https://doi.org/10.24016/2020.v6n2.122
ORIGINAL ARTICLE
Brief focal
psychoanalytic psychotherapy. A modality of intervention for university
students: "ESPORA Psychological"
Psicoterapia
breve focalizada psicoanalíticamente orientada. Una modalidad de intervención
para jóvenes universitarios: “ESPORA Psicológica”
Janett
Esmeralda Sosa Torralba 1 *, Bertha Blum Grynberg
1, Catalina Elizabeth Stern Forgach 2
and José Vicente Zarco Torres 1
1 Faculty of
Psychology, National Autonomous University of Mexico, Mexico.
2 Faculty of
Sciences, National Autonomous University of Mexico, Mexico.
* Correspondence: jan_est@comunidad.unam.mx
Received: April 28, 2020 | Revised: June 29, 2020 | Accepted:
August 06, 2020 | Published Online: August 30, 2020
CITE
IT AS:
Sosa
Torralba, J., Blum Grynberg, B., Stern Forgach, C., & Zarco Torres,
J. (2020). Brief focused psychoanalytically oriented psychotherapy. A modality
of intervention for university students: "ESPORA Psicológica".
Interacciones, 6 (2), e122.https://doi.org/10.24016/2020.v6n2.122
ABSTRACT
Background:
The
current individual and sociocultural conditions of subjects require technical
adaptation in the modalities of psychotherapeutic treatment. In this article,
we present a psychotherapy brief focal psychoanalytic model for young people
adapted to their university context. We begin by describing the characteristics
of brief psychoanalytic psychotherapy and the peculiarities of the transition
of young people entering the university environment who deal situations that
cause emotional tension and distress. In a second section the model is
described, both in its theoretical and technical foundations. Method: Theoretical review. Conclusion: We consider the usefulness
of implementing the model in an educational center with university students and
it is concluded that, by analyzing and solving their problems with the
psychotherapy used, it will allow them to represent their experiences in a
different way and make changes in them.
Keywords: brief focal
psychoanalytic psychotherapy, university students, emotional distress, ESPORA
Psychological.
RESUMEN
Introducción: Las
condiciones actuales individuales y socioculturales de los sujetos requieren de
la adaptación técnica de las modalidades de tratamiento psicoterapéutico. En
este artículo se presenta un modelo de psicoterapia breve focal
psicoanalíticamente orientado para jóvenes, adaptado a su contexto
universitario. Comienza describiendo las características de la psicoterapia
psicoanalítica breve y las peculiaridades de la transición de los jóvenes que
ingresan al ámbito universitario, quienes se enfrentan a situaciones causantes
de tensión emocional y desencadenantes de malestar psíquico. En un segundo
apartado se describe el modelo, tanto sus fundamentos teóricos como técnicos. Método: Revisión teórica. Conclusión: Se reflexiona sobre la utilidad de implementar el modelo en un
centro educativo con jóvenes universitarios y se concluye que, al analizar y
resolver sus problemáticas con la psicoterapia utilizada, les permitirá
representar de una manera diferente sus experiencias y hacer cambios en ellas.
Palabras clave: psicoterapia psicoanalítica breve focal; jóvenes universitarios;
malestar psíquico; ESPORA Psicológica.
BACKGROUND
Mental
health care for the general population requires specialization and technical
flexibility to reduce the discomfort that afflicts individuals seeking help for
specific problems. Freud, in his article "New paths of psychoanalytic
therapy" (1919 [1918] / 2006), announced the possible ways for the further
development of the technique. In this sense, brief psychotherapy with
psychoanalytic orientation arises in response to a growing demand for
psychological care, to the opening of the application of psychotherapies in
public institutions and not only in private clinics, to the acceptance of
technical modifications according to the type of disease , based on the
psychoanalytic referential scheme (De Santiago & Gardeta,
2010; García, 1997; Poch & Maestre,
1994), and the current social conditions that would make it difficult to attend
a psychological treatment for a long time (De Santiago & Gardeta, 2010; García, 1997). This modality of
psychotherapy has become a viable treatment alternative for a number of emotional
and cognitive problems, as evidenced by research and periodic and systematic
reviews in specialized scientific circles in the international arena (Abbas,
Town & Driessen, 2012; Chen, Ingenito, Kehn, Nehrig & Abraham, 2019;
Leichsenring & Leibing,
2007; Leonidaki, Lemma & Hobbis,
2016; Lewis, Dennerstein & Gibbs, 2008).
