Edukacija
Introduction to the Education Program
The education program is implemented in accordance with the standards and program of the Association for Integrative Child Psychotherapy, in line with the standards of the Association of Psychotherapists of Serbia, as well as with the standards of the European Association for Psychotherapy and the European Association for Integrative Psychotherapy. It ensures eligibility for obtaining the national certificate, the certificate of the European Association for Integrative Psychotherapy, and the certificate of the European Association for Psychotherapy. The process of acquiring knowledge and skills in the field of Integrative Child Psychotherapy includes a complete training program lasting four years. The program is adapted to the current context and has proven to be effective and useful in meeting the needs and tasks of relevant organizations in the field of child and family mental health.
Education in Integrative Child Psychotherapy
The program and education for integrative child psychotherapists are conducted in accordance with the standards and criteria of the Association of Psychotherapy Societies of Serbia (SDPS), the European Association for Integrative Psychotherapy (EAIP), and the European Association for Psychotherapy (EAP). The education lasts a total of 1780 hours or 63 ECTS credits. The ratio between contact hours and self-study is 67:33, with 1 ECTS credit representing 30 hours of education. In addition to acquiring the necessary theory, emphasis is placed on active participation in contact hours within the primary educational group, leading child psychodrama groups, and individual treatment of children and adolescents under supervision. The primary method of work is the application of group psychotherapy principles with elements of psychodrama and a group-interactive model. Education takes place monthly in one- or two-day blocks.
Education in Integrative Child Psychotherapy
Completed studies in humanities or social sciences (psychologists, psychiatrists, doctors, special educators, and related professions). The candidate should be at least 25 years old. Education lasts 4 years. The Educational Board, in agreement with the supervisor, may propose an extension of the education period. The primary goal of the education is personal development, acquiring knowledge and skills in the field of child psychotherapy applicable to children of different ages, and adopting specific modalities of the therapeutic setting of Integrative Child Psychotherapy. It does not imply the inclusion of individuals who require constant psychotherapeutic support. Education participants should submit a CV with inload_viewation about their professional qualifications and experience in working with children or in human resources.
Education Program
The program structure is organized around the personal development of participants, the adoption of integrative child psychotherapy theory and methodology, clinical practice, supervision, and consists of two phases:
Prva faza edukacije
1. Lično psihoterapijsko iskustvo - 250 kontakt sati.
1.1 Modul (130 kontakt sati, 20 sati samostalno - ‘self-study’ usvajanje teorije, 5 ECTS)
Lično psihoterapijsko iskustvo – rad na sebi.
Lično psihoterpijsko iskustvo – lični razvoj ostvaruje se aktivnim učešćem u iskustveno edukativnoj psihodramskoj grupi. Polaznici preko ličnog iskustva stiču uvid u sopstvene snage i karakteristike ličnosti, obrazce ponašanja i interpersonalne realacije. Kreativno promišljanje sebe, sopstvenih konflikata produbljuje samospoznaju i pomaže u prevazilaženje za pojedinca nepoželjnih modela ponašanja i stilova emocionalnog odgovora.
1.2 Modula (12 radionica, 120 kontakt sati, 80 samostalnog upoznavanja teorije, 6.5 ECTS)
Lično psihoterapijsko iskustvu - rad na sebi u okviru temetskih radionica.
