Master syllabus psyc 516 rev 1-2010

CARLOS ALBIZU UNIVERSITY
SAN JUAN CAMPUS

1MASTER SYLLABUS

PSYC-516: TECHNIQUES OF PSYCHOTHERAPY

CREDITS: 3

COURSE DESCRIPTION:

This course will review the strategies and techniques of psychotherapy. The course is
designed to explain different styles and theories of a diverse array of psychotherapies and to
stimulate critical thinking. The student will apply the techniques during supervised clinical
practice. Clinical intervention with Hispanic clients will be stressed.

PRE-REQUISITE (S): PSYC-515 Comparative Theories of Personality and Psychotherapy

COURSE OBJECTIVES:

This course is concerned with the study of the theories, therapeutic processes, techniques
and procedures of the major psychotherapy models. Students will analyze and apply key
concepts of the different approaches in relation to the model. Discussion of the usefulness of the
different our approaches and their application to the Puerto Rican population and other ethnic
minorities will be discussed. In this course, emphasis will be given to research and empirical
validation of the different psychotherapeutic approaches and techniques to diverse population
and to understand differences.

REQUIERED TEXT(S):

Corsini, R. and Wedding, D. (2008). Current Psychotherapy. (Seventh Ed.) Australia:
Thompson Learning
Link: http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-
keywords=current+psychotherapies+2008&x=18&y=15
ISBN: 0-495-09714-4

Sue, D. & Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-based
practices for a diverse society. New Jersey: John Wiley & Sons
Link: http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-
keywords=Foundations+of+Counseling+and+Psychotherapy%3A+Evidence-
based+practices+for+a+diverse+society.+&x=21&y=15
ISBN: 978-0-471-43302-6

Master Syllabus PSYC- 516 2

METHODOLOGY

The professor who offers the course will select the specific methodology. These
techniques could include, but are not limited to: conferences by the professor, group discussions
of assigned readings, class research projects, student presentations, individual meetings with
students and subgroups in the classroom.

EDUCATIONAL TECHNIQUES

The professor who offers the course will select the specific educational techniques.
These techniques could include, but are not limited to: debates, practical demonstrations,
films/videos/DVD, simulations, slide shows utilizing PowerPoint type software, forums, and
virtual chat discussions.

EVALUATION CRITERIA

The specific methodology will be selected by the professor who offers the course. These
methodologies could include, but are not limited to: term papers, projects, literature reviews,
exams and class presentations.

RESEARCH COMPETENCIES

Research competencies for Ph.D./Psy.D. students

1. Analysis of the research and validation of the major different psychotherapeutic
approaches and their application to the Puerto Rican population.

2. Analysis of the variables that affect therapeutic interventions.

3. Oral presentation of a literature research.

USE OF TECHNOLOGY
Students will be able to access various sources through digital databases and internet web
pages in an effort to further their development on the topics covered in this course.

http://wfxsearch.webfeat.org/wfsearch/menu?cid=11754;
http://search.ebscohost.com/;www.asppr.net; www.apa.org;
www.emory.edu/EDUCATION/mfp/Bandura/Index.htlm; www.beckinstitute.org;
www.academyofct.org; www.melissainstitute.com; www.rebt.ws and www.albertellis.info;
www.wglasser.com; www.thelazarusinstitute.com

Master Syllabus PSYC-516 3

ITINERARY OF CLASS UNITS

Unit 1: Introduction to the course: Overview of the major therapeutic models, socio-cultural
variables, and the psychotherapeutic process. Discussion of the usefulness of the
different our approaches and their application to the Puerto Rican population and other
ethnic minorities will be discussed.

Unit 2: Personal, professional, and ethical issues related to the practice of psychotherapy.

Unit 3: Conceptualization and diagnosis according to the different therapeutic models.

Unit 4: Introduction to psychoanalytical and psychodynamic therapies: key concepts,
psychotherapeutic goals, strategies and techniques.

Unit 5: Introduction to individual, analytical and interpersonal psychotherapy: key concepts,

Unit 6: Introduction to the existential-humanistic therapies, key concepts, psychotherapeutic
goals, strategies and techniques.

Unit 7: Mid-term examination.

Unit 8: Gestalt psychotherapy: key concepts, psychotherapeutic goals, strategies and
techniques.

Unit 9: Introduction to the cognitive and social context models including cognitive therapy
and the social cognitive therapy.

