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Conferência "Presença terapêutica e psicoterapia online em tempos de pandemia covid-19: uma perspectiva dos psicoterapeutas
" - Alexandre Vaz e Sara Rathenau - 11 de março de 2021
This interactive workshop provides participants with an opportunity to develop their understanding of goals in counselling and psychotherapy, and to develop their skills and knowledge in this area. The workshop is particularly oriented towards participants who are interested in an understanding their clients as agentic and purpose-oriented beings, and wary of more mechanistic or ‘outcome-oriented’ goal-based approaches. The workshop starts by introducing the concept of ‘directionality’—that human beings are always oriented towards future possibilities—and looks at how this can be applied to an understanding of self. The workshop then explores what has been learnt from the psychological research about the nature of goals and goal processes (for instance, distinguishing between 'approach' and 'avoidance' goals). It then goes on to a more practical exploration of working with goals, including skills practice and video demonstrations.
By the end of this workshop, participants will be able to:
- Define the concept of ‘directionality’ and be able to apply this to an understanding of their own psychological processes
- Discuss the theory and evidence that relates 'goal actualisation' and goals types to psychological wellbeing and distress
- Apply basic goal-oriented practices in counselling and psychotherapy, including goal discussion and goal setting
- Use the Goals Form in an appropriate manner
Session 1: Directionality: The actualisation of our deepest directions
Session 2: Goal dimensions: ‘Not all goals are created equal’
Session 3: Basic principles and methods for working with goals in counselling and psychotherapy
Session 4: Using the Goals Form
The workshop combines self-development exercises, theoretical input, practical exercises, and small and large group discussion. The workshop is appropriate for training and practicing counsellors, psychotherapists, counselling psychologists and other mental health professionals.
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Empathic interventions are a core skill of psychotherapy. Through empathy, the therapist attunes, in a moment-by-moment manner, to the client’s frame of reference and emotional experience, understanding the client’s perspective while accurately reflecting, in both depth and intensity, the essential core experience that the client expresses. Decades of research have shown that this nuanced skill is significantly correlated with therapy outcomes, making it essential for therapists of all theoretical backgrounds.
This workshop will focus on the theory and practice of empathic interventions and its uses in deepening emotional processes that lead to emotional transformation through psychotherapy. Particular emphasis will be given to teaching and showing examples of key empathic interventions; and using deliberate practice role-plays to consolidate the attendee's competence in this skill.
About Rhonda Goldman
Former Professor at the Chicago School of Professional Psychology and a therapist affiliate of the Family Institute at Northwestern University. She has authored five books on Emotion-Focused Therapy (EFT). Rhonda practices, teaches, and conducts research on EFT for individuals and couples, emotional processes, empathy, vulnerability, depression, and self-soothing. She is the 2011 recipient of the Carmi Harari Early Career Award from the Society of Humanistic Psychology, Division 32 of the American Psychological Association. Rhonda is the past president of the Society for the Exploration of Psychotherapy Integration (SEPI), and a co-founding board member of the International Society for Emotion-Focused Therapy (ISEFT).
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Coordenação: Nuno Conceição
Case formulation is a key component of psychotherapy, and is particularly important when treating cases with personality disorders (Kramer, 2019). These clients regularly challenge the therapist effectiveness, the therapeutic relationship and the therapist focus on central contents. Facing these clients, the therapist needs a clinically meaningful case formulation that is able to explain the client’s moments of disruptive experiences. The present two-day workshop reviews the necessary components of a successful case formulation for personality disorder, by adopting an integrative and disorder-oriented approach. By doing so, the workshop will focus on how therapists can productively take advantage of responsiveness in the therapy process. This will be done using the principles of Plan Analysis (Caspar, 2007), and of the motive-oriented therapeutic relationship. Research will be presented demonstrating the effectiveness of case formulation in treatments for clients with personality disorders. Clinical material will be presented on video and worked through, then implemented directly into productive client-therapist interactions using role plays. The participants’ personal implication in the workshop is recommended in order to optimize the learning process. After the workshop, the participants will be familiar with the principles of Plan Analysis and how to formulate a case of a client with personality disorder. They will be able to understand how to use this information for a productive relationship formation and how to foster appropriate therapist responsiveness in the psychotherapy process.
