Master in Psychotherapy MAP

Transkript

1 Master in Psychotherapy MAP Handbook WS

2 Master in Psychotherapy WS 14/15 Table of contents Introduction... 2 Contact... 3 Academic Calendar Teaching staff... 5 Uni.lu... 5 External teaching staff... 5 Planning SEM I... 7 Planning SEM III... 8 Course description SEM I... 9 Course description SEM III

3 Introduction Welcome to this Master-programme in Psychotherapy! The Master in Psychotherapy (MAP) offers the opportunity to develop specialised skills and knowledge in psychotherapy, with a focus on evidence-based clinical psychological interventions, e.g. cognitive behavioural therapy, systemic approaches, interpersonal therapy, hypnotherapy and mindfulness training. The programme combines theory and research in psychotherapy as well as practical job experiences, and thus constitutes a comprehensive training approach reflecting the scientist-practitioner model with respect to practical and research skills. The programme is based on criteria and recommendations of the European Federation of Psychologists Associations (EFPA), and it takes into account all major European developments concerning admission to psychotherapy training, curriculum and criteria of quality assurance. The MAP is, therefore, comparable to other major clinical training programmes in psychotherapy across the EU. The MAP has been developed in close collaboration with hospitals and clinical service providers in Luxembourg, and it is based on the state-of-the-art in clinical psychology and psychotherapy research. It is designed for psychologists and physicians and comprises both basic and applied aspects of psychotherapy as well as practical in-job training aspects. Successful completion of the programme provides the prerequisite for certification as a psychotherapist in Luxembourg. In addition, completion of the MAP offers the possibility to work as a qualified professional in other applied fields in psychology, or as a researcher. As a University-based postgraduate programme the MAP has a strong research orientation with the main aim to provide knowledge and to teach skills for the independent provision of evidence-based methods of psychotherapy for patients with mental disorders, or those with psychological problems associated with physical conditions. We wish you a stimulating, instructive and enriching academic and professional experience on the Master in Psychotherapy! Claus Vögele, PhD, Dipl.-Psych., CPsychol, CSci, AFBPsS Professor of Clinical and Health Psychology Course Director Master in Psychotherapy 2

4 Contact Course director Claus VÖGELE, Professor Tél : (+352) Campus Walferdange, Bat XII, claus.vögele@uni.lu Administration Nadine SCHEPP Tél : (+352) Campus Walferdange, Bat. VI, nadine.schepp@uni.lu Opening hours Tuesday Friday 1.30 pm 4 pm Planning You can find the planning on Moodle and the website of the Master ( amme) 3

5 Academic Calendar Vice-rectorat Académique Version 18/12/2013 CALENDRIER ACADEMIQUE 2014/2015 SEPTEMBRE OCTOBRE NOVEMBRE Semestre d'hiver Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di DATE /09/ /12/ /12/ /01/ septembre 2014 au 15 février 2015 Cours Congé de Noël 05/01/ /01/2015 Préparation aux examens DECEMBRE JANVIER FEVRIER 12/01/ /02/2015 Examens Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di /02/ /02/2015 Période intersemestrielle MARS AVRIL MAI Semestre d'été Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di DATE /02/ /05/ /04/ /04/ /06/ /06/ février 2015 au 13 septembre 2015 Cours Congé de Pâques Préparation aux examens JUIN JUILLET AOUT 08/06/ /07/2015 Examens Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di Semaine Lu Ma Me Je Ve Sa Di SEPTEMBRE Semaine Lu Ma Me Je Ve Sa Di NOTE : Ce calendrier est susceptible de modification dans le cadre d'un déménagement à Belval de la Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'education (FLSHASE, Campus Walferdange) et de l'administration centrale (Limpertsberg) en Janvier-Février Légende : Congés, Dimanches & Jours fériés légaux J Evènement (se reporter aux tableaux ci-contre) 4

