terapéuticos y ritos en la familia. Barcelona: Gedisa.
Keeney, B. y Ross, J. (1987) Construcción de terapias familiares sistémicas. Buenos Aires: Amorrortu.
Keeney, B.P. (1987). Estética del cambio. Barcelona: Paidós.
Kim Berg, I. y Stanton, J. (1996). Trabajando con el problema del alcohol. Barcelona: Gedisa
Madanes, C. (1984). Terapia familiar estratégica. Buenos Aires: Amorrortu.
Minuchin, S. (1982). Familias y terapia familiar Buenos Aires: Gedisa.
Minuchin, S. (1984). Calidoscopio familiar. Barcelona: Paidós.
Minuchin, S., Lee, W. y Simon, G. (1998). El arte de la terapia familiar. Barcelona: Piados.
Nardone, G., y Watzlawick, P. (1983). El arte del cambio. Barcelona: Herder.
Navarro Góngora, J. (1992). Técnicas y programas en Terapia Familiar. Barcelona: Paidós.
Navarro Góngora, J. y Beyebach, M. (1995). Avances en terapia familiar sistémica. Barcelona: Paidós.
O’Hanlon W.H. y Weiner-Davis M. (1990). En busca de soluciones. Barcelona: Paidós.
O’Hanlon W.H. (2001). Desarrollar posibilidades. Barcelona: Paidós.
O’Hanlon, W.H. (1989). Raices profundas. Principios básicos de la terapia y de la hipnosis de Milton Erickson. Buenos Aires: Paidós.
O’Hanlon, W.H., y Weiner-Davis M. (1990). En busca de soluciones. Barcelona: Paidós.
Rosen, S. (1986). Mi voz irá contigo: los cuentos didácticos de Milton H. Erickson. Buenos Aires: Paidós.
Satir, V. (1983). Terapia familiar conjunta. México: La Prensa Mexicana.
Selekman, M. (1996). Abrir caminos para el cambio. Barcelona: Gedisa.
Selvini-Palazzoli, M. (1990). Los juegos psicóticos en la familia. Barcelona: Paidós.
Selvini-Palazzoli, M., Boscolo L., Cecchin, G. y Prata, G. (1988). Paradoja y Contraparadoja. Barcelona: Paidós.
Sluzki, C. (1996). La red social: frontera de la práctica sistémica. Barcelona. Gedisa.
Watzlawick, P. (1988). La realidad inventada. Barcelona: Gedisa, 1988.
Watzlawick, P. (1989). El arte de amargarse la vida. Barcelona: Herder. (Comentario de ATFA)
Whitaker, C. y Bumberry, W.M. (1988). Danzando con la familia. Barcelona: Paidós.
Whitaker, C. (1992). Meditaciones nocturnas de un terapeuta familiar. Barcelona: Paidós.
White, M. y Epston, D. (1993). Medios narrativos para fines terapéuticos. Barcelona: Gedisa
White, M. (1994). Guías para una terapia familiar sistémica. Barcelona: Gedisa.
White, M. (2002). El enfoque narrativo en la experiencia de los terapeutas. Barcelona: Gedisa.
White, M. (2002). Reescribir la vida: entrevistas y ensayos. Barcelona: Gedisa.
Wittezaele, J.J. y García, T. (1994). La escuela de Palo Alto. Historia y evolución de las ideas esenciales.
Zeig, J.K. (1985). Un seminario didáctico con Milton H. Erickson. Buenos Aires: Amorrortu.
BASIC AND GENERAL
CB7 - Students should be able to apply acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
CB8 - Students are able to integrate knowledge and face the complexity of making judgments based on information that, incomplete or limited, includes reflections on social and ethical responsibilities related to the application of their knowledge and judgments
CG1 - Acquire, develop and implement a comprehensive health concept, which includes the biopsychosocial components of the same, in accordance with the guidelines established by WHO
CG2 - To know in depth the psychological nature of human behavior, as well as the social and biological factors that can affect it.
CG7 - To plan, carry out and, if necessary, supervise the process of psychological evaluation of human behavior and the psychological factors associated with health problems in order to establish their evaluation.
CG8 - To design, develop and, if necessary, supervise and evaluate plans and programs of psychological intervention, depending on the psychological evaluation and the variables of individual and social type that concur in each case.
CG9 - Demonstrate interpersonal communication and emotional management skills for effective interaction with patients, families and caregivers in problem identification, assessment, diagnosis communication, and psychological intervention and follow-up.
CG11 - To conform to the deontological obligations of Psychology in the health field, showing an ethical and professional commitment with the values of equal opportunities, respect for diversity and peaceful resolution of conflicts.
TRANSVERSAL
CT5 - Know how to develop your work from the perspective of quality and continuous improvement, with the self-critical capacity required for responsible professional performance.
SPECIFIC
CE2 - Being able to plan and develop an evaluation and intervention session, establishing hypotheses from which to deduce testable statements.
CE5 - Know how to choose and apply the most appropriate psychological intervention techniques according to their purpose (prevention, rehabilitation, counseling, counseling, etc.).
CE6 - Know how to plan and develop a psychological intervention, setting pertinent and realistic objectives based on the characteristics of the problem and the context.
CE8 - Know how to provide feedback to the recipients in an appropriate and precise way in order to involve them in the different phases of the process of psychological evaluation and intervention.
The teaching methodology is the participatory master class. All contents are configured as 'power point' presentations. There is no specific time per topic, since the subjects have different amplitudes and the rhythm of exposure depends on the interventions of the students and their own interest in sinking into each topic. In addition to the practical classes, cases are presented in each class to support the conceptual description of the syllabus.
The final qualification is made taking into account four aspects:
1. Final Exam. They represent 60% of the grade. It is essential to pass it to pass the subject. It is a TEST test question. The end of the course is held. A third of the questions are based on lectures, technical developments in role-play sessions in hands-on classes, or classroom expositions, while the remaining two-thirds are questions taken from the required books
2. Practical classes. Even 10% of the final grade can be acquired through participation in the practical classes of the subject.
3. Theoretical classes. Even 10% of the final grade can be acquired through five attendance checks that will be done without prior notice throughout the course to the theoretical classes. The student without attendance absences will get 0.5 points that represent 5% of the final grade . Each lack of assistance will be punished with 0.10 points.
4. Volunteer work. Presentation of a documentation work that can be done either individually or in a team, accepted by teachers. They suppose 20% of the final mark. .
Assistance to Courses and Seminars. Attendance to external training activities related to clinical training can help to compensate for a score below the maximum in sections 2, 3 and 4.
It is considered that the student needs to dedicate a total of 50 hours of study and personal work to overcome the subject.
Elaboration of reports (practices, etc.): 10h.
Study activities: 31h.
Elaboration of works (individual and / or group): 10h.
Emilio Gutierrez Garcia
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813730
- emilio.gutierrez [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 17:00-18:00 | Grupo /CLE_01 | Spanish | Classroom 9 |
| 18:00-19:00 | Grupo /CLIS_01 | Spanish | Classroom 9 |
| 04.21.2025 16:00-18:00 | Grupo /CLE_01 | Classroom 9 |
| 07.10.2025 16:00-18:00 | Grupo /CLE_01 | Seminar for Personality, Psychological Assessment and Treatment Area |