Pored produbljivanja iskustva i saznanja o sopstvenom funkcionisanju ova faza edukacije omogućava sticanje bazičnog znanja u vezi teorije, filozofije i metodologije integrativne dečje psihoterapije. Aktivnosti tokom ove faze pored usvajanja teorije su iskustvenog tipa, realizuju se psihodramskim tehnikama i pomažu u utemeljenju neophodnih kompetencija u psihoterapijskom radu sa decom i adolescentima. Obrađuju se seledeće teme: – Uvod u osnovne modalitete Integrativne dečje psihoterapije. – Regresija i prepoznavnje regresionih poruka u dječjoj psihoterapiji. Značaj delimične regresije dečjeg psihoterapeuta. – Uloga i značaj scenskog prikaza i dramatizacije u dječjoj psihoterapiji. Osnovni principi i razlike u adultnoj i u dječjoj psihodrami i psihoterapiji. – Značaj mikromiljea u integrativnoj psihodijagnostici i psihoterapiji. Prepoznavanje poruka iz socijanog okruženja. Fenomen socijalnog atoma. – Projekcija i rad sa intrapsihičkim sadržajima u integrativnoj dječjoj psihoterapiji. – Socijalna kreativnost dječijeg terapeuta. Metode bibliodrame i bibliadrame. – Uticaj motivacionih snaga u strukturiranju ponašanja. Operacionalizacija sosptvenih motiva. Ja snage. – Rad sa traumatskim doživljajima. Roditelj sa traumom, dete sa traumom. Principi psihoterapijskog rada sa traumatskim doživljajima. – Kreativne tehnike u Integrativnoj dječjoj psihoterapiji. Metode: čarobno ostrvo, čarobna kapija, zvuk i pokret. – Transfer i zastoj u psihoterapijskom procesu dece. Transferna i kontratransferna osećanja i uloge dječjeg psihoterapeuta. Pozicije dječjeg psihoterapeuta. Rad sa sopstevenim transfernim osećanjima. – Terapeutske intervencije u integrativnoj dječjoj psihoterapiji. Stepen direktivnosti ili apstinencije u psihoterapijskom procesu sa decom. – Pozicija roditelja i odnos terapeuta prema roditeljima u integrativnoj dečjoj psihoterapiji. Progresija i uključenost roditelja u terapijski proces. Tokom ove faze učesnici edukacije aktivnim učešćem u grupi izgrađuju veštine uključivanja dece, adolescente i roditelje u terapijski proces. – Jačaju potrebnu senzitivnost prema uvažavanju dece i prihvatanju njihovog načina komuniciranja. Da prihvate terapijski odnos bez predrasuda. Da budu otvoreni prema kulturi koju predstavljaju roditelji i da ih prihvate kao partnera u terapijskom procesu.
Druga faza edukacije
Druga faza edukacije uključuje: usvajanje naprednog teorijskog i metodološkog znanja o psihoterapiji a posebno o dečjoj psihoterapiji, psihoterapijskim metodama i modalitetima. Polaznici stiču veštine u vezi primene specifičnih tehnika - modaliteta Integrativne dečje psihoterapije u psihoterapijkom radu sa decom, adolescentima i roditeljima kao i u njihovom korišćenju u radu sa specifičnim psihičkim poremećajima. Da ih prilagode i primene stepenu dečjeg razvoja, dobi, vrste teškoća ili terapijskom cilju. Opširniji opis terapijskih tehika – modaliteta u fajlu Modaliteti. Tokom ovog dela edukacije obraća se posebna pažnja da polaznici edukacije preko ličnog iskustva grade i stvaraju sopstveni puta, da usavrše osobnu integraciju ličnosti kao dečji psihoterapeuti. Metode rada: demonstracija psihoterapijskih postupaka, situativne vežbe, rad u parovima i malim grupama, prikaz slučaja, klinička supervizija. Za čitavo vreme edukacije polaznici u okviru supervizije izlažu sosptveno iskustvo o primeni pojedinačnih modaliteta integrativne dečje psihoterapije. Supervizija tako pomaže stalnoj integraciji teorijskog razumevanja, ličnog razvoja i usavršavanja kliničke prakse. Polaznici ujedno usvajaju metodologiju tumačenja procesa različitih nivoa u psihoterapijkom radu sa decom.
1. Modul (30 kontakt sati, 50 sati kliničke prakse, 40 sati samostalno usvajanje torije, 5 ECTS)
Integrativna dečja psihodijagnostika.
2. Modul (150 kontakt sati, 100 sati kliničke prakse, 60 sati samostalno usvajanje torije, 10.5 ECTS)
Integrativna dečja psihodrama.
3. Modul (60 kontakt sati, 50 sati kliničke prakse, 50 sati samostalno usvajanje torije, 5.5 ECTS)
Plej terapija po metodi „Moj svet“.
4. Modul (40 kontakt sati, 50 sati kliničke prakse, 60 sati samostalno usvajanje torije, 5 ECTS)
Vinikotova tehnika škrabalica.
5. Modul (60 kontakt sati, 50 sati kliničke prakse, 60 sati samostalno usvajanje torije, 5 ECTS)
Savetovanje sa elementima individualne psihodrame.