Unit 10: Cognitive behavioral therapies will be discussed, including rational emotive behavior
therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 11: Introduction to the respondent and operant models. Introduction to behavior therapy:
key concepts, psychotherapeutic goals, strategies and techniques.

Unit 12: Reality and Choice therapy: key concepts, psychotherapeutic goals, strategies and
techniques.

Unit 13: Multimodal therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Unit 14: Final examination


Unit 1: Introduction to the course: Overview of the major therapeutic models, socio-
cultural variables, and the psychotherapeutic process. Discussion of the usefulness
of the different our approaches and their application to the Puerto Rican population
and other ethnic minorities will be discussed.

Upon successful completion of this unit, the students will understand the different
approaches in psychotherapy and the interrelation between socio cultural variables and
the psychotherapeutic process.

Learning Objectives

Upon successful completion of this unit, students will be able to:

1. Explain the importance of the socio cultural variables in psychotherapy.

2. Identify the major therapeutic approaches.

3. Discuss their philosophical orientation and its importance in the practice of
psychotherapy.

4. Describe the models approach and its uses in the process of conceptualization.

5. Discuss the importance of the client-therapist relation

6. Define and discuss the concepts and issues relating to psychotherapy,
conceptualization, eclecticism, orientation to a single theory, and general
metatheoretical orientation.

Assigned Readings:

Thompson Learning. Chapter 1

Snyder, C. R., & Ingram, R. E. (2000). Psychotherapy: Questions for an evolving field. In
C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 707-
726). New York: Wiley.

practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 3

Zane, N., Nagayama, G. C., Sue, S., Young, K., & Nunez, J. (2004). Research on
psychotherapy with culturally diverse populations. In M. J. Lambert (Ed.),
Handbook of psychotherapy and behavior change (pp. 767-804). New York: Wiley.


Unit 2: Personal, professional, and ethical issues related to the practice of
psychotherapy.

Upon successful completion of this unit, the students will be able to recognize and
understand the importance of personal, professional and ethical issues in the practice of
psychotherapy.

Learning Objectives


1. Describe the personal characteristics of the effective therapist.

2. Discuss the characteristics of an effective psychotherapy.

3. Analyze and explain the impact of social and cultural variables in the practice of
psychotherapy.

4. Recognize and describe the ethical standards and guidelines of the profession.

5. Explain the importance of professional and ethical issues in relation to competence
in clinical practice, dual relationships, confidentiality, informed consent, and duty to
warn and protect.

Assigned Readings:

Bernal (2000) Psicoterapia. Cap. 1, 3, 4

Thompson Learning. Chapter 15.

practices for a diverse society. New Jersey: John Wiley & Sons. Chapter 4.

Stricker, G, Widiger, T. A. and Weiner, I. B. (2003). Handbook of Psychology, Clinical
Psychology. New York: John Wiley and Sons. Chapter 21

Zonana, H. (2002). Legal dimensions of psychotherapy. In M. Hersen & W. Sledge (Eds.),
Encyclopedia of psychotherapy (pp. 91-106). New York: Academic Press.

Electronic resources:
Puerto Rico Psychological Association: www.asppr.net
American Psychological Association: http://www.apa.org/science/research/regcodes.html


Unit 3: Conceptualization and diagnosis according to the different therapeutic models.

Upon successful completion of this unit, the student will understand how to conceptualize
clinical cases according to the various therapeutic models.

Learning Objectives


1. Define and understand different models approaches to conceptualization and
diagnosis.

2. Explain the process of assessment utilizing different therapeutic models.

3. Describe psychological intervention from different therapeutic models.

4. Describe and understand treatment goals and techniques from different therapeutic
models.

5. Discuss the applicability of both models to clinical cases.

Assigned Readings:

Dougherty, J.L.. (2005). Ethics in case conceptualization and diagnosis: Incorporating a medical
model into the developmental counseling tradition . Counseling and Values, 49(2) p132

Kendjelic, E.M.; Eells, T.D. (2007) Generic psychotherapy case formulation training improves
formulation quality. Psychotherapy: Theory, Research, Practice, Training, 44(1), pp.
66-77.
Neufeldt, S.A., Pinterits, E.J. Moleiro, C.M. (2006). How do graduate student therapists
incorporate diversity factors in case conceptualization? Psychotherapy: Theory,
Research, Practice, Training, 43(4). Special issue: Culture, Race, and Ethnicity in
Psychotherapy. pp. 464-479.
Falvey, J.E., Bray, T.E.; Hebert, D. J.(2005). Case conceptualization and treatment planning:
Investigation of problem-solving and clinical judgment. Journal of Mental Health
Counseling, 27(4), p348-372.