6 Teaching staff Uni.lu Claus VöGELE, Professor Tél : (+352) Campus Walferdange, Building XII, claus.vögele@uni.lu Fernand ANTON, Professor Tél : (+352) Campus Limpertsberg, Central building, 3.03A fernand.anton@uni.lu Marian VAN DER MEULEN, Adjoint de recherche Tél : (+352) Campus Limpertsberg, Central building, 3.03E marian.vandermeulen@uni.lu External teaching staff Simone MATULIS, Diplom-Psychologin, Verhaltenstherapeutische Ambulanz der Goethe Universität Frankfurt matulis@psych.uni-frankfurt.de Dr.rer.nat Benedikt REUTER, Institut für Psychologie, Humboldt-Universität zu Berlin reuter@hu-berlin.de Prof.Dr. Silvia SCHNEIDER, Arbeitseinheit Klinische Kinder- und Jugendpsychologie, Ruhr-Universität Bochum silvia.schneider@rub.de Dr. Marie-Claire PULL-ERPELDING, Klinische Psychologin und Psychotherapeutin erpelding.mc@chl.lu Prof.Dr.med Michael BACH, Ricky RASMUSSEN, Counselling Psychologist and Cognitive Behavioural Psychotherapist, University of Bedfordshire ricky.rasmussen@beds.ac.uk Prof.Dr.Charles PULL, Universität Luxembourg charles.pull@ext.uni.lu Prof.Dr. Angelika SCHLARB, Klinische Kinder- und Jugendlichenpsychologie und Psychotherapie, Universität Bielefeld angelika.schlarb@uni.bielefeld.de Dr. Marc GRAAS, Directeur Général du CHNP Ettelbruck marc.graas@chnp.lu 5

7 Claude BESENIUS, CHNP Ettelbruck Dr. Mark RITZEN, Directeur Médical du CHNP Ettelbruck Dr.rer.nat Birgit ALBS-FICHTENBERG, Abteilungsleitung des Psychologischen Fachdienstes, Krankenhaus der Barmherzigen Brüder Trier Dimitri VAS, Psychologue/Sexologue, Centre National de Rééducation Fonctionnelle & de Réadaptation- Rehazenter Prof.Dr. Tanja LEGENBAUER, Leiterin der Forschungsabteilung der LWL Universitätsklinik Hamm der Ruhr-Universität Bochum, Klinik für Kinder- und Jugendpsychiatrie, Psychotherapie und Psychosomatik Prof.Dr. Sebastian MURKEN, Claudia DE BOER, Psychologische Psychotherapeutin Dirk LEONHARD, Psychologischer Psychotherapeut 6

8 Planning SEM I Kohorte'II Semester'I WS'14/15 Planung'MAP'Kohorte'2/'SEM'I''''''''''''WS14/15 Septembre Octobre Novembre vendredi'19/09 10h00'M'19h15 vendredi'26/09 10h00'M'19h15 vendredi'03/10 10h00'M'19h15 vendredi'10/10* 10h00'M'19h15 vendredi'17/10 10hoo'M'19h15' vendredi'24/10 10h00'M'19h15 vendredi'31/10 10h00'M'19h15 vendredi'07/11 10h00'M'19h15 vendredi'14/11* 10h00'M'19h15 vendredi'21/11 10h00'M'19h15 vendredi'28/11 10h00'M'19h15 Claus'Vögel:'WS'1 Silvia'Schneider:'WS'16 MarieMClaire'Pull:'WS'13 Charles'Pull:'WS'7 Michael'Bach:'WS'15 Ricky'Rasmussen:'WS4 JOUR'FERIE Simone'Matulis:'WS'18 Claus'Vögele:'WS'3 Angelika Schlarb: WS 14 samedi'20/09 samedi'27/09 samedi'04/10 samedi'11/10 samedi'18/10 samedi'25/10 samedi'01/11 samedi'08/11 samedi'15/11 samedi'22/11 samedi'29/11 Fernand'Anton/'Marian'van'der'Meulen:'WS'2 vendredi'05/12* 10h00'M'19h15 samedi'06/12 vendredi'bio'4'''''''*sauf':' * * * samedi'bio'2/3 Décembre vendredi'12/12 10h00'M'19h15 samedi'13/12 vendredi'19/12 samedi'20/12 10h00'M'19h15 Benedikt'Reuter:'WS'17 Draft'