In
the antecedents of this psychotherapy it has been mentioned that some of the
cases treated by Freud are considered as brief treatments when they are
approached in a short period of time, among them, for example, the cases
Catalina, Dora and little Hans (De Santiago & Gardeta,
2010; Poch & Maestre,
1994). Ferenczi (cited in De Santiago & Gardeta,
2010), for his part, used therapeutic techniques and strategies in which the
analyst played an active role with the patient. While Balint and collaborators
(Balint, Ornstein & Balint, 1986) developed focal therapy, whose main axis
is a focus elucidated from the problem and diagnosis from a metapsychological
perspective. Since then, models of brief intervention have been designed with
psychoanalytic guidance that are generally based on these technical principles:
brevity, focus and an active role of the therapist.
Brief psychoanalytic
psychotherapy
Brief
focused psychotherapy with psychoanalytic orientation is based on this frame of
reference and promotes, from the patient-psychotherapist relationship,
self-knowledge -intrapersonal and interpersonal-, significant psychological
changes and modifications in the responses that subjects give to their
problems. This is achieved through insights that relate current conflicts with
past events and their subjective significance, as well as by elucidating the
usual defenses, affects and associated vulnerabilities (Freiré,
1997; Pérez-Sánchez, 2014). The characteristic of this psychotherapy is its
short duration, which is achieved by the selection and condensation of the work
in certain conflictive focuses, or particular areas of the subject's problem
that turn out to be critical for being the cause of more or less acute
suffering and for limiting their daily performance in the social or academic
spheres, among others. Underlying these problems is a nuclear conflict whose
origin is from early times and is latent, with which factors are linked, such
as the current situation of the subject, their characterological or
psychodynamic aspects, individual and group historical aspects, needs of the
personal moment and the social context in which the subject is found, which are
reactivated with the problem. In addition, within the aspects to be considered
in the focus are regulatory instances, such as the patient himself, the family,
the therapeutic process, and the institution where psychotherapy is carried out
(Fiorini, 2012).
This
concentration on the focus is also achieved by the greater activity of the
therapist and the emphasis on the patient's associations on the focal areas (De
Santiago & Gardeta, 2010; Freiré,
1997; García, 1997; Pérez-Sánchez, 2014). The therapeutic objectives are set in
relation to current problems and the reduction of symptoms, that is, to more or
less immediate needs that affect patients and are manifested in that focal area
(Braier, 2006). Interventions in the brief treatment
(question, pointing, clarification, confrontation, interpretation and
construction, among the most important) seek to deepen the focal conflict, the
motivation for change, an expansion of the Self and modifications in the
responses to conflicts (De Santiago & Gardeta,
2010; Fiorini, 2012; Pérez-Sánchez, 2014). It works
predominantly with positive transference; if the negative transfer interferes
it is interpreted; regression is facilitated only up to a point that favors
insight, and the use of defenses that do not represent significant negative
consequences is not questioned (García, 1997; Pérez-Sánchez, 2014).
Focusing,
greater activity, alternation between floating attention and selective
attention on the focus, are characteristics that are required by the therapist
(Fiorini, 2012; Gutiérrez, Iturriza
& Finol, 2003). Likewise, characteristics of the
consultants are taken into account that, due to the briefness of the
intervention, are important to be able to carry out the process. Among these,
their emotional, intellectual and symbolization resources are considered that
favor insight, understanding and motivation that the patient has for change
(Gutiérrez et al., 2003; Pérez-Sánchez, 2014).
Brief
psychotherapy has been included in various intervention programs, among them,
in psychological care centers within universities, aimed at their student
population. The population of these institutions mainly comprises young adults
who, after their adolescent stage, continue in the process of structuring and
consolidating individuality. The years of university training also represent a
phase in your life with symbolic and real attempts to become independent from
your family that may include, among others, finding housing, confronting
parents' expectations and exploring your own interests. attempts to establish
emotional relationships that allow one to experience intimacy outside the
family nucleus and, on some occasions, a certain economic independence. This is
coupled with the addition that, upon entering university, young people face a
new and different environment that fosters a psychic and social reorganization,
and a different perception of themselves (Adamo et al., 2012).
