Relational/Interpersonal Psychotherapy Approach

To prepare for these Discussions:

Review Learning Resources and consider what transference and counter-transference are and how they are viewed as an integral part of the relational/Interpersonal Psychotherapy approach.

Post an explanation of what transference and counter-transference are and how they are viewed as an integral part of the relational/Interpersonal Psychotherapy approach. What are the alternative methods or interventions that address transference and counter-transference from an Interpersonal Psychotherapy approach? Use Learning Resources to support your post. Use proper APA format and citations.

Post whether the Interpersonal Psychotherapy approach to practice fits well with your developing clinical identity as a professional. Explain why or why not. Also, include an explanation of at least two strengths and two limitations with regard to using this approach in your clinical practice. (Note: Strengths and limitations may include ethical considerations.) Use your Learning Resources from this week and previous weeks to support your post. Use proper APA format and citations.

Interpersonal Psychotherapy

Interpersonal psychotherapy (IPT) is a time-limited, focused, evidence-based approach to treat mood disorders. The main goal of IPT is to improve the quality of a client’s interpersonal relationships and social functioning to help reduce their distress. IPT provides strategies to resolve problems within four key areas.

First, it addresses interpersonal deficits, including social isolation or involvement in unfulfilling relationships. Second, it can help patients manage unresolved grief—if the onset of distress is linked to the death of a loved one, either recent or past. Third, IPT can help with difficult life transitions like retirement, divorce, or moving to another city. Fourth, IPT is recommended for dealing with interpersonal disputes that emerge from conflicting expectations between partners, family members, close friends, or coworkers.

Treat Depressed Mothers, and Their Children Recover
Social Intelligence, Authentic Relationship and Conscious Communication

When It’s Used

IPT was originally developed to treat major depressive disorder. It’s also used effectively to treat eating disorders, perinatal depression, drug and alcohol addiction, dysthymia, and other mood disorders—including bipolar disorder. IPT differs from other traditional psychodynamic approaches in that it examines current rather than past relationships, and recognizes—but does not focus on—internal conflicts.

The practice differs from cognitive and behavioral therapy approaches because it addresses maladaptive thoughts and behaviors only as they apply to interpersonal relationships. IPT aims to change relationship patterns rather than the associated depressive symptoms, as well as target relationship difficulties that exacerbate these symptoms. IPT is less directive than cognitive-behavioral approaches—focusing on the patient’s specified target areas without dwelling on his or her personality traits.
What to Expect

IPT treatment typically consists of individual therapy sessions or group work completed within 12 to 16 weeks. Treatment is structured—including homework, continuous assessment, and interviews by the therapist. The first phase of IPT often involves one to three sessions during which the therapist will assess depressive symptoms and examine social history and close relationships, including any changes in relationship patterns and expectations. Then, the therapist works with the patient to implement treatment strategies specific to any identified problem areas. As treatment progresses, a targeted problem area might change.

Correspondingly, so might the therapist’s recommended strategies. Group sessions—like individual ones—are time-limited, semi-structured, and focused on interpersonal dynamics. Groups provide more opportunities for patients to practice interpersonal skills in a safe, supportive environment. Group therapy, also often includes pre-treatment, mid-treatment, and post-treatment individual meetings to review goals, strategies, and progress.

IPT developed more than 20 years ago as a time-structured treatment for major depression, and it has gained popularity in recent years. Practitioners believe that change in social environment is a key factor in the onset of depression as well as continued depression. Originally developed for adults, IPT has been modified for practice with adolescents and elderly patients. IPT first appeared as part of a study investigating the efficacy of antidepressants, and was found comparable in efficacy to medication.
What to Look for in an IPT Therapist

IPT is a relatively young psychotherapy that was developed as a research intervention, and until recently, most practitioners of IPT were researchers. Its research success has led to IPT’s inclusion in clinical treatment guidelines and growing interest among clinicians, but the standards for clinical training for non-researchers are still being defined. The International Society for Interpersonal Psychotherapy (ISIPT), an international umbrella organization, deliberates training issues and allows countries to develop their own credentialing processes for IPT.

A therapist should help the patient identify any interpersonal issues he or she wants to address, and rank them in order of importance. The therapist should also offer support regarding clarification of issues, communication analysis, and supportive listening.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.