9 Planning Sem III Kohorte'I Semester'III WS'14/15 Planung'MAP'Kohorte'1/'SEM'III''''''''''''WS14/15 vendredi''313 Septembre Octobre vendredi'19/09 samedi'20/09 10h00'A'19h15 vendredi'26/09 samedi'27/09* 10h00'A'19h15 Sebastian'Murken:'WS'33 vendredi'03/10 samedi'04/10 10h00'A'19h15 Tanja'Legenbauer:'WS'32 vendredi'10/10 samedi'11/10 10hoo'A'19h15 Angelika'Schlarb:'WS'25 vendredi'17/10 samedi'18/10 10h00'A'19h15 Birgit'AlbsAFichtenberg:'WS'27 vendredi'24/10 samedi'25/10 10h00'A'19h15 samedi'inside'*sauf:' *27.09.' Bio'4 * Bio'4 Novembre vendredi'31/10 samedi'01/11 10h00'A'19h15 FEIERTAG vendredi'07/11 samedi'08/11 10h00'A'19h15 Birgit'AlbsAFichtenberg:'WS'24 vendredi'14/11 samedi'15/11* 10h00'A'19h15 Mark Ritzen: WS 23 vendredi'21/11 samedi'22/11 10h00'A'19h15 Claude'Besenius/Marc'Graas:'WS'22 vendredi'28/11 samedi'29/11 10h00'A'19h15 Claus'Vögele:'WS'33' vendredi'05/12 samedi'06/12 10h00'A'19h15 Décembre vendredi'12/12 samedi'13/12 10h00'A'19h15 Dimitri'Vas:'WS'26 vendredi'19/12 samedi'20/12 10h00'A'19h15 Draft'

10 Course description SEM I

11 Module Basics Foundations WS 1: Introduction to Abnormal Psychology and Psychotherapy (Claus Vögele) UE: 16 ( ) WS 2: Psychological and biological foundations of behaviour (Fernand Anton, Marian van der Meulen) UE: 16 (10 UE van der Meulen, 6 UE Anton)( ) WS 3: Intervention research (Claus Vögele) UE: 16 ( ) WS 4: Theoretical foundations of cognitive-behavioural therapy (depression, generic techniques, Panic, OCD, Social Anxiety and phobias) (Ricky Rasmussen) UE: 16 Learning outcomes : Overview of the history of abnormality Discuss methodological issues and the significance of research on the efficacy and effectiveness of psychological interventions in recent years. Describe the problems of external validity in intervention research. Explain the main paradigms in psychological interventions (psychoanalysis, client-centred approaches, humanistic approaches, cognitive-behavioural approaches) and discuss the research on the effectiveness of these approaches. Discuss in detail the theoretical foundations of cognitive-behavioural treatment (CBT) Explain how internal attribution can be a major factor in maintaining gains achieved during treatment/intervention. Describe the biological basis of human behavior, including CNS anatomy, hormones and behavior and psychoneuroendocrinology. Description : This course gives an overview of the research areas that are fundamental to clinical psychological interventions. It discusses concepts of abnormality, past and current strategies in intervention research, the need for empirical validation of psychotherapeutic approaches, and the biological foundations of human behavior. It gives an overview of the main paradigms in psychological interventions (psychoanalysis, client-centred approaches, humanistic approaches, cognitive-behavioural approaches) and puts this in the context of the current empirical evidence on their efficacy and effectiveness. The course also provides a

12 detailed discussion of the theoretical foundations of cognitive-behavioural therapy (CBT). Reading list : Beck, J.S. (2011) Cognitive Behavior Therapy: Basics and Beyond, Second Edition. Guilford Press, New York. Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004) Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford University Press, Oxford. Birbaumer, N. & Schmidt, R.F. (2010). Biologische Psychologie. 7., vollst. überarb. u. ergänzte Auflage. Springer, Berlin/ Heidelberg. Hunter, J.E. Schmidt, F.L. (1990). Methods of meta-analysis. London: Sage. Kazdin, A.E. (Ed.)(1992). Methodological issues and strategies in clinical research. Washington D.C.: American Psychological Association. Kring, A.M., Davison, G.C., Neale, J.M., & Johnson, S.L. (2007). Abnormal Psychology (10th ed.). New York: Wiley. Evaluation: Written exam 11