Unit 4:Introduction to psychoanalytical and psychodynamic therapies: key concepts,

Upon successful completion of this unit, the students will understand the
psychodynamic therapy. Key concepts, psychotherapeutic goals, strategies and
techniques will be reviewed along with their cross-cultural considerations.

Learning Objectives


1. Describe the major theoretical constructs of psychodynamic therapy.

2. Define and understand the structure of personality and ego defense mechanisms.

3. Describe basic constructions of developmental theory.

4. Describe the basic techniques used in psychodynamic interviews.

5. Discuss the importance of the analysis of resistance, transference, and counter
transference feelings in psychodynamic therapy.

6. Define and understand the application of therapeutic techniques and procedures.

7. Explain the process of psychotherapy and the four phases of treatment.

8. Discuss the application of psychodynamic therapy.

9. Analyze clinical cases.

Assigned Reading:

Corsini, R. and Wedding, D. (2008). Chapter 2


Vakoch, D. A., & Strupp, H. H. (2000). Psychodynamic approaches to psychotherapy:
Philosophical and theoretical foundations of effective practice. In C. R. Snyder & R. E.
Ingram (Eds.), Handbook of psychological change (pp. 200-216).


Unit 5: Introduction to individual, analytical and interpersonal psychotherapy: key
concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the individual
and analytical therapies. Key concepts, psychotherapeutic goals, strategies and
techniques will be reviewed. Case conceptualizations will be discussed.

Learning Objectives


1. Describe the therapeutic goals of educational process of individual therapy.

2. Identify the four phases of therapy in Adlerian psychology.

3. Discuss the importance of family constellations, early recollections, and goal
orientation.

4. Explain the relationship between therapist and client in individual psychotherapy.

5. Define the basic concepts of Analytical Psychotherapy.

6. Discuss the concepts of transference and countertransference in Jungian
psychotherapy.

7. Discuss the applicability of Analytical and individual psychotherapy.

8. Define the basic concepts of Interpersonal Psychotherapy.

9. Discuss the applicability of analytical, individual and interpersonal psychotherapy.

Assigned Reading
Corey, G. (2009). Chapter 5

Corsini, R. (2008). Chapters 3 and 4



Unit 6: Introduction to the existential-humanistic therapies, key concepts,
psychotherapeutic goals, strategies and techniques, including person-center
therapy.

Upon successful completion of this unit, the students will understand the existential
humanistic theories and Person-Centered therapy. Key concepts, psychotherapeutic
goals, strategies and techniques will be reviewed.

Learning Objectives


1. Describe the general worldview of existential-humanistic theory.

2. Central theoretical constructs of the theory and specific techniques.

3. Define and discuss basic concepts of existentialism and humanism.

4. Discuss problems and limitations of the existential-humanistic therapies and the
implication for practice.

5. Define and discuss the aspects of awareness, congruency, ideal self and real self.

6. Explain the three personal characteristics or attitudes of the therapist that form the
central part of the therapeutic relationship.

7. Describe the six conditions that are necessary and sufficient for “significant
positive personality change”.

Assigned Reading:

Corey, G. (2009). Chapters 6 and 7

Corsini, R. (2008). Chapters 5 and 9

Fischer, C. T., & McElwain, & DuBoise, J. T. (2000). Existential approaches to psychotherapy.
In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change (pp. 243-257).
New York: Wiley.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton.



Unit 7: Mid-term examination.


Unit 8: Gestalt psychotherapy: key concepts, psychotherapeutic goals, strategies and
techniques.

Upon successful completion of this unit, the students will understand the Gestalt
Psychotherapy. Key concepts, psychotherapeutic goals, strategies and techniques will
be reviewed.

Learning Objectives


1. Discuss the basic concepts of Gestalt therapy.

2. Describe the concepts of personal responsibility, unfinished business, avoiding
experiences, awareness of the now, and the concepts of the what and how.

3. Apply the psychotherapeutic goal of assisting clients in gaining awareness of
moment to moment experiences.

4. Apply some of the wide range of Gestalt techniques designed to intensify
experiencing, and integrate conflicting feelings.

