Universitat Internacional de Catalunya

Current Trends in Psychology

Current Trends in Psychology
6
14513
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan

Teaching staff


Dr. PORRAS GARCIA, Bruno Oriol - bporras@uic.es

Introduction

The course Current Trends in Psychology focuses on third-generation therapies and digital mental health and cyber-psychology, from an innovative, practical and evidence-based approach.

Third-generation therapies, also known as contextual therapies, represent an evolution and expansion of traditional cognitive-behavioral therapies. Rather than focusing on the content of thoughts and feelings, these therapies focus on the individual's relationship to them, advocating greater acceptance, presence and engagement with the patient's current life. This evolution has arisen from the realization that change does not always mean the elimination or reduction of symptoms. Instead, it can mean living a full and meaningful life even in the presence of symptoms or difficulties. This module provides an in-depth exploration of the major contextual therapies that are part of this third wave of therapies, including Acceptance and Commitment Therapy (ACT), Mindfulness-Based Cognitive Therapy (Mindfulness), Dialectical Behavioral Therapy (DBT), and others. Both theoretical foundations and practical techniques will be addressed, with a special focus on clinical application and the development of therapeutic skills.

In addition, this course will delve into the application of emerging technologies and social networks in the field of mental health, such as computerized assessment, ecological momentary assessment, virtual, mixed and augmented reality, telepsychology, serious games and artificial intelligence. We will explore their empirical evidence, impact, new opportunities and challenges in psychological prevention, assessment and treatment. In a time where the evolution of communication technologies, signal processing and machine learning is an undeniable fact, it is vital that, as future psychologists, we are competent in the effective use of these tools to improve the quality of our profession. Therefore, throughout this course, we will foster the development of critical thinking with respect to new technologies. Students will strengthen their ability to select and apply scientific evidence-based digital mental health approaches in their future clinical practice.

This course is a commitment to academic exploration and technological innovation in the field of Psychology.

Pre-course requirements

There are no prerequisites, but it is advisable to have taken History of Psychology, Introduction to Psychopathology, Psychological Intervention in Children, Adolescents and Adults, and Methodology Applied to Psychology.

Objectives

General
The general objective of the course is to promote the acquisition and comprehensive understanding of current theoretical models linked to third generation therapies and digital mental health. And to deepen the specific knowledge of various emerging technologies and their application based on empirical evidence. This course aims to foster the development of innovative strategies to address mental health issues and stimulate critical thinking regarding new models of psychological care and their ethical implementation in the field of psychology.

Specific

  • To obtain knowledge and scientific information on current theoretical models linked to third generation therapies.
  • Obtain knowledge and scientific information on current theoretical models linked to digital mental health.
  • Incorporate tools for psychological intervention common and particular to the contextual therapies studied: Acceptance and Commitment, Functional Analysis, Dialectical Behavioral Therapy, EMDR, Narrative Therapy, Brief Therapy and Mindfulness-based therapies.
  • Deepen specific knowledge of various emerging technologies - including computerized assessment, telepsychology, ecological momentary assessment, virtual, mixed and augmented reality, serious games, and artificial intelligence - and their empirical evidence-based application, in different mental health settings.
  • To think and develop innovative strategies that provide solutions to problems related to the prevention, evaluation and treatment of different problems related to mental health.
  • Promote a critical spirit about health, as well as new models of care based on technological innovation and know how to apply them in an ethical manner in areas of psychology.

 

Learning outcomes of the subject

  • To know the relational theoretical framework of third generation therapies and the contributions of functional contextualism in psychology.
  • To understand the role of language and communication in change processes.
  • To know and be able to differentiate the main intervention techniques developed in third generation therapies, as well as the different intervention techniques and strategies developed from therapeutic dialogue.
  • Recognize and be able to identify the functions, characteristics, advantages and limitations of third generation therapies and apply them with an ethical and critical sense in clinical practice.
  • Know the theoretical origins of digital mental health and cyber-psychology.
  • To discover the importance of our digital identity and social networks in the mental health of the population.
  • To learn about interventions through telepsychology in the different problems that appear throughout the life cycle.
  • To know, apply and adjust the different types of ecological momentary assessment as a psychological evaluation tool in clinical-assistance and/or educational contexts.
  • To know the Serious Games and to apply the paradigms of Gamification in different contexts of psychology.
  • To deepen the use of immersive virtual reality in various psychological disorders and psychosocial problems, neuropsychology and health psychology.
  • Adapt new technologies in the field of psychology considering factors such as the digital divide to ensure equitable access to digital mental health.
  • To know the theoretical and practical bases of artificial intelligence, and the ethical and legal aspects of its application in the field of health.

Syllabus

THIRD GENERATION THERAPIES AREA

  1. Introduction to third-generation therapies and therapeutic skills. Contextualism and Therapeutic Alliance.
  2. NT: Narrative Therapy. Background, rationale, components, characteristics of therapy, empirical evidence.
  3. ACT: Acceptance and Commitment Therapy. Background, rationale, components, characteristics of therapy, empirical evidence.
  4. FAP: Functional Analytic Psychotherapy. Background, rationale, components, characteristics of therapy, empirical evidence.
  5. Mindfulness. Background, rationale, components, characteristics of the therapy, empirical evidence.
  6. DBT: Dialectical Behavior Therapy. Background, rationale, components, characteristics of therapy, empirical evidence.
  7. Brief Therapy. Background, rationale, components, characteristics of therapy, empirical evidence.
  8. EMDR and other therapies. Background, rationale, components, characteristics of therapy, empirical evidence.


RESEARCH AREA APPLIED TO CYBER-PSYCHOLOGY.

  1. Introduction to cyber-psychology and digital mental health.
  2. Social networks and digital identity.
  3. Digital assessment in mental health. Ecological momentary assessment.
  4. Serious Games and Gamification.
  5. Virtual Reality, Augmented Reality and Eye-Tracking technology, and its application in Clinical Psychology.
  6. Virtual Reality and its application in neurodevelopmental disorders.
  7. Virtual Reality and its application in Neuropsychology. Cases of use of immersive Virtual Reality in the Consorci Sanitari de Terrassa.
  8. Artificial intelligence and machine learning paradigms and their application in mental health.

Teaching and learning activities

In person



Teaching methodologies

  • Theoretical class (TC)
  • Autonomous Learning (AL)
  • Individual Work (IT)
  • Group work (TG)
  • Debate and Discussion (D&D)
  • Role Playing Techniques (RPT)

Training Activities

  • Master Class (MC)
  • Case Studies (CS)
  • Critical Reading (LC)
  • Autonomous work of study and exercises (TA)
  • Resolution of exercises and problems (REP)

Evaluation systems and criteria

In person



First call

Final exam (80% of the final grade):

  • Part I: Multiple-choice exam (60%). 60 questions with four answer options and will be corrected following the same criteria as the PIR exam. Each correct question will add one point, each failed question will subtract 0.33 and blank questions will neither add nor subtract.
  • Part II: Open exam (40%). 1 open question with several sections on theoretical-practical activities, carried out in the course.

Theoretical-practical activities (20% of the final grade):

  • Serious Game activity and third-generation therapies -> 1 point

  • In-classroom practical activities of each module -> 1 point.

The evaluation will always respect the general rules established in the Degree. To pass the course it is necessary to pass the final exam. Students who demonstrate learning difficulties will have 15 minutes more for each hour of exam (second call). The evaluation test is identical to that of the rest of their classmates. The way of expressing oneself and writing is also evaluated.

In the case that a student must repeat the course, he/she will be required to take the continuous evaluation.

Second call

Final exam (80% of the final grade):

  • Part I: Multiple-choice exam (60%). 60 questions with four answer options and will be corrected following the same criteria as the PIR exam. Each correct question will add one point, each failed question will subtract 0.33 and blank questions will neither add nor subtract.
  • Part II: Open exam (40%). 1 open question with several sections on theoretical-practical activities, carried out in the course.

Theoretical-practical activities (20% of the final grade):

  • Serious Game activity and third-generation therapies -> 1 point
  • In-classroom practical activities of each module -> 1 point.