13 Module Diagnostics Assessment WS 7: Classification systems (Charles Pull) UE: 16 ( ) Learning outcomes : Discussion of the medical tradition in diagnosis: classification, and its related advantages and disadvantages Outline of the DSM-IV-TR (Multiaxial system: 5 axes, main categories on axis 1) and a description of the main differences to the DSM-V Description of categorical versus dimensional approaches to assessment Reliability and validity of the DSM and ICD Cultural factors affecting the diagnosis based on the DSM and ICD Description : This course gives an overview of issues related to clinical psychological assessment, in particular in the context of therapeutic interventions. These issues concern mainly the use of structured clinical interviews, their theoretical implications (i.e. categorization) and their role and functions in the therapeutic process. The two main categorization systems used in psychopathology are outlined (i.e. DSM and ICD), and recent developments are highlighted (e.g. change from DSM-IV-TR to DSM-V). Reading list : Internationale Klassifikation psychischer Störungen. ICD 10. Klinisch diagnostische Leitlinien. Herausgegeben von H. Dilling, W. Mombour und M.H. Schmidt. Bern, Göttingen, Toronto, Hans Huber, Internationale Klassifikation psychischer Störungen. ICD 10. Diagnostische Kriterien fu r Forschung und Praxis. 4. u berarb. Auflage. Herausgegeben von H. Dilling, W. Mombour, M.H. Schmidt, Schulte Markwort. Bern, Göttingen, Toronto, Hans Huber, American Psychiatric Association. Diagnostisches und Statistisches Manual Psychischer Störungen. Text Revision. Deutsche Bearbeitung und Einleitung von H. Sass, H.U. Wittchen, M. Zaudig und I. Houben. Göttingen, Bern, Toronto, Seattle, Hogrefe,

14 Fisseni HJ. Lehrbuch der psychologischen Diagnostik. 3., u berarbeitete und erweiterte Auflage. Hogrefe, Göttingen Paulitsch K. Grundlagen der ICD 10 Diagnostik. Facultas, Wien 2009 Evaluation: Oral exam 13

15 Module Principles Techniques WS 13: Intervention techniques I (Exposure based techniques, cognitive techniques, mindfulness) (Marie-Claire Erpelding) UE: 16 ( ) WS 14: Intervention techniques II (Relaxation, hypnosis) (Angelika Schlarb) UE: 16 ( ) WS 15: Intervention settings (individual, group, couples) (Michael Bach) UE: 16 ( ) Learning outcomes : Familiarity with the basics of exposure-based techniques, cognitive techniques and mindfulness. Theoretical and practical foundations of relaxation techniques and hypnosis Description of and introduction to intervention settings including individual therapy, group therapy and couples therapy Description : This course gives and overview and a detailed discussion of exposure-based techniques, cognitive techniques, mindfulness, relaxation and hypnosis. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. The course also introduces students to the main intervention settings in clinical psychological practice (i.e. individual therapy, group therapy and couple therapy), their prerequisites, specifications, indications and outcomes. Reading list : Bodenmann Guy: Verhaltenstherapie mit Paaren Ein bewältigungsorientierter Ansatz. 2. Auflage, Hans Huber: Bern 2012 Kampen, G. (2013). Entspannungsverfahren in Therapie und Prävention. 3. Aufl. Hogrefe. Kanfer Frederick H., Reinecker Hans, Schmelzer Dieter: Selbstmanagementtherapie. Ein Lehrbuch fu r die klinische Praxis. 3. Auflage, Springer: Berlin, Heidelberg, New York

