| Clinical Psychology (Master) (without Thesis) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code: | PSK5001 | ||||
| Course Name: | Case Examples and Conceptualizations in Rational (Rational) Emotive & Cognitive Behavioral Therapy | ||||
| Semester: |
Spring Fall |
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| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. EZGİ ILDIRIM | ||||
| Course Lecturer(s): | Doç. Dr. Pervin Tunç | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course is to teach participants Rational Emotive Therapy (RDT) and Cognitive Behavioral Therapy (CBT) approaches in depth. In this context, the objectives of the course can be listed as follows: To teach thought recording, cognitive restructuring, behavioral activation and other therapy techniques in practice. To demonstrate the application of RDT and CBT techniques through real case examples. To develop case conceptualization skills and teach how to integrate these conceptualizations into the therapy process. This course aims to enable participants to specialize in Rational Emotive Therapy and Cognitive Behavioral Therapy by providing comprehensive training in terms of both theoretical knowledge and practical skills. |
| Course Content: | Theoretical background of RDT and CBT. Basic concepts: ABC Model, automatic thoughts, cognitive distortions. Albert Ellis and the development of RDT. Basic techniques such as thought recording and cognitive restructuring. Case examples and applications. Aaron Beck and the development of CBT. Working with automatic thoughts and core beliefs. Behavioral activation and relaxation techniques. Case conceptualization techniques of RDT and CBT. |
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The students who have succeeded in this course;
1) They will understand and explain the theoretical foundations and basic concepts of Rational Emotive Therapy (RDT) and Cognitive Behavioral Therapy (CBT) approaches. 2) They will be able to practically apply RDT and CBT techniques and effectively use basic techniques such as thought recording, cognitive restructuring, and behavioral activation. 3) Using the case conceptualization techniques of RDT and CBT, they will be able to formulate cases encountered in the therapeutic process and understand how to integrate these conceptualizations into the therapy process. 4) They will develop their critical thinking and analysis skills through real case examples and group discussions, and will be able to produce creative and effective solutions to the difficulties encountered in therapy processes. |
| Week | Subject | Related Preparation |
| 1) | Introduction: Purpose, objectives and content of the course. Basic Concepts: Definition, history and basic concepts of RDT and CBT. | Relevant section of the textbook |
| 2) | Rational Emotive Therapy (RDT) - Theoretical Foundations Albert Ellis and RDT: Historical background and development process. ABC Model: Activation event, beliefs, and consequences. | Relevant section of the textbook |
| 3) | Techniques - I Thought Recording: Identifying rational and irrational beliefs. Cognitive Restructuring: Rationalizing irrational beliefs. | Relevant section of the textbook |
| 4) | Techniques - II Behavioral Experiments: Testing irrational beliefs. Role Playing: The use of role playing techniques in therapy. | Relevant section of the textbook |
| 5) | Rational Emotive Therapy Case Examples Real Case Studies: Case examples where RDT techniques are applied. Group Discussions: Discussions based on case examples. | Relevant section of the textbook |
| 6) | Cognitive Behavioral Therapy (CBT) - Theoretical Foundations Aaron Beck and CBT: Historical background and development process. Automatic Thoughts and Core Beliefs: Explaining basic concepts. | Relevant section of the textbook |
| 7) | CBT Techniques - I Thought Diary: Identifying and analyzing automatic thoughts. Cognitive Distortions: Identifying and correcting cognitive distortions. | Relevant section of the textbook |
| 8) | CBT Techniques - II Behavioral Activation: Behavioral activation techniques and applications. Relaxation Techniques: Relaxation and stress management techniques. | Relevant section of the textbook |
| 9) | Midterm Exam | Studies regarding midterm exam |
| 10) | Conceptualization Techniques Case Formulation: Case formulation and conceptualization process in RET and CBT. Practical Applications: Application of conceptualization techniques. | Relevant section of the textbook |
| 11) | RET and CBT Conceptualization Comparisons | Relevant section of the textbook |
| 12) | Applications based on real cases Feedback and Discussion: Feedback and group discussions on applications. | Relevant section of the textbook |
| 13) | Applications based on real cases Feedback and Discussion: Feedback and group discussions on applications. | Relevant section of the textbook |
| 14) | Applications based on real cases Feedback and Discussion: Feedback and group discussions on applications. | Relevant section of the textbook |
| 15) | Final Exam | Studies for the final exam |