Caspar, F. (2007). Plan Analysis. In T. D. Eells (Ed.), Handbook of Psychotherapy Case Formulations (2nd edition; pp. 251-289). New York, NY: Guilford Press.
Kramer, U. (2019) (Ed.). Case Formulation for Personality Disorders: Tailoring Psychotherapy to the Individual Client. Cambridge, MA, USA: Elsevier.
Ueli Kramer, PhD, is Privat-Docent, psychotherapy researcher and clinical psychotherapist according to Federal Law, at the Department of Psychiatry (Institute of Psychotherapy and General Psychiatry Service), University of Lausanne, Switzerland. He holds an adjunct appointment at the Department of Psychology, University of Windsor, Canada. His research focuses on process and outcome in psychotherapy, in particular the mechanisms of change in treatments of personality disorders and case formulation in personality disorders. He is a broadly trained clinician, working from an integrative psychotherapy perspective. Dr. Kramer is the co-recipient of the 2015 Inger Salling Award, the recipient of the 2016 Outstanding Early Career Achievement Award of the Society for Psychotherapy Research, of the 2016 Hamburg Award for Personality Disorders and of the 2018 Marvin Goldfried New Researcher Award of the Society for the Exploration of Psychotherapy Integration.
Further learning objectives:
- To learn about the importance of case formulation for personality disorders.
- To understand the diversity of case formulation methods and their relationship implications
- To be able to formulate a case according to the principles of Plan Analysis.
- To be able to implement the motive-oriented therapeutic relationship.
- To be able to learn from, as well as identify avenues of research in case formulation.
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This workshop will introduce our broad-based system for therapist training, the Facilitative Interpersonal Relationship Skills Training (FIRST) program. FIRST combines a focus on both processes and skills in a practical, applied manner. FIRST is grounded in a focus on the therapist and therapist effects. Over the last decade, more research attention has been given to the critical effects of the therapist in psychotherapy process and outcomes. Recent investigations have found that individual therapists demonstrate consistent differences that have robust impacts on treatment process and outcome. FIRST will focus on building therapist skills designed to build those therapeutic processes that are the best predictors of client outcomes. Systematic research on therapist effects and skills has found that effective therapists tend to possess significantly greater Facilitative Interpersonal Skills (FIS; Anderson et al., 1999; 2016a; 2016b) than less effective therapists. Directly linked to research methods on FIS, FIRST is grounded in building therapist awareness and resources for responding
to the most challenging interpersonal moments, those moments that have the greatest potential to disrupt therapeutic processes. Research on FIS has found that responses to such critical relational markers, albeit brief moments, carry considerable weight when it comes to good outcomes and building good working relationships. Thus, a primary learning objective of this workshop will be to facilitate therapists and helpers to adjust, adapt, and reflexively respond to the intensity of moments with clients is a more encompassing skill.
Training Procedures. The FIRST program covers the full range of FIS through a broad series of training modules for building therapist verbal fluency, emotional expression, building client hope and expectations, persuasiveness, empathy, wamth / acceptance, alliance bond capacity, and alliance rupture repair responsiveness. Throughout the modules, a number of deliberate practice exercises are interwoven to help therapists learn and hone targeted skills. These modules group together as: verbal fluency and emotional expression; persuasion and expectations; warmth and empathy; and alliance bond capacity and ARRR. They are designed to operate sequentially, such that the modules discuss increasingly “complex” skills that build upon earlier sections. Participants will be guided through each module by providing with an overview and description of didactic content, common examples of clinical issue related to the specific skills, use of video examples that build on the FIS responses, role plays with a focus on how to build deliberate practice exercises into effective clinical practice.
1. Introduction to focusing on the individual therapist.
2. Therapist effects and how we can learn from research on therapist Facilitative Interpersonal Skills (FIS)
3. Individual therapist response to FIS client situations and self-assessment
4. Facilitative Interpersonal Relationship Skills Training (FIRST) and building common relational processes through training.
