Psychological aid 2 WF-PS-N-POM2

Knowledge:

The student recognizes the foundations of different schools of psychotherapy (psychoanalytic, cognitive-behavioral, humanistic-existential and systemic) and is able to define selected and distinct psychoterapeutic techniques (metaphor, paradox, breaking schemata and humour).

Skills:

The student is able to analyze texts and films regarding schools of psychotherapy and psychotherapeutic techniques, and is capable to manage and summarize the knowledge acquired in classes.

Social competence:

The student is open to discussion and engaging in teamwork on schools of psychotherapy and psychotherapeutic techniques, and is responsible for positive tasks performance achieved by the group.

ECTS:
- participation in exercises - e-learning - 30
- preparation for exercises (reading texts) - 8
- preparation for a test - 5
- assignments - 3
- papers - 5

NUMBER OF ECTS – 1

Knowledge:

- grade 2 (unsatisfactory): The student is unable to name the foundation principles of different schools of psychotherapy (psychoanalytic, cognitive-behavioral, humanistic-existential and systemic) and cannot define the selected and distinct psychotherapeutic techniques (metaphor, paradox, breaking schemata and humour).
- grade 3 (satisfactory): The student is able to name the foundation principles of different schools of psychotherapy (psychoanalytic, cognitive-behavioral, humanistic-existential and systemic) and is able to distinguish the selected and specific psychotherapeutic techniques (metaphor, paradox, breaking patterns and humour), but struggles to do so, and the student's oral and written statements show considerable gaps in the relevant knowledge.
- grade 4 (good): The student is able to name the foundation principles of different schools of psychotherapy (psychoanalytic, cognitive-behavioral, humanistic-existential and systemic) and defines the selected and specific psychotherapeutic techniques (metaphor, paradox, breaking patterns and humour) relatively efficiently and in a way that shows fairly extensive knowledge.
- grade 5 (very good): The student skillfully names the foundation principles of different schools of psychotherapy (psychoanalytic, cognitive-behavioral, humanistic-existential and systemic) and perfectly defines the selected and specific psychotherapeutic techniques (metaphor, paradox, breaking patterns and humour), and does both in a way that proves his/her comprehensive knowledge.

Skills:

- grade 2 (unsatisfactory): The student is unable to analyze texts or films regarding schools of psychotherapy and psychoterapeutic techniques and cannot organize or summarize the knowledge acquired in class.
- grade 3(satisfactory): The student struggles to analyze texts and films regarding schools of psychotherapy and psychoterapeutic techniques, and manages and summarizes the knowledge acquired in class with a great difficulty.
- grade 4 (good): The student is capable of analyzing the texts and films regarding schools of psychotherapy and psychoterapeutic techniques relatively efficiently, and manages and summarizes the knowledge acquired in class in a fairly satisfactory manner.
- grade 5 (very good): The student skillfully analyzes the texts and films regarding schools of psychotherapy and psychoterapeutic techniques and
manages and summarizes the knowledge acquired in class to a degree of excellence.

Expertise:

- grade 2 (unsatisfactory): A student does not show any interest in discussion or teamwork while taking up the subject of schools of psychotherapy and psychoterapeutic techniques, neither does the student take any responsibility for good task performance by the team.
- grade 3 (satisfactory): The student shows interest in discussion and teamwork while taking up the subject of schools of psychotherapy and psychoterapeutic techniques, although does so only to some degree and takes little responsibility for good task performance by the team.
- grade 4 (good): The student shows a relatively strong interest in discussion and teamwork while taking up the subject of schools of psychotherapy and psychoterapeutic techniques and seems to display a relatively high degree of responsibility for good task performance by the team.
- grade 5 (very good): The student shows keen interest in discussion and teamwork while taking up the subject of schools of psychotherapy and psychoterapeutic techniques and displays an impressive degree of responsibility for good task performance by the team.

The final grade is derived from:
1. Assessment of student's work during classes and at home (1/2);
2. Written test evaluation (1/2).

Essential reading:

1. Drat-Ruszczak E., Drązkowska-Zielinska E., A Handbook for Helping, Warsaw: Academica, 2005.

Supplementary reading:

1. Barker P., Using Metaphors In Psychotherapy, Gdansk: GWP, 2000.
2. Farrelly F., Brandsma J., Provocative Therapy, Wroclaw: Metamorphosis, 2004.
3. Killingmo B., Psychoanalysis as a Treatment Method. Principles and notions, Gdansk: GWP, 1995.
4. L’Abate L., Weeks G.R., Paradoxical Psychotherapy, Gdansk: GWP, 2000.
4. Rafaeli D., Bernstein D., Young J., Schema-Focused Therapy, Warsaw: Institute of Health Psychology, 2011.
5. Yapko M., When Living Hurts: Directives For Treating Depression. Strategic Short-Term Psychotherapy, Gdansk: GWP, 1996.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-PS-N-POM2 in USOSweb