16 Margraf Ju rgen (Hrsg.): Lehrbuch der Verhaltenstherapie. 2. Auflage, Springer: Berlin, Heidelberg, New York 2000 Parfy Erwin, Schuch Bibiana, Lenz Gerhard (Hrsg.): Verhaltenstherapie Moderne Ansätze fu r Theorie und Praxis. Facultas: Wien 2003 Revenstorf, D. (1993). Psychotherapeutische Verfahren III. Humanistische Therapien. Stuttgart: Kohlhammer. Revenstorf, D. & Peter, B. (Hrsg.) (2008). Hypnose in Psychotherapie, Psychosomatik und Medizin: Manual für die Praxis. Springer. Heidelberg. New York. 2. Auflage. Schlarb, A. A., Schweizer, C. C., Junker, S. (2013). Hypnotherapie. In: Senf/Broda/Wilms: Techniken der Psychotherapie. Sulz Serge: Von der Strategie des Symptoms zur Strategie der Therapie Gestaltung von Prozeß und Inhalt in der Therapie. CIP-Medien: Mu nchen 2001 Tschuschke Volker (Hrsg.): Praxis der Gruppenpsychotherapie. Georg Thieme: Stuttgart, New York 2001 Vaitl, D. & Petermann, F. (2004). Entspannungsverfahren. Das Praxishandbuch.3. Aufl. Weunheim: Beltz PVU. Evaluation: Oral exam 15

17 Module Disorders I Disorders I/ 1 WS 16: Anxiety Disorders (Specific Phobia, Panic Disorder, Agoraphobia transfer to the treatment of other anxiety disorders) (Silvia Schneider) UE: 16 ( ) WS 17: Obsessive-Compulsive and Related Disorders (Benedikt Reuter) UE: 16 ( ) WS 18: Trauma- and Stress-Related Disorders (Simone Matulis) UE: 16 ( ) Learning outcomes : Familiarity with models and empirical research on specific mental disorders, i.e. anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders. Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions. Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders. Description : This course provides a detailed discussion of current aetiological models of and risk factors for anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice. Reading list : Boos, A. (2005) Kognitive Verhaltenstherapie nach chronischer Traumatisierung: Ein Therapiemanual. Göttingen: Hogrefe. Boos, A. (2007) Traumatische Ereignisse bewältigen: Hilfen fu r Verhaltenstherapeuten und ihre Patienten. Göttingen: Hogrefe. Ehring, T. & Ehlers, A. (2012) Trauma und Posttraumatische Belastungsstörung: Informationen fu r Betroffene und Angehörige. Göttingen: Hogrefe. 16

18 Foa, E., Hembree, E. & Rothbaum, B. (2007) Prolonged Exposure Therapy for PTSD: Therapist Guide: Emotional processing of traumatic experiences (Treatments That Work). Oxford: Oxford University Press. Greenberg, G. (1999). The Pop-up Book of Phobias. New York: Melcher Media. Kircanski, K., Peris, T.S., & Piacentini, J.C. (2011). Cognitive Behavioral Therapy for Obsessive Compulsive Disorder in Children and Adolescents. Child Adolesc Psychiatric Clin N Am, 20, König, J., Resick, P., Karl, R., & Rosner, R. (2012). Posttraumatissche Belastungsstörung. Ein Manual zur Cognitive Processing Therapy. Göttingen: Hogrefe. Maercker, A. (Hrsg.). (2009). Posttraumatische Belastungsstörung. Heidelberg: Springer. Margraf, J. & Schneider, S. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Band 1: Grundlagen, Diagnostik, Verfahren, Rahmenbedingungen. 3. Auflage. Berlin: Springer. Margraf, J. & Schneider, S. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Band 2: Störungen im Erwachsenenalter. 3. Auflage. Berlin: Springer. Meinlschmidt, G., Margraf, J. & Schneider, S. (Hrsg.) (2011). Lehrbuch der Verhaltenstherapie. Band 4: Materialien fu r die Psychotherapie. Berlin: Springer. Margraf, J. & Schneider, S. (1990). Panik - Angstanfälle und ihre Behandlung. 2. Auflage. Berlin: Springer. Marks, I.M. (1987). Fears, phobias and rituals. Panic, anxiety and their disorders. Oxford: Oxford University Press. McNally, R.J. (1994). Panic Disorder. A Critical Analysis. New York: Guilford Press. Morrison, J. (2000). Der zweite Blick. Psychische Störungen als Symptome somatischer Krankheiten. Bern: Huber. Pittenger, C., Bloch, M. H., & Williams, K. (2011). Glutamate abnormalities in obsessivecompulsive disorder: Neurobiology, pathophysiology, and treatment. Pharmacology and Therapeutics,132(3), Resick, P. A., Monson, C. M., & Chard, K. M. (2008). Cognitive processing therapy: Veteran/military version. Washington, DC: Department of Veterans Affairs. Schauer, M., Elbert, T. & Neuner, F. (2005). Narrative exposure therapy: a short-term intervention for traumatic stress disorders after war, terror, or torture. Cambridge MA: Hogrefe & Huber. Schlup, B. & Schneider, S. (2007). Angststörungen: Panikstörung mit Agoraphobie bei einem Jugendlichen. Fallbuch zur Klinischen Psychologie und Psychotherapie. Stieglitz, Baumann & Perrez (Hrsg.) Verlag Hans Huber: Bern Schneider, S. (2004). Angststörungen bei Kindern und Jugendlichen: Grundlagen und 17