5. Building Verbal Fluency and Emotional Expression
6. Building Persuasion with Client Hope and Expectations
7. Building Warmth, Acceptance, and Empathy
8. Building Alliance Bond Capacity and Alliance Rupture Repair Responsiveness
9. Using Deliberate Practice strategies and methods for regular skill building.
Timothy Anderson is a professor in the clinical psychology doctoral program at Ohio University, where he conducts research and teaches psychotherapy and clinical practicum. He attended college at the University of Michigan and earned his Ph.D. at Miami University with clinical internship at Northwestern University, followed by a three-year NIMH post-doctoral fellowship in psychotherapy research at Vanderbilt University. Professor Anderson was awarded the Outstanding Early Career Achievement Award by the International Society for Psychotherapy Research and is a Fellow of the American Psychological Association.
Description of workshop:
The application of a system to deliver providers with real-time feedback on patient progress will be presented along with instructions on how to make real time feedback a part of routine practice. In addition, results showing a persistent, repetitive pattern of patient benefit and reduction of treatment failure in patients seeing providers who received feedback compared to treatment-as-usual outcomes will be provided. Participants will be introduced to a Clinical Support Tool that can be used to problem-solve with patients predicted to have a negative treatment outcome.
1) Participants will be able to specify a positive and negative treatment outcome based on a standardized scale.
2) Participants will be able to list steps that need to be taken in order to implement an effective feedback system.
3) Participants will be able to summarize the results of providing feedback to therapists about non responding patients.
4) Participants will be able to use a decision tree based problem solving strategy and brief psychological test to prompt changes in the course of psychotherapy.
About Dr. Lambert
Michael J. Lambert, Ph.D., is Professor of Psychology (Emeritus) and held the Susa Young Gates University Professorship at Brigham Young University, teaching in the Clinical Psychology Program. He is also held an Honorary Professorship at the University of Queensland School of Psychology, Brisbane Australia. He has been in private practice as a psychotherapist throughout his career. His research spans 40 years and has emphasized psychotherapy outcome, process, and the measurement of change. He was the recipient of the Distinguished Psychologist Award from Division 29 (psychotherapy) of the American Psychological Association. He is editor of Bergin and Garfield’s Handbook of Psychotherapy and Behavior Change (6th edition, 2013), the most authoritative summary of the effects of psychological treatments. His current focus is on improving psychotherapy outcomes through the use Routine Outcome Monitoring and feedback to clinicians, an evidence-based practice.
Sobre o apresentador: Tony Rousmaniere é Clinical Faculty da Universidade de Washington, em Seattle, onde também mantém uma prática privada. Consultor, treinador e supervisor de terapeutas em todo o mundo, incluíndo Austrália, Ásia, Índia, Inglaterra, Europa e Estados Unidos. Autor do livro Deliberate Practice for Psychotherapists (Routledge Press) e editor de The Cycle of Excellence: Training, Supervision, and Deliberate Practice (com Rod Goodyear, Scott Miller, & Bruce Wampold; Wiley Publishers). Mais sobre Dr. Rousmaniere pode ser encontrado em www.drtonyr.com.
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Sobre o apresentador: Bruce E. Wampold foi treinado em matemática (Universidade de Washington) antes de completar o seu doutoramento em psicologia clínica pela Universidade da Califórnia, Santa Bárbara. Ele é Professor de Psicologia do Aconselhamento na Universidade de Wisconsin-Madison, bem como o diretor do Instituto de Investigação do Centro Psiquiátrico Bad de Modum, em Vikersund, na Noruega. Considerado um dos investigadores de psicoterapia mais influentes do mundo, o seu trabalho envolve a compreensão da psicoterapia a partir de perspectivas empíricas, históricas e antropológicas, o que levou ao desenvolvimento de um Modelo Contextual de psicoterapia. O seu trabalho está resumido no livro The Great Psychotherapy Debate: The Evidence for What Makes Psychotherapy Work (com Z. Imel, Routledge, 2015).
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