SEPI Provides Public Tools for Teaching Psychotherapy Integration
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Dr. Maurice Prout serves as a professor at the Institute for Graduate Clinical Psychology at Widener University. To stay actively involved with his professional community, Dr. Maurice Prout supports the Society for the Exploration of Psychotherapy Integration (SEPI), which fosters greater collaboration between clinicians and researchers to create new approaches to psychotherapy that take into account various clinical experiences and theoretical systems.
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*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
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No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
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practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
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participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
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within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
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- 2. INTRODUCTION • Dr. Maurice Prout serves as a professor at the Institute for Graduate Clinical Psychology at Widener University. To stay actively involved with his professional community, Dr. Maurice Prout supports the Society for the Exploration of Psychotherapy Integration (SEPI), which fosters greater collaboration between clinicians and researchers to create new approaches to psychotherapy that take into account various clinical experiences and theoretical systems. Because psychotherapy integration is necessarily interdisciplinary, teaching it at the college level can prove difficult. However, furthering the field of integrated psychotherapy involves training students on its principles and goals.
- 3. SOCIETY FOR THE EXPLORATION OF PSYCHOTHERAPY INTEGRATION • To address this issue, the SEPI Education and Training Committee called for the submission of course syllabi for classes that look at the integration of science and practice, take an integrated approach to psychotherapy practice, or serve as an introduction to psychotherapy integration. SEPI has now made this database of syllabi available online to inspire future coursework and serve as templates for individuals who want to bring such classes to their own institutions. Individuals can access the database at www.sepiweb.org. SEPI also plans to continue expanding the compendium, so professors are invited to continue submitting the curricula that they develop.