5. Discriminate which type of clients can be suited for the therapeutic approach.

6. Explain the contribution and limitations of Gestalt theory.

7. Analyze clinical cases from the gestalt therapeutic approach.

Assigned Reading


Corsini, R. (2008) Chapter 9 and 10



Unit 9: Introduction to the cognitive and social context models including cognitive therapy
and the social cognitive therapy.

Upon successful completion of this unit, the students will understand the
conceptualization process in the cognitive and social context models.

Learning Objectives


1. Analyze and explain the clients’ cognition’s that maintain, cause or exacerbate
problems.

2. Describe the possible assessment methods of the cognition model.

3. Discuss treatment goals and techniques in the cognitive model.

4. Explain the effectiveness of cognition therapy for depression and the concept of
learned helplessness.

5. Explain the principles of the social learning theories.

6. Describe the assessment methods and techniques of the social model.

7. Analyze and explain clinical cases using the cognitive and social models.

8. Analyze the relationship between therapist and client.

9. Discuss of the application of psychotherapy to diverse populations.

Assigned Reading:

Bandura, A. (1967). Behavioral psychotherapy Scientific American, 216(3),. pp. 78-86.

Bandura, A. (2002). Social cognitive theory in cultural context. Journal of Applied Psychology:
An International Review, 51, 269–290.

Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.),
Great minds in management (pp. 9–35). Oxford, England: Oxford University Press.

Beck, A. T. (1993). Cognitive Therapy: Past, Present, and Future. Journal of Consulting and
Clinical Psychology, 61(2) 194-198.

Bernal (2000) Chapter 2


Corsini, R. (2008) Chapter 8.

Dijkstra, A., Jaspers, M. & van Zwieten, M. (2008). Psychiatric and psychological factors in
patient decision making concerning antidepressant use. Journal of Consulting and
Clinical Psychology, 76(1). pp. 149-157.

practices for a diverse society. New Jersey: John Wiley & Sons. Chapters 11 and 12.

Reinecke, M. A., & Freeman, A. (2005). Cognitive therapy. In A. S. Gurman & S.B. Messer
(Eds.), Essential psychotherapies (pp. 224-271). New York: Guilford.

Electronic Resources:
Albert Bandura: www.emory.edu/EDUCATION/mfp/Bandura/Index.htlm
Aaron T. Beck: www.beckinstitute.org
Judith Beck: www.academyofct.org
Donald Meichenbaum: www.melissainstitute.com


Unit 10: Cognitive behavioral therapies will be discussed, including rational emotive
behavior therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the students will understand the Cognitive
Behavioral and the Rational Emotional therapies. Key concepts, goals, strategies and
techniques will be discussed.

Learning Objectives


1. Describe cognitive behavioral worldviews and basic concepts in therapy.

2. Discuss cognitive assessment and techniques.

3. Explain the main propositions of rational emotive therapy

4. Discuss the REBT theory of psychotherapy.

5. Describe REBT as a didactic and direct model.

6. Discriminate which type of client is best suited for the REBT approach.

7. Analyze clinical cases from a Rational Emotive Behavioral model.

Assigned Reading

Corey, F. (2009). Chapter 11

Corsini, R. (2008) Chapter 6.

Ellis, A. (2003). Rational emotive behavior therapy. In M. Hersen & W. Sledge (Eds.),
Encyclopedia of psychotherapy (pp. 483-499). New York: Academic Press.

Ellis, A (2004). The road to tolerance: The philosophy of rational emotive behavior therapy.
New York: Prometheus Books.


Albert Ellis: www.rebt.ws and www.albertellis.info


Unit 11: Introduction to the respondent and operant models. Introduction to behavior
therapy: key concepts, psychotherapeutic goals, strategies and techniques.

Upon successful completion of this unit, the student will be able to apply the basic
concepts of the respondent and operant models to the conceptualization of clinical
cases.

Learning Objectives


1. Explain the key concepts of the respondent model on the classical conditioning
model.

2. Discuss the two-factor theory.

3. Describe the concept of experimental neurosis and its relation to the stress
response.

4. Explain and understand the assessment question and techniques in the respondent
model.

5. Apply the basic concepts of the operant model to the practice of psychotherapy.

6. Explain the basic assessment questions and the applicability to the model.

7. Discuss and understand the concepts of functional analysis and patterns of
reinforcement.

8. Describe treatment goals and techniques in the operant model.

9. Analyze and explain clinical cases using the respondent and operant models.

Assigned Readings:

Corsini & Wedding (2008) Chapter 7.

