Interpersonal psychotherapy (IPT) is a time-limited, 12-20 session psychotherapy designed to treat depression. It focuses on interpersonal relationships and how disruptions in relationships may contribute to depression. IPT has three phases - initial, intermediate, and termination. In the initial phase, the therapist diagnoses depression, educates the patient, and identifies problematic relationship areas. Common problem areas addressed in IPT include grief, disputes, role transitions, and interpersonal deficits. In the intermediate phase, the therapist works with the patient to address the identified problems and improve interpersonal skills. The termination phase reviews progress and prepares the patient to end treatment. IPT has been shown to be an effective treatment for depression and other disorders by resolving inter
Review of the latest research in the field on grief therapy and practice tips for practitioners. Topics include:
• The difference between normal grief and complicated or prolonged grief
• Research and issues involved in the inclusion of “Prolonged Grief Disorder” in DSM-V
• Cognitive behavioral techniques to treat prolonged grief
• The importance of self-awareness and the necessity of self-care when providing grief counseling
• Different cultural views of death
Presented by Susan Stuber, Ph.D. at the Philadelphia Society of Clinical Psychologists continuing education conference at the Philadelphia College of Osteopathic Medicine, March 22, 2013. A copy of the full presentation notes accompanying these slides may be obtained by contacting Dr. Stuber at sstuber@susanstuberphd.com.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
Feminist Therapy
Introduction
Feminist therapy puts gender and power at the core of the therapeutic process. It is built on the premise that it is essential to consider the social and cultural context that contributes to a person’s problems in order to understand that person.
Brief therapy, sometimes also referred to as short term therapy (usually 10 to 20 sessions) , is a generic label for any form of therapy in which time is an explicit element in treatment planning.
Review of the latest research in the field on grief therapy and practice tips for practitioners. Topics include:
• The difference between normal grief and complicated or prolonged grief
• Research and issues involved in the inclusion of “Prolonged Grief Disorder” in DSM-V
• Cognitive behavioral techniques to treat prolonged grief
• The importance of self-awareness and the necessity of self-care when providing grief counseling
• Different cultural views of death
Presented by Susan Stuber, Ph.D. at the Philadelphia Society of Clinical Psychologists continuing education conference at the Philadelphia College of Osteopathic Medicine, March 22, 2013. A copy of the full presentation notes accompanying these slides may be obtained by contacting Dr. Stuber at sstuber@susanstuberphd.com.
Clinical Psychology Case Formulation and Treatment Planning: A PrimerJames Tobin, Ph.D.
The aim of this primer is to support the learning of clinical case conceptualization and treatment planning for graduate students in clinical psychology, other trainees in the mental health professions, and early-career psychologists and mental health workers.
Feminist Therapy
Introduction
Feminist therapy puts gender and power at the core of the therapeutic process. It is built on the premise that it is essential to consider the social and cultural context that contributes to a person’s problems in order to understand that person.
Brief therapy, sometimes also referred to as short term therapy (usually 10 to 20 sessions) , is a generic label for any form of therapy in which time is an explicit element in treatment planning.
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• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
adjustment disorders and distress in Palliative careruparnakhurana
Psychosocial disorders are very common in patients with advanced malignancies with the commonest being anxiety and depression. Early identification and treatment will help in improving the quality of life of patients and their families and increasing compliance towards treatment and self care,
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. INTERPERSONAL PSYCHOTHERAPY
ü Time-limited therapy (12-20 sessions)
ü Especially designed for depression
ü ‘here-and-now’ framework
Focus on current interpersonal issues
ü Medical model
Depression as treatable
4. DUAL GOAL OF IPT
Symptom
remission
Solve
interpersonal
problems
related to
depression
IPT
5. THEORETICAL BASIS
ü Interpersonal theory
ü Adolf Meyer & Harry Stack Sullivan
ü Focus on the importance of interpersonal
relationships in determining behavior
ü Psychological illness develops out of interpersonal
disruptions
ü Help patients to increase their
understanding of the interpersonal events
that triggered depression
6. THEORETICAL BASIS
ü Attachment theory
ü People have the fundamental need to form strong
bonds with others.
