Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Razvoj psihoterapevtskih pristopov Humanistični pristopi The development of psychotherapeutic approaches - Humanistic approaches Študijski program in stopnja Study programme and level Študijska smer Study field Letnik Academic year Semester Semester Psihosocialna pomoč / 3. 6. Psychosocial counselling / 3rd 6th Vrsta predmeta / Course type Izbirni/ Optional Univerzitetna koda predmeta / University course code: Predavanja Lectures Seminar Seminar Vaje Tutorial Klinične vaje work Druge oblike študija Samost. delo Individ. work 30 45 105 6 Nosilec predmeta / Lecturer: ECTS Jeziki / Languages: Predavanja / Slovensko / Slovenian, Angleško / English Lectures: Vaje / Tutorial: Slovensko / Slovenian, Angleško / English Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Vpis v tretji letnik. Prerequisits: Enrolment into the third year of study. Vsebina: Študenti se bodo spoznavali z naslednjimi vsebinami: - Predhodniki humanistične in eksistencialne paradigme - Humanistična in eksistencialna paradigma v psihologiji in psihoterapiji Content (Syllabus outline): Students will learn about the following topics: - Forerunners of humanistic and existential paradigm - Humanistic and existential paradigm in psychology and - Organismic theory
- Organizmična teorija - Različne oblike in tradicije humanistične in eksistencialne psihoterapije - Prispevek Carla Rogersa in na osebo usmerjene terapije - Transakcijska analiza (osnovni principi in razvoj, življenjske pozicije, stanja jaza, transakcije, življenjski scenarij, psihološke igre, tradicije transakcijske analize: klasična šola, šola ponovne odločitve, cathexis šola, integrativna in relacijska transakcijska analiza) - Gestalt terapija (kontakt, osebna rast, zavedanje, eksperiment, kontaktna meja, polje, dialog, fenomeni na kontaktni meji: retrofleksija, projekcija, introjekcija, konfluenca) - Logoterapija (filozofske in znanstvene osnove logoterapije, Franklovi logoteoretski aksiomi, človekova volja do smisla, vrednote, svobodo in odgovornost) - Novejši humanistični pristopi in integracija v humanističnih šolah (prispevek Eugena Gendlina: na fokusiranje usmerjena terapija, prispevek L.S. Greenberga: na emocije usmerjena psihoterapija) - Various forms and traditions of humanistic and existential - The contribution of Carl Rogers and person-oriented therapy - Transactional Analysis (basic principles and development, life position, the status of the self, transactions, life scenarios, psychological games, traditions of transactional analysis: classical school, school of re decisions, cathexis school, integrative and relational transactional analysis) - Gestalt Therapy (contact, personal growth, awareness, experiment, contact boundary, field, dialogue, phenomena at the contact boundary: retroflection, projection, introjection, confluence) - Logotherapy (philosophical and scientific basis of logotherapy, Frankl's logotheoretical axioms, person's will for the meaning, values, freedom and responsibility) - The most recent humanistic approaches and the integration in the humanistic schools (contribution Eugene Gendlina: focusing oriented therapy, L.S. Greenberg contribution: emotionsoriented ) Temeljni literatura in viri / Readings: Izbor iz/ Selection from: - Berne, E. (1961). Transactional Analysis in Psychotherapy. A Systematic Individual and Social Psychiatry. Guernesey, Channel Islands: The Guernsey Press Co. Ltd. - Frankl Viktor Emil (1994). Volja do smisla. Celje: Mohorjeva družba. - Gendlin, E. T. (1996). A focusing approach to. New York: Guilford Press. - Greenberg, L. S. & Paivio, S. C. (1997). Working with Emotions in Psychotherapy. New York: The Guilford Press. - Perls, F. S., Hefferline, R. F., and Goodman, P. (1951) Gestalt Therapy: Excitement and Growth in the Human Personality, New York: A Delta Book. Izdaja iz leta 1994: New York: The Gestalt Journal Press - Rogers, C. R. (1951). Client-Centred therapy. Boston: Houghton Mifflin. - Stewart, I., & Joines, V. (1987). TA Today. A New Introduction to Transactional Analysis. Nottingham: Lifespace Publishing.