Anthony, M. M., & Roemer, L. (2005). Behavior therapy. In A. S. Gurman & S. B. Messer
(Eds.), Essential psychotherapies (pp. 182-223). New York: Guilford.


Unit 12: Reality therapy and Choice Therapy: key concepts, psychotherapeutic goals,
strategies and techniques.

Upon successful completion of this unit, the students will understand Reality therapy.
Key concepts, psychotherapeutic goals, strategies and techniques will be reviewed.

Learning Objectives


1. Discuss the assumptions that people are ultimately self-determining and in charge
of their life.

2. Discuss the concept that people create their feelings by the choices they make and
what they do.

3. Develop a psychotherapeutic plan to help people become emotionally strong and
rational enough to accept personal responsibility for their life.

4. Describe the therapist relationship with the client in the reality therapy approach.

5. Describe reality as a directive, acting, and didactic approach.

6. Discriminate which type of client is suitable for this psychotherapeutic approach.

7. Analyze clinical cases from a reality therapy approach.

Assigned Reading


Glasser, W. (1972). Reality Therapy. Narcea, Spain: S.A. de Ediciones.

Glasser, W. (2003). For parents and teenagers- dissolving the barrier between you and your
teen. New York: Quill.

William Glasser: www.wglasser.com


Unit 13: Multimodal therapy: key concepts, psychotherapeutic goals, strategies and
techniques.

Upon successful completion of this unit, the students will be able to apply Lazarus’
Multimodal therapy.

Learning Objectives

Upon successful completion of this unit, students should be able to:

1. Discuss the BASIC I.D. of assessment process multimodal therapy.

2. Discuss the eclectic approach of Lazarus.

3. Explain the rationale behind multimodal therapy.

4. Discriminate the techniques that can be used in the BASIC I.D.

5. Discriminate which clients are suitable for this approach.

6. Analyze and conceptualize cases using the Multimodal approach.

7. Establish therapeutic goals, strategies and techniques with the model.

Assigned Reading

Corsini, R. (2008) Chapter 11

Lazarus, A. A. (1997). Brief but comprehensive psychotherapy: The multimodal way. New York:
Springer.

Arnold Lazarus and Clifford Lazarus: www.thelazarusinstitute.com


Unit 14: Final examination


BIBLIOGRAPHY

Bandura, A. (1967). Behavioral psychotherapy. Scientific American, 216(3),. pp. 78-86.

Bandura, A. (2002). Environmental sustainability by sociocognitive deceleration of population
growth. In P. Schmuck & W. Schultz (Eds.),The psychology of sustainable development
(pp. 209–238). Dordrecht, the Netherlands: Kluwer.

Bandura, A. (2002). Social cognitive theory in cultural context. Journal of Applied Psychology:
An International Review, 51, 269–290.

Bandura, A. (2004). The role of selective moral disengagement in terrorism and
counterterrorism. In F. M. Mogahaddam & A. J. Marsella(Eds.), Understanding
terrorism: Psychological roots, consequences and interventions (pp. 121–150).
Washington, DC: American Psychological Association.

Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to
transformative mainstream. Behavioral Research and Therapy, 42, 613–630.

Bandura A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.),
Great minds in management (pp. 9–35). Oxford, England: Oxford University Press.

Bandura, A. (2006). Towards a psychology of human agency. Perspectives on Psychological
Science, 1, 164–180.

Beck, A. T. (1993). Cognitive Therapy: Past, Present, and Future. Journal of Consulting and
Clinical Psychology, 61(2) 194-198.

Bernal, G. (2000). Psicoterapia: El reto de evaluar festividad ante el nuevo milenio.
Publicaciones Puertorriqueñas, Hato Rey, P.R.

Bernal G. & A. Martínez-Taboas (Eds.). (2005). Teoría y práctica de la psicoterapia en Puerto
Ric.o Hato Rey, PR: Publicaciones Puertorriqueñas.

Brammer, L. & Shostrom, E. (1977). Therapeutic Psychology. New Jersey: Prentice-Hall, Inc.

Brems, C. (1999). Psychotherapy: Processes and Techniques. New York: Allyn & Bacon.