ü When these bonds are disrupted, the individual will
experience emotional distress
ü IPT targets interpersonal relationships that may affect
patient’s attachment experiences
9. FOUR PROBLEM AREAS
Grief
• Death of a
loved one
• Prolonged
grief
Interpersonal
disputes
• Two parties or
more have
nonreciprocal
expectations
about the
terms for
behavior within
relationship
Role
transitions
• Adjustment to
a life change
that requires
an alteration of
behavior from
old role to new
role
Interpersonal
deficits
• Patients who
experience:
• Feelings of
loneliness
• Paucity of
relationships
• Underdevelope
d social and
communication
skills
11. ü Work on indentified problem areas
ü Further clarification
ü Implement strategies
Intermediate
phase
12. GRIEF DUE TO DEATH
ü Goal
ü Facilitate resolution of grieving process
13. GRIEF DUE TO DEATH
ü Strategies
ü Review +/- aspects of relationship with deceased
ü Encourage expression of emotions
ü Taught skills for communicating loss
ü Apply skills to other significant relationships
ü Establish new or furthering existing relationships
15. ROLE DISPUTES
ü Goals & Strategies
ü In renegotiation and impasse stage
ü Help to resolve conflict
• Identification of communication patterns
• Teaching new communication skills
• Generating solutions to dispute
ü Dissolution stage
ü Focus on mourning of loss
• Help patient understand situation
• Feel at ease to form new
relationships
16. ROLE TRANSITION
ü Goal
ü Help patients relinquish old roles
ü Accept new roles
ü Develop a sense of mastery in the new role
ü Strategies
ü Explore meanings, feelings and expectations regarding
transition
ü Learn new interpersonal skills
ü Develop social support around transition
17. INTERPERSONAL DEFICITS
ü Goal
ü Improve interpersonal relationships
ü Strategies
ü Explore repetitive interpersonal
problems
ü Teach skills for building and
maintaining relationships
ü Reinforce positive communication
patterns
18. ü Reviews the patient’s course of
depressive symptoms and how they have
changed
ü Review changes in interpersonal
functioning
ü Link these changes to the improvement in
the patient’s mood
ü Highlight skills and strategies that were
particularly useful
ü Discuss end of treatment
ü Address possibility that depression might
recur
ü Warn symptoms
ü Teach strategies
Termination
phase
20. ü Targeted at
ü Providing patients with the
skills to change interpersonal
relationship
ü Improving their mood
ü Different combinations of
techniques used according to
their problem area(s)
21. THERAPEUTIC ALLIANCE
ü Essential in predicting therapeutic
change
ü Provide information about the
patient
ü Provide a safe environment to bring
about therapeutic change
ü Without therapeutic alliance, other
techniques may become ineffective
22. ENCOURAGEMENT OF AFFECT &
CONNECTION WITH
INTERPERSONAL EVENT
ü Help patients become aware of,
acknowledge and accept emotions about
relationships
ü Understand impact of affect on
relationships
ü Learn to negotiate interpersonal
experiences more effectively
ü Observe that –ve interpersonal events
are associated with decline in mood and
+ve changes are associated with
improvement in mood
Content and Process Affect
ü Content Affect: Affect reported
by patient
ü Process Affect: Affect
demonstrated by patient
ü Observing for INCONGRUITY
24. DECISION ANALYSIS
ü Processes involved
ü Identify a problematic
interpersonal situation
ü Formulate a goal
ü Generate potential solution
ü Evaluate and choose a
strategy
ü Consider the different
actions one can take when
faced with interpersonal
difficulties
25. ROLE PLAYING
ü Discuss, model and practice the
skills they have gained through
therapy
ü More comfortable and
competent in transferring the skills
to real life situations
ü Allow therapist to observe and
correct skills deficits that arises
ü Not suitable for all patients
