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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Sima Amram-Vaknin
Coordinator Office Hours:
By appointment
Teaching Staff:
Dr. Sima Amram
Course/Module description:
The course gives a foretaste of the therapeutic world and concerns the following issues: What is the meaning of therapeutic intervention? What are the characteristics, goals, and major therapeutic concepts for a variety of theories and therapeutic approaches and how to adjust the intervention to the developmental stage of the child / adolescent. The use of therapeutic concepts ant interventions within a consultative intervention in school, will also be discussed.
Course/Module aims:
The purpose of the course is to provide students with theoretical knowledge about ways of intervention by various theoretical therapeutic perspectives and according to the developmental stage of the patient. Also, to apply this knowledge in understanding and analyzing the emotional state of a potential consultant and to build an appropriate consultative intervention that combines therapeutic understanding within the educational system.
Learning outcomes - On successful completion of this module, students should be able to:
To evaluate and analyze the emotional state of a potential consultant, according to his developmental stage.
To build an appropriate intervention program by various theories and treatment approaches, using the unique concepts and therapeutic tools of each approach.
To choose and match a potential consultant with the most appropriate therapeutic intervention program from a variety of different therapeutic approaches.
Attendance requirements(%):
90
Teaching arrangement and method of instruction:
The course is based on a weekly lecture, which includes theoretical material, discussions, analysis of case studies by various therapeutic approaches and examples from the participants' counseling meetings in the education system.
Course/Module Content:
Therapeutic processes by various theoretical approache(Psychoanalytic, Kohutian, humanistic, behavioral, and cognitive).
End of therapeutic intervention
Required Reading:
תהליכים טיפוליים לפי גישות תיאורטיות שונות:
אוסטרויל, ז. (1995). הפסיכולוגיה הפסיכואנליטית של העצמי כגישת טיפול. בתוך: פתרונות פתוחים: טיפול
פסיכולוגי בילד ובסביבתו (עמ' 92-68). תל אביב: שוקן.
מיטשל, ס ובלאק, מ.ג. (2006). פתח דבר: מהי פסיכואנליזה (עמ' 37-46); זיגמונד פרויד והמסורת
הפסיכואנליטית הקלאסית (עמ' 71-47). מתוך: פרויד ומעבר לו: תולדות החשיבה הפסיכואנליטית המודרנית. תל אביב: תולעת ספרים.
Mcleod, J. (2003). From behaviourism to constructivism: The cognitive-behavioral approach to counselling. In: An introduction to counseling (Third Ed, pp. 122-153). Maidenhead: Open
University Press.
Mcleod, J. (2003). Theory and practice of the person-centered approach. In: An introduction to counseling (Third Ed, pp. 156-189). Maidenhead: Open University Press.
Murphy, V.B., & Christner, R.W. (2006). A cognition-behavioral case conceptualization
approach for working with children and adolescents. In: R.B. Mennuti., A. Freeman &
R.W. Christner (Eds.), Cognitive-behavioral interventions in educational settings: A
handbook for practice (pp. 37-62). New York: Rt5outledge.
:סיום התערבות טיפולית
Bromfield, R. (1999). All's well that ends well: Closing therapy. In: Doing child and adolescent psychotherapy, the ways and whys (pp. 267-285). New Jersey: Jason Aronson.
Additional Reading Material:
אוסטרוויל ז. (1995). פתרונות פתוחים: טיפול פסיכולוגי בילד ובסביבתו (פרק 2, עמ' 67-33). תל אביב: שוקן.
הייעוץ הפרטני במסגרת בית-הספר. בתוך: ר. ארהרט וא. קלינגמן (עורכים),ייעוץ בבית-ספר בחברה משתנה (עמ' 294-273). אוניברסיטת תל אביב: רמות.
מיטשל, ס ובלאק, מ.ג. (2006). קוהוט (עמ' 243-218). מתוך: פרויד ומעבר לו: תולדות החשיבה הפסיכואנליטית המודרנית. תל אביב: תולעת ספרים.
Bernard, M.E., & Joyce, M.R. (1993). Rational-Emotive therapy with children and adolescents. In: T.R. Kratochwill & R.J. Morris (Eds.), Handbook of psychotherapy with
children and adolescent (ch. 10, pp. 221-245).
Bromfield, R. (1999). Tell me where it hurts: On talking and querying. In: Doing child and adolescent psychotherapy, the ways and whys (pp. 79-92). New Jersey: Jason Aronson.
Dryden, W., & Reeves, A. (2009). Key Issues for counseling in action. London: Sage.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2003). Relationship variables and clinical
interviewing (ch. 5); An overview of the interview process (ch. 6). In: The clinical
interviewing (third Ed, pp. 102-166). New Jersey: John Wiley. Sommers-Flanagan, J., & Sommers-Flanagan, R. (2003). Basic attending, listening, and action skills (ch. 3); Directives: Questions and action skills (ch. 4). In: The clinical interviewing (third Ed, pp. 53-101). New Jersey: John Wiley.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (1995).Psychotherapeutic techniques with
treatment resistant adolescents. Psychotherapy, 32, 131-140.
Thompson, C.L. (1992). Counseling Children (Behavioral Counseling), (ch. 7, pp. 157-184).
Lilienfeld, S.O., Wood, J.M., & Garb, H.N. (2000). The scientific status of projective
techniques. Psychological Science in the Public Interest, 1, 27-66.
Course/Module evaluation:
End of year written/oral examination 80 %
Presentation 0 %
Participation in Tutorials 20 %
Project work 0 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
השיעורים יתקיימו באופן פרונטלי בקמפוס. במידה ובה עקב הנחיות הנוגעות לוירוס הקורונה לא ניתן יהיה לקיים לימודים בקמפוס, השיעורים יתקיימו באופן מקוון.
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