19 Behandlung. Berlin: Springer. Schneider, S. & Margraf, J. (1998). Fortschritte der Psychotherapie: Agoraphobie und Panikstörung. Göttingen: Hogrefe. Taylor, S. (2011). Early versus late onset obsessive compulsive disorder: Evidence for distinct subtypes. Clinical Psychology Review, 31(7), Veale, D (2007). Cognitive behavioural therapy for obsessive compulsive disorder. Advances in Psychiatric Treatment, 13, Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe. Evaluation: Oral exam 18

20 Course description SEM III 19

21 Module Disorders I Disorders I/ 3 WS 22: Substance-Related and Addictive Disorders (Marc Graas/ Claude Besenius) UE: 16 (10 UE Graas, 6 UE Besenius) ( ) WS 23: Schizophrenia Spectrum and Other Psychotic Disorders (Mark Ritzen/ Yasmine Schröder) UE: 16 ( 16 UE Ritzen, 4 UE Schröder) ( ) WS 24: Dissociative Disorders (Birgit Albs-Fichtenberg) UE: 16 ( ) Learning outcomes : Familiarity with models and empirical research on specific mental disorders, i.e. Substance- Related and Addictive Disorders, Schizophrenia Spectrum and Other Psychotic Disorders, and Dissociative Disorders. Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions. Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders. Description : This course provides a detailed discussion of current aetiological models of and risk factors for anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice. Reading list : Fiedler, P. (2013). Dissoziative Störungen. Reihe: Fortschritte der Psychotherapie Band 17. Göttingen: Hogrefe. Hahlweg. K. & Dose, M. (1998). Schizophrenie. Reihe: Fortschritte der Psychotherapie Band 2. Göttingen: Hogrefe. Kröger, C.B. & Lohmann, B. (2007). Tabakkonsum und Tabakabhängigkeit Reihe: Fortschritte 20

22 der Psychotherapie Band 31. Göttingen: Hogrefe. Lindenmeyer, J. (2005). Alkoholabhängigkeit. Reihe: Fortschritte der Psychotherapie Band 6. Göttingen: Hogrefe. Moggi, F. & Donati, R. (2004). Psychische Störungen und Sucht: Doppeldiagnosen. Reihe: Fortschritte der Psychotherapie Band 21. Göttingen: Hogrefe. Shaffer, H. J., LaPlante, D. A., LaBrie, R. A., Kidman, R. C., Donato, A. N., & Stanton, M. V. (2004 ). Toward a syndrome model of addiction: Multiple expressions, common etiology. Harvard Review of Psychiatry, 12, Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe. Evaluation: Essay 21