Corey, G. (2004). Case Approach to Counseling and Psychotherapy, (7th Ed). Thompson
Learning College

Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th Ed.). Wadsworth
Cengage Learning


Thompson Learning

Dijkstra, A., Jaspers, M. & van Zwieten, M. (2008). Psychiatric and psychological factors in
patient decision making concerning antidepressant use. Journal of Consulting and
Clinical Psychology, 76(1). pp. 149-157.

Dougherty, J.L.. (2005). Ethics in case conceptualization and diagnosis: Incorporating a medical
model into the developmental counseling tradition . Counseling and Values, 49(2) p132

Ellis, A (2004). The road to tolerance: The philosophy of rational emotive behavior therapy.
New York: Prometheus Books.

Ellis, A.(2003). Ask Albert Ellis. California: Impact Publishers.

Falvey, J.E., Bray, T.E.; Hebert, D. J.(2005). Case conceptualization and treatment planning:
Investigation of problem-solving and clinical judgment. Journal of Mental Health
Counseling, 27(4), p348-372.

Glasser, W. (1972). Reality Therapy. Narcea, Spain: S.A. de Ediciones.

Glasser, W. (2003). For parents and teenagers- dissolving the barrier between you and your
teen. New York: Quill.

Gurman, A. S., & Messer. S. (2005). Essential psychotherapies. (Second Ed.) New York: The
Guilford Press.

Hersen. M. (Ed.) (2002). Clinical behavior therapy: Adults and children. New York: Wiley.

Hersen, M., & Sledge, W. (2002). Encyclopedia of psychotherapy-2 volumes. New York:
Academic Press.

Kendjelic, E.M.; Eells, T.D. (2007) Generic psychotherapy case formulation training improves
formulation quality. Psychotherapy: Theory, Research, Practice, Training, 44(1), pp.
66-77.

Lazarus, A. (1984). Terapia Multimodal. Argentina: Editorial IPPEM.

Lazarus, A. (1976). Multimodal Behavior Therapy. New York: Springer Publishing Company.

Levine, F. & Sandeen, E. (1985). Conceptualization in Psychotherapy: The Models Approach.
New Jersey: Lawrence Erlbaum Association Publishers.


Navas, J. (1987). Cómo tomar decisiones y solucionar problemas racionalmente (2nd Ed.).
Puerto Rico: Editorial Librotex.
Neufeldt, S.A., Pinterits, E.J. Moleiro, C.M. (2006). How do graduate student therapists
incorporate diversity factors in case conceptualization? Psychotherapy: Theory,
Research, Practice, Training. 43(4). Special issue: Culture, Race, and Ethnicity in
Psychotherapy. pp. 464-479.
Roselló, J, & Bernal, G. (1999). The efficacy of cognitive-behavioral and interpersonal
treatments for depression in Puerto Rican adolescents. Journal of Consulting and
Clinical Psychology, (67) 5, 734-745.

Snyder, C. R., & Ingram, R. E. (2000). Handbook of psychological change. New York: Wiley.

Stricker, G, Widiger, T. A. and Weiner, I. B. (2003). Handbook of Psychology, Clinical
Psychology. New York: John Wiley and Sons.

practices for a diverse society. New Jersey: John Wiley & Sons

Swensen, C. (1968). An Approach to Cases Conceptualization. New York: Houghton Mifflin
Company.

Voss Horrell, S. C. (2008). Effectiveness of Cognitive–Behavioral Therapy With Adult Ethnic
Minority Clients: A Review. Professional Psychology: Research and Practice, (39) 2,
160–168.

Wachtel, P. & Nesser, S. (1997). Theories of Psychotherapy. Washington, D.C.: American
Psychological Association.

Wolpe, J. (1982). The Practice of Behavior Therapy. New York: Pergamon Press.

Wolpe, J. (1975). Psicoterapia por inhibición recíproca. Spain: Editorial Desclee de Brouwer.

Revised by: Carmen Auger, Psy.D.

Date: Diciembre 2000_______________

Revised by: Dr. Víctor López-Tosado

Revised and approved by the Curriculum Committee

Date:__February 2003______________

Signature:__Dra. Emily Seilhamer______


Revised by: Dr. Alfonso Martínez Taboas

Date: April 2004

Revised by: Monique Jiménez, Psy.D.

Date: April 2008

Revised by: Monique Jiménez, Psy.D.

Date: January 2010

Master syllabus psyc 516 rev 1-2010

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