6. Modul (60 kontakt sati, 50 sati kliničke prakse, 60 sati samostalno usvajanje torije, 5.5 ECTS)
Katatimska imaginativna psihoterapija sa decom KIP.
7. Modul (40 kontakt sati, 50 sati kliničke prakse, 60 sati samostalno usvajanje torije, 5 ECTS)
Cooping Cat terapijski programi, Kognitivno biheviralna pristup dečje anksioznosti i depresije.
8. Modul (150 kontakt sati, 60 sati samostalno usvajanje torije, 7 ECTS)
Grupna supervizija i individualna supervizija.
9. Modul (80 kontakt sati, 2.5 ECTS)
Theorija i praksa dečje psihoterapije u drugim školama i pravcima.
Učestvovanje na Kongresima i radionicama drugih škola i pravaca.
10. Modul (80 sati samostalng rada, 2.5 ECTS)
Završna faza edukacije izrada i odbrana zvršnog rada.
Clinical Practice
Participants in the training can complete their clinical practice in a healthcare institution, a child protection institution, a preschool or school institution within the public/national service, a private institution, or a non-governmental organization. A dossier is kept for the clinical practice, and it is carried out under supervision. Under optimal conditions, therapeutic experience should be gained with children of different ages, both genders, and a variety of psychopathologies. 100 hours of clinical practice are conducted with children’s groups and 300 hours within individual treatment of children, adolescents, or working with parents.
Group Supervision and Individual Supervision
During the training, constant supervision of the participants is ensured. By sharing experiences of psychotherapeutic practice with children’s groups and therapeutic processes in individual techniques, participants receive strong feedback and critical reflection on psychotherapeutic work. Supervision supports the learning process, facilitates the integration of theoretical understanding, personal development, and clinical practice, and enables the evaluation of interactions with clients.
Application for Education
Literature
- Hilarion G. Petzold, Gabriele Ramin (2008): Child Psychotherapy. Osiris, Budapest.
- Scientific Validation Criteria for Integrative Psychotherapy, European Association for Integrative Psychotherapy.
- International Integrative Psychotherapy Association: Introduction to the Definition & Philosophical Principles of Integrative Psychotherapy.
- Kende B. Hanna (2015): Psychodrama with Children: Healing Children through Their Own Creativity. Routledge, London.
- Alfons Aichinger, Walter Holl (2016): Group Therapy with Children: Psychodrama with Children. Springer.
- Polcz Alaein (1997): “My World” Sand Tray Psychotherapy with Children. Budapest.
- Winnicott D.W. (1971): Playing and Reality (pp. 26–37). New York: Basic Books.
- Irvin D. Yalom (2014): Teorija i praksa grupne psihoterapije. Psihopolis, Novi Sad.
- Krüger Reinhard T. (2017): Disorder-Specific Psychodrama Therapy, Theory and Practice.
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- Leuner Hanscarl, Gunther Horn, and Edda Klessmann (2015): Guided Affective Imagery with Children and Adolescents, Budapest.
- Kendall, P. C., & Suveg, C. (2006): Treating Anxiety Disorders in Youth. In P. C. Kendall (Ed.), Child and Adolescent Therapy: Cognitive-Behavioral Procedures (p. 243–294). Guilford Press.
- Stern, Daniel (1997): The Interpersonal World of the Infant. McMillan.
- Hamilton, N.G. (1988): Self and Others: Object Relations Theory in Practice. New Jersey: Jason Aronson.
- Dženet Morsund, Ričard G. Erskin (2016): Integrativna psihoterapija na delu. Psihopolis, Novi Sad.
- Blatner Adam (2008): Theoretical Foundations of Psychodrama. IAGP Conference, London.
- Bruno Betelhajm (2017): Značenje bajki. Kosmos.
- Jung K. G. (2001): Čovek i njegovi simboli. Osiris.
- Allen Jon G., Peter Fonagy, Anthony Bateman (2008): Mentalizing in Clinical Practice. Eőtvős kiadó, Budapest.
- Csíkszentmihályi M. (1997): Flow: The Psychology of Optimal Experience (Az áramlat. A tökéletes élmény pszichológiája.) Akadémiai Kiadó, Budapest.