23 Module Disorders II Disorders II/ 1 WS 25: Sleep-Wake Disorders (Angelika Schlarb) UE: 16 ( ) WS 26: Sexual Dysfunction (Dimitri Vas) UE: 16 ( ) WS 27: Neurocognitive Disorders (Birgit Albs-Fichtenberg) UE: 16 ( ) Learning outcomes : Familiarity with models and empirical research on specific mental disorders, i.e. Sleep-Wake Disorders, Sexual Dysfunction and Neurocognitive Disorders. Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions. Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders. Description : This course provides a detailed discussion of current aetiological models of and risk factors for anxiety disorders, obsessive-compulsive disorder and trauma- and stress-related disorders. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice. Reading list : Gromus, B. (2002). Sexualstörungen der Frau. Reihe: Fortschritte der Psychotherapie Band 16. Göttingen: Hogrefe. Kockott, G. & Fahrner, E.-M. (2000). Sexualstörungen des Mannes.Reihe: Fortschritte der Psychotherapie Band 9. Göttingen: Hogrefe. Leplow, B. (2007). Parkinson. Reihe: Fortschritte der Psychotherapie Band 29. Göttingen: Hogrefe. 22

24 Spiegelhalder, K., Backhaus, J. & Riemann, D. (2011). Schlafstörungen. Reihe: Fortschritte der Psychotherapie Band 7. Göttingen: Hogrefe. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe. Evaluation: Written examination 23

25 Module Disorders III Disorders III/ 1 WS 31: Cardiovascular and Respiratory Disorders (Claus Vögele) UE: 16 ( ) WS 32: Obesity, Diabetes mellitus (Tanja Legenbauer) UE: 16 ( ) WS 33: End of life care, Spirituality (Sebastian Murken) UE: 16 ( ) Learning outcomes : Familiarity with models and empirical research on chronic physical conditions with frequent mental co-morbidity, i.e. Cardiovascular and Respiratory Disorders, and Obesity and Diabetes mellitus. Advanced knowledge of aetiological factors, epidemiology, and empirical research on clinical interventions. Clinical skills in diagnosis, assessment, indication and therapeutic interventions of these disorders. Description : This course provides a detailed discussion of current aetiological models of and risk factors for chronic physical conditions with frequent mental co-morbidity, i.e. Cardiovascular and Respiratory Disorders, and Obesity and Diabetes mellitus. In addition, this course offers an introduction into the area of end of life care and spirituality with respect to psychotherapy. Theory and practice are combined to provide a comprehensive learning experience from which to further progress towards an advanced understanding and mastery of therapeutic skills. Role-play and video material complement the presentation of up-to-date research results, facilitating the development of advanced skills in clinical practice. Reading list : Vögele, C. (2009). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Verlagsgruppe Beltz - Psychologie Verlags Union. Allgemeine Empfehlung: Abonnement: Fortschritte der Psychotherapie. Göttingen: Hogrefe Evaluation: Oral examination 24

26 Module Supervision Supervision 2 Claudia de Boer, Dirk Leonhard, Mark Ritzen (40 UE pro Supervisor) Learning outcomes : Advanced clinical skills in diagnosis, assessment, indication and therapeutic interventions. Personal development of clinical skills and capacity. Develop adequate repertoire of clinical knowledge and skills. Enhance self-reflection skills, professional resilience and professional identity. Evaluate adequacy of supervisee s competence. Develop long-term commitment and self-educational strategies to promote effective and evidence-based practice. Description : Supervision is an integral part of any clinical training. It provides supervisees with corrective feedback on their performance, teaching, and collaborative goal setting. The objectives of supervision are normative (e.g., case management and quality control issues), restorative (e.g., encouraging emotional experiencing and processing), and formative (e.g., maintaining and facilitating the supervisees competence, capability and general effectiveness). Reading list : O Donovan, A., Halford, W.K. & Walters, B. (2011). Towards Best Practice Supervision of Clinical Psychology Trainees. Australian Psychologist, 46, Evaluation: By supervisors per semester. 25

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