| Course Notes / Textbooks: | Ellis, A. (1962). Reason and emotion in psychotherapy. Lyle Stuart. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive Therapy of Depression. Guilford Press. |
| References: | Journal of Rational-Emotive and Cognitive-Behavior Therapy makaleleri. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) Ability to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate qualifications. | 2 | 1 | 2 | 2 | |||||||||||
| 2) To understand the interdisciplinary interaction that clinical psychology is related to. | 2 | 3 | 1 | 2 | |||||||||||
| 3) Ability to use theoretical and practical knowledge at the level of expertise gained in the field. | 3 | 2 | 3 | 3 | |||||||||||
| 4) Ability to interpret and create new information by integrating the information acquired in the field with information from different disciplines, | 2 | 3 | 1 | 1 | |||||||||||
| 5) Ability to solve problems encountered in the field using research methods | 1 | 2 | 2 | 1 | |||||||||||
| 6) To be able to systematically convey the current developments in the field and one's own studies to groups in the field and outside the field, in writing, verbally and visually, by supporting quantitative and qualitative data. | 3 | 1 | 2 | 3 | |||||||||||
| 7) Ability to critically examine social relationships and the norms that guide these relationships, develop them, and take action to change them when necessary. | 3 | 2 | 2 | 1 | |||||||||||
| 8) Ability to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level. | 1 | 1 | 3 | 1 | |||||||||||
| 9) To be able to critically evaluate the knowledge and skills acquired at the level of expertise in the field and to direct his/her learning. | 3 | 3 | 2 | 1 | |||||||||||
| 10) Ability to supervise and teach social, scientific, cultural and ethical values during the collection, interpretation, application and announcement of data related to the field. | 2 | 1 | 3 | 3 | |||||||||||
| 11) Ability to develop strategies, policies and implementation plans on issues related to the field and evaluate the results obtained within the framework of quality processes. | 1 | 2 | 3 | 1 | |||||||||||
| 12) Ability to use the knowledge, problem solving and/or application skills they have absorbed in their field in interdisciplinary studies. | 2 | 1 | 3 | 3 | |||||||||||
| 13) Ability to independently carry out a study that requires expertise in the field. | 2 | 1 | 2 | 3 | |||||||||||
| 14) Ability to develop new strategic approaches to solve unforeseen complex problems encountered in applications related to the field and to produce solutions by taking responsibility. | 3 | 1 | 2 | 1 | |||||||||||
| 15) Ability to provide leadership in environments that require solving problems related to the field. | 2 | 2 | 1 | 3 | |||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Ability to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate qualifications. | 3 |
| 2) | To understand the interdisciplinary interaction that clinical psychology is related to. | 3 |
| 3) | Ability to use theoretical and practical knowledge at the level of expertise gained in the field. | 3 |
| 4) | Ability to interpret and create new information by integrating the information acquired in the field with information from different disciplines, | 3 |
| 5) | Ability to solve problems encountered in the field using research methods | 1 |
| 6) | To be able to systematically convey the current developments in the field and one's own studies to groups in the field and outside the field, in writing, verbally and visually, by supporting quantitative and qualitative data. | 3 |
| 7) | Ability to critically examine social relationships and the norms that guide these relationships, develop them, and take action to change them when necessary. | 3 |
| 8) | Ability to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level. | 1 |
| 9) | To be able to critically evaluate the knowledge and skills acquired at the level of expertise in the field and to direct his/her learning. | 1 |
| 10) | Ability to supervise and teach social, scientific, cultural and ethical values during the collection, interpretation, application and announcement of data related to the field. | 3 |
| 11) | Ability to develop strategies, policies and implementation plans on issues related to the field and evaluate the results obtained within the framework of quality processes. | 2 |
| 12) | Ability to use the knowledge, problem solving and/or application skills they have absorbed in their field in interdisciplinary studies. | 2 |
| 13) | Ability to independently carry out a study that requires expertise in the field. | 3 |
| 14) | Ability to develop new strategic approaches to solve unforeseen complex problems encountered in applications related to the field and to produce solutions by taking responsibility. | 1 |
| 15) | Ability to provide leadership in environments that require solving problems related to the field. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 13 | 3 | 3 | 3 | 117 | ||
| Midterms | 1 | 30 | 1 | 31 | |||
| Final | 1 | 60 | 1 | 61 | |||
| Total Workload | 209 | ||||||