27. TREATMENT FOR
MAJOR DEPRESSION
Acute
Treatment
ü NIMH Treatment of Depression
Collaborative Research Program (Elkin et
al., 1989)
ü Treatment groups
• Imipramine, IPT, CBT, Placebo
ü Reduction in depressive symptoms &
improved functioning
ü Severely depressed patients
• IPT comparable to IMI and superior to
placebo
ü Follow-up
• No significant differences in recovery
(Shea et al., 1992)
28. Maintenance
Treatment
ü Maintenance Treatment
• First tested with 150 acutely
depressed female outpatients
(Klerman et al. 1974)
• IPT improved social functioning
ü Meta-analysis (Mello et al., 2005)
• 13 studies
• IPT superior to placebo
• similar to medication
• more efficacious than CBT
TREATMENT FOR
MAJOR DEPRESSION
29. TREATMENT FOR
MAJOR
DEPRESSION
Different population
Adolescent patients:
Improvement in
ü depressive symptoms
ü functioning with friends
ü problem-solving skills
ü overall social functioning
(Mufson et al., 1999)
ü Effective in school-
based clinic
30. TREATMENT FOR
MAJOR
DEPRESSION
Different population
Geriatric patients
ü combined treatment with
nortriptyline & IPT was
superior to IPT/medication
alone (Reynolds et al., 1999)
ü IPT alone less effective for
older patients
Adolescent patients:
Improvement in
ü depressive symptoms
ü functioning with friends
ü problem-solving skills
ü overall social functioning
(Mufson et al., 1999)
ü Effective in school-
based clinic
31. IPT AS A
TREATMENT
For Other Psychiatric Illnesses
ü Bipolar Disorder
IPSRT was found superior to
the comparison condition in
delaying recurrence of
depressive and manic episodes
for acutely ill bipolar patients
(Frank et al., 2005)
32. IPT AS A
TREATMENT
For Other Psychiatric Illnesses
ü Bulimia Nervosa
18 weeks of IPT, CBT or a
behavior therapy control
IPT has benefits comparable to
those of CBT and superior to those
of the control condition
(Agras et al. 2000)
33. IPT AS A
TREATMENT
For Other Psychiatric Illnesses
ü Substance Dependence
A study of 42 subjects with
cocaine abuse who were
attempting to achieve abstinence
IPT was ineffective than a
behavioral control therapy
(Carroll et al. 1991)
35. AN APPLICATION OF
INTERPERSONAL
PSYCHOTHERAPY
ü Adolescent Bully-victims
ü Rising bullying cases in schools
ü Increased risk of depression and
suicidal ideation among bully
victims (Chambless, 2010)
ü IPT as an effective in treating
adolescent patients and depression
36. AN APPLICATION OF
INTERPERSONAL
PSYCHOTHERAPY
A Case of an Adolescent Bully-Victim
Initial Intermediate Termination
ü Assigning of “sick role”
Inform adolescent of depression
ü Restrictive Families
Adolescent boys are more likely to become
victims
ü Bully-victims have less teacher and peer
support
ü Focus on present circumstances
Free them of self-criticism
37. A Case of an Adolescent Bully-Victim
Initial Intermediate Termination
AN APPLICATION OF
INTERPERSONAL
PSYCHOTHERAPY
ü Disputes with parents
• That leads to maladaptive communication
patterns
ü Goals: Self-assertion and communication
• Expressions of feelings and problems
ü Role-playing
• Anticipate problems and rehearse
expression of emotions in disputes
Problem Area 1:
Interpersonal
Dispute
38. A Case of an Adolescent Bully-Victim
Initial Intermediate Termination
AN APPLICATION OF
INTERPERSONAL
PSYCHOTHERAPY
ü Past bully incidents
• negative preconceptions of people
ü Goal: reduce social isolation
• Explore the distorted feelings toward
people
• New skills for building and maintaining
relationships
ü Role-playing
• Practice the new skills
Problem Area 2:
Interpersonal
Deficits
39. AN APPLICATION OF
INTERPERSONAL
PSYCHOTHERAPY
A Case of an Adolescent Bully-Victim
Initial Intermediate Termination
ü Help adolescent recognize
gains in self-assertion
ü Calling into attention patient’s
independent successes
ü Discuss potential recurrent
symptoms and how to handle
them