- Tudor, K. & Warall. M. (2005). Person-Centred Therapy. Advancing Theory in Therapy. Routledge. - Yontef, G. (1993) Awareness Dialogue & Process: Essays on Gestalt Therapy. Highland, NY: Gestalt Journal Press. Cilji in kompetence: Cilj: Temelječ na predmetu osnove psihoterapije prvega semestra se v vsebinah študentom predstavi razvoj humanističnih pristopov. Kompetence: - poznavanje in razumevanje osnovnih konceptov in metod, seznanjenost z novostmi na področju študija - kooperativnost, delo v skupini - sposobnost argumentiranega ter spoštljivega razpravljanja in reševanja problemov - zmožnost avtonomno uporabljati vire za učenje konkretnih vsebin - zmožnost učenja, strokovnega izpopolnjevanja z visoko stopnjo samostojnosti - poznavanje in razumevanje splošnih teoretičnih in kliničnih načel vseh psihoterapevtskih modalitet specifičnih za izbrano modaliteto Predvideni študijski rezultati: Od študentov se pričakuje, da bodo zmožni - demonstrirati kritično refleksijo eksemplaričnih tekstov iz humanističnega pristopa - demonstrirati razumevanje za svetovanje in psihoterapijo relevantnega humanističnega pristopa - avtonomno uporabljati vire za učenje - kritično branje eksemplaričnih tekstov - demonstrirati splošno raven razumevanja glavnih psihoterapevtskih pristopov - razumeti nastanek in razvoj humanistične paradigme v psihoterapiji Objectives and competences: Objective: Based on the course Basics of from the first semester, the student get detailed presentation of the development of humanistic approaches. Competences: - Understanding of basic concepts and methods, familiarity with innovations in the field of study - Cooperation, working in groups - The ability of argumentative and respectful discussion and problem solving - The ability to autonomously use resources for learning specific content - The ability of learning, professional development with a high degree of autonomy - Knowledge and understanding of general theoretical and clinical principles of psychotherapeutic modalities specific to the chosen modality Intended learning outcomes: Students are expected to be able to - Demonstrate a critical reflection on exemplary texts from the humanistic approach - Demonstrate an understanding of for counseling and relevant humanistic approach - Autonomous use resources for learning - Critically read exemplary texts - Demonstrate the general level of understanding of the main psychotherapeutic approaches - Understand the formation and development of humanistic paradigms in
- poznavanja različnih oblik in smeri humanistične psihoterapije - razumeti temeljne teoretične in znanstvene osnove na osebo usmerjene terapije, transakcijske analize, gestalt terapije in logoterapije. - Show the knowledge of the various forms and directions of humanistic - Understand the fundamental theoretical and scientific bases on the person focused therapy, transactional analysis, gestalt therapy and logotherapy. Metode poučevanja in učenja: - Predavanja z aktivno udeležbo študentov (razlaga, diskusija, vprašanja, primeri, reševanje problemov) - Seminarske vaje (refleksija izkušenj, projektno delo, timsko delo, metode kritičnega mišljenja, diskusija, sporočanje povratne informacije); - Eksperimentalne vaje, ki temeljijo na izkušenjskem, sodelovalnem in problemskem učenju (samostojno učenje, diskusija, razlaga, opazovanje, timsko delo, študija primera, metode kritičnega branja in pisanja, igra vlog, sodelovalno učenje, portfolijo, evalvacija, samoocenjevanje) - Individualne in skupinske konsultacije (diskusija, dodatna razlaga, obravnava specifičnih vprašanj) Načini ocenjevanja: Pisni izpit Izdelava seminarske naloge s poročili eksperimentalnih vaj in predstavitev Delež (v %) / Weight (in %) 60 % 40 % Learning and teaching methods: - Lectures with students active participation (lecture, discussion, questions, examples, problem solving exercises) - Tutorials with assignment (selfreflection, project work, team work, methods of critical thinking, discussion, feedback, practice) - Experimental exercises that are based on experiential, collaborative and problem-based learning (individual independent learning, discussion, interpretation, observation, teamwork, case study methods of critical reading and writing, role playing, cooperative learning, portfolio, evaluation, selfassessment); - Individual and group consultations (discussion, additional explanation, dealing with specific questions) Assessment: Written exam Seminar paper with tutorial reports and its presentation Ocenjevalna lestvica skladno s Pravilnikom o preverjanju in ocenjevanju znanja Grading is in accordance with the Faculty s evaluation Ordinance
Reference nosilca / Lecturer's references: