The Science and scientific research is an essential value for Nous .
If research is essential to psychotherapy, it follows that it is also essential to the formation of the psychotherapist.
P er this reason, the school devotes a significant amount of sustained annual hours - total of 184 in four years - teaching methods and their application concrete (through projects to build) of psychotherapy research
Learner must learn to penetrate in the scientific literature.
should know and learn the process by which - from the existing theories in cognitivsta in Cognitive Science, Clinical Psychology and neuroscience, or more generally in science - research develops new ideas, to be checked repeatedly to make them theories as useful references for the therapy, clinical practice and vice versa as they develop the knowledge, insights and discoveries that then become new ideas that extend the conceptual boundaries of knowledge, generate new theoretical frames and broaden our understanding of the nature of the human mind.
Topics covered in the lessons are the following:
- the different types of research, outcome, process, experimental psychopathology, developmental psychopathology;
- assessing the effectiveness of psychotherapeutic and study on the process: the results of psychotherapy and their measurement;
- the methodology of clinical trials; empirically supported therapies (EST) and evidence-based therapies (EB);
- reviews of research data, general principles and overview of the main scientific findings on cognitive processes: standard, constructivist and mindfulness-based.
However : With regard to Nous research is a necessary but not sufficient for a good psychotherapeutic practice.
Nous considered a risky 'hypothetical conflict between the role of research and the role of the therapist's personal growth training.
two options is not in conflict with one another but of two complementary factors.
the belief comes in conflict - with a view Nous - the brainchild naive about the epistemological status, the explanatory power and the role of scientific research, as well as simplistic idea of \u200b\u200bthe nature of clinical practice.
In the context of therapy, the definition of a corpus of scientific theory and conceptual models tested repeatedly is only "a part of history" - important - but certainly not conclusive.
The confusion arises from the non-discrimination and non-recognition of the profound differences between the epistemological status of research and the epistemological status of psychotherapy practice, as practice . The
nature of the research has to do with a business development ideas and explanations to be tested repeatedly with empirical data to develop theories relevant to the therapy. This activity has the avowed aim is to provide "maps", diagrams of explanation, models, techniques and protocols to be "applied" in therapy. This activity
Research is based in turn on type of mental activity mainly analytical-discursive and processes of rational analysis and problem-solving conceptual.
The crucial error consists in the clinical practice of the same nature - mostly analytical and discursive - that is their research and exchange in the therapy for an essentially conceptual problem-solving.
In view of this Nous is a radical misunderstanding of the true nature of psychotherapy. In
therapy theory, a protocol, a technique, not are really only applicable activities through a simple type of mental problem-solving by the therapist or patient. A
only conceptual and theoretical explanation of what happens to us in experience firsthand has not, in itself, transformative power.
should be understood that, as practice, the essential nature of psychotherapy is that of performance - a specific form of performance - and it is therefore one of those who are called in English performance Disciplines: those dimensions of human experience that have essentially to do with the ability to performance and creativity in the present moment .
be a form of performance is what unites different activities such as, for example. music, chess, the 'acting , advanced-level sports, martial arts, etc..
The appearance of common performance in such activities is recognized and studied by disciplines such as Positive Psychology (in some of his land), the Performances Studies and the same Experimental Psychology and Sport Psychology, the but the fact remains that it is learning to achieve good performance not to theorize.
If research is essential to psychotherapy, it follows that it is also essential to the formation of the psychotherapist.
P er this reason, the school devotes a significant amount of sustained annual hours - total of 184 in four years - teaching methods and their application concrete (through projects to build) of psychotherapy research
Learner must learn to penetrate in the scientific literature.
should know and learn the process by which - from the existing theories in cognitivsta in Cognitive Science, Clinical Psychology and neuroscience, or more generally in science - research develops new ideas, to be checked repeatedly to make them theories as useful references for the therapy, clinical practice and vice versa as they develop the knowledge, insights and discoveries that then become new ideas that extend the conceptual boundaries of knowledge, generate new theoretical frames and broaden our understanding of the nature of the human mind.
Topics covered in the lessons are the following:
- the different types of research, outcome, process, experimental psychopathology, developmental psychopathology;
- assessing the effectiveness of psychotherapeutic and study on the process: the results of psychotherapy and their measurement;
- the methodology of clinical trials; empirically supported therapies (EST) and evidence-based therapies (EB);
- reviews of research data, general principles and overview of the main scientific findings on cognitive processes: standard, constructivist and mindfulness-based.
However : With regard to Nous research is a necessary but not sufficient for a good psychotherapeutic practice.
Nous considered a risky 'hypothetical conflict between the role of research and the role of the therapist's personal growth training.
two options is not in conflict with one another but of two complementary factors.
the belief comes in conflict - with a view Nous - the brainchild naive about the epistemological status, the explanatory power and the role of scientific research, as well as simplistic idea of \u200b\u200bthe nature of clinical practice.
In the context of therapy, the definition of a corpus of scientific theory and conceptual models tested repeatedly is only "a part of history" - important - but certainly not conclusive.
The confusion arises from the non-discrimination and non-recognition of the profound differences between the epistemological status of research and the epistemological status of psychotherapy practice, as practice . The
nature of the research has to do with a business development ideas and explanations to be tested repeatedly with empirical data to develop theories relevant to the therapy. This activity has the avowed aim is to provide "maps", diagrams of explanation, models, techniques and protocols to be "applied" in therapy. This activity
Research is based in turn on type of mental activity mainly analytical-discursive and processes of rational analysis and problem-solving conceptual.
The crucial error consists in the clinical practice of the same nature - mostly analytical and discursive - that is their research and exchange in the therapy for an essentially conceptual problem-solving.
In view of this Nous is a radical misunderstanding of the true nature of psychotherapy. In
therapy theory, a protocol, a technique, not are really only applicable activities through a simple type of mental problem-solving by the therapist or patient. A
only conceptual and theoretical explanation of what happens to us in experience firsthand has not, in itself, transformative power.
should be understood that, as practice, the essential nature of psychotherapy is that of performance - a specific form of performance - and it is therefore one of those who are called in English performance Disciplines: those dimensions of human experience that have essentially to do with the ability to performance and creativity in the present moment .
be a form of performance is what unites different activities such as, for example. music, chess, the 'acting , advanced-level sports, martial arts, etc..
The appearance of common performance in such activities is recognized and studied by disciplines such as Positive Psychology (in some of his land), the Performances Studies and the same Experimental Psychology and Sport Psychology, the but the fact remains that it is learning to achieve good performance not to theorize.
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