Bibliography and resources

Libros

  • Beyeback, M., & Herrero de Vega, M. (2010). 200 tareas en terapia breve. Herder
  • Farriols, N., & Aliaga, F. (2023). Sigue hacia el norte. Minfdulness, psicología y ética. Herder.
  • Freeman, J., Epston, D., & Lobovits, D. (2001). Terapia narrativa para niños. Aproximación a los conflictos familiares a través del juego. Editorial Paidós. 
  • Rodríguez Morejón, A. (2019). Terapias de tercera generación. En A. Rodríguez Morejón, Manual de Psicoterapias (pp. 380-434). Herder. 
  • Reyes Ortega, M. A., Kanter, J., & Ascencio Guiraldo, M. (2017). Psicoterapia analítica funcional: Una guía clínica para usar la interacción terapéutica como mecanismo de cambio. Editorial Brujas.
  • White, M., & Epston, D. Medios narrativos para fines terapéuticos. Paidós. 
  • Boggiano, J. P., & Gagliesi, P. (2018). Terapia Dialéctico Conductual. Introducción al tratamiento de Consultantes con Desregulación Emocional. Buenos Aires: Tres Olas.
  • Hayes, S. C., Strosahl, K., & Wilson, K. G. (2014). Terapia de Aceptación y Compromiso. Proceso y práctica del cambio consciente (Mindfulness). Bilbao: Desclee de Brouwer.
  • Hensley, B. J. (2015). Manual básico de EMDR. Desensibilización y reprocesamiento mediante el movimiento de los ojos. Bilbao: Desclée De Brouwer.
  • Kohlemberg, R. J., & Tsai, M. (2021). FAP Psicoterapia Analítica Funcional. Creación de relaciones terapéuticas intensa y curativas. Córdoba: Psara.
  • Linehan, M. M. (1993). Cognitive Behavioral Treatment of Borderline Personality Disorders. New York: The Guilford Press.
  • Linehan, M. M. (2020). Manual de entrenamiento en Habilidades DBT. Para el/la terapeuta. Buenos Aires: Tres Olas.
  • Maero, F., & Quintero, P. J. (2015). Tratamiento Breve de Activación Conductual para la Depresión. Protocolo y Guía Clínica. Buenos Aires: Akadia.
  • Pérez Álvarez, M. (2014). Las terapias de tercera generación como terapias contextuales. Madrid: Síntesis.
  • Wilson, K. G., & Luciano Soriano, M. (2021 R). Terapia de Aceptación y Compromiso (ACT) Un tratameinto conductual orientado a los valores. Madrid: Pirámide.
  • Ramos del Río, B., & Martí Noguera, J. J. (2022). Experiencias en ciberpsicología: hacia una nueva era de la psicología. UNAM, FES Zaragoza. ISBN: 978-607-30-5647-2.
  • Attrill-Smith, A., Fullwood, C., Keep, M., & Kuss, D. J. (2019). Oxford Handbook of Cyberpsychology. Oxford: Oxford University Press.

 Artículos

-        Baños, R. M., Herrero, R., & Vara, M. D. (2022). What is the current and future status of digital mental health interventions? The Spanish Journal of Psychology, 25. e5. Doi:10.1017/SJP.2022.2

-        Fleming TM, Bavin L, Stasiak K, et al. Serious Games and Gamification for Mental Health: Current Status and Promising Directions. Front Psychiatry. 2017;7:215. Published 2017 Jan 10. doi:10.3389/fpsyt.2016.00215

-         Valmaggia LR, Latif L, Kempton MJ, Rus-Calafell M. Virtual reality in the psychological treatment for mental health problems: An systematic review of recent evidence. Psychiatry Res. 2016;236:189-195. doi:10.1016/j.psychres.2016.01.015

-        Riva, G., Wiederhold, B. K., & Mantovani, F. (2021). Neuroscience of virtual reality: From virtual exposure to embodied medicine. Cyberpsychology, Behavior, and Social Networking, 22(1), 82-96.

-        Porras-Garcia B, Ferrer-Garcia M, Serrano-Troncoso E, et al. AN-VR-BE. A Randomized Controlled Trial for Reducing Fear of Gaining Weight and Other Eating Disorder Symptoms in Anorexia Nervosa through Virtual Reality-Based Body Exposure. J Clin Med. 2021;10(4):682. doi:10.3390/jcm10040682

-        Kerr‐Gaffney, J., Harrison, A., & Tchanturia, K. (2019). Eye‐tracking research in eating disorders: A systematic review. International Journal of Eating Disorders, 52(1), 3-27.

 Otros Recursos (PDFs)

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 08/01/2025 A04 08:00h
Print version