Incorporation
into university life makes young people a heterogeneous group who carry out the
same activity, share some problems and situations typical of their development
process, and present certain peculiarities, for example, their insertion in the
field of education and employment from a university education that enables the
practice of a profession (Chávez, 2005). This transition in youth does not
follow a linear pattern and is in a psychosocial construction, due to a
moratorium whose cultural reference frame is conditioned to a structure of
educational and occupational insertion, delaying the possibilities of
participation and reinforcing the marginalization and dependence of the young (Krauskopf, 2004).
It
can refer to the incidence of young people with internalized problems (such as
depression and anxiety) and externalized (such as substance abuse and behavior
problems) that can worsen over time. This supports the idea of supporting and
treating young people in a flexible way adapted to individual needs, even in
cases where the difficulties have not yet been severe enough (Philips, Wennberg, Werbart & Schubert,
2006). Brief psychotherapy appears to be a viable alternative in this regard.
Hetherington
(1999), based on several investigations, considers that according to the
particular characteristics of brief psychotherapy with a psychoanalytic
approach, it may be suitable for young adults, since in this evolutionary stage
they face transitory difficulties or typical crises of that age (related with
psychic conflicts that interfere with their academic work and their social life
at the university, mainly, but also in their social environment in general, and
that involve their self-esteem, sense of competence and autonomy). At this
stage of their life they face transitory difficulties or typical crises, so
going to long-term psychotherapy could evoke past experiences of great
dependency. That is why, for this author, short-term psychotherapy in a
university scenario helps young people to continue with the tasks of their age,
favors the visualization of themselves and the way of interacting with others,
this through the transfer and connections between the inner world and the
external world.
It
has been documented that brief psychotherapies with a psychoanalytic approach
offered in university centers allow students to approach their discomfort, talk
about their own experiences and questions that are asked, explore their
internal world, link internal and external aspects with their current
development , as well as talking about their decisions and directing them
towards other directions that were not previously considered, such as the
change of career, the choice of a new one, the decision to enter the world of
work, and others; problems related to its vital phase and, in most cases, not
associated with a serious pathology (Adamo et al., 2012).
In
addition to the above, international research has shown the viability of this
modality of psychotherapy for young people who are studying at university
(Arenas, 2005; Gullo, Lo Coco & Gelso, 2012; Michel, Drepeau
& Despland, 2003; Searle , Lyon, Young, Wiseman
& Foster-Davis, 2011). Considering that students are complex subjects and
not only people who have to complete their university studies, we have proposed
a model of brief psychotherapy, focused and based on psychoanalytic theory,
taking into account the existing approaches to short-term psychotherapy that integrate
a variety of psychoanalytic theories that have evolved from the original ideas
of Freud: the structural approach, emphasizes the conflict between the drive,
anxiety and defenses; and the relational approach that the conflict assumes in
terms of intersubjectivity, that is, the experience of early relationships and
its impact on the present reality (Fiorini, 2012;
Safran, 2002; Velasco, 2009). In this work we present a synthesis of the model,
in order to make the work done understandable.
Psychotherapy model: “ESPORA
Psychological”
The
theoretical and technical basis of this model considers the foundations of the
brief psychotherapies already exposed, together with a psychoanalytic
framework, for the exploration of the psychic functioning of the subject and to
achieve modifications that allow us to glimpse the origin, motives and course
of pathological phenomena (Freud, 1905 [1904] / 2006). We consider it as an
evolving model, with adjustments and reworkings that arise from clinical
experience. It is important to mention that the model, implemented in the
Program “Space for Orientation and Psychological Attention (ESPORA Psicológica)” in academic entities of the UNAM, was
originally conceived as a psychotherapy framework with a special emphasis on
listening and psychoanalytic look at the suffering of young people, their
discomfort and its repercussions on the insertion to the school institution,
academic and social performance. In this way, the model starts from the
assumption of offering young people a space in which they can historicize and
transform areas of their lives that affect their current well-being.
Its
elaboration is the result of the way in which we conceive the work with young
people and of the particularities observed in this population. The objective is
to reduce mental discomfort, its disabling effects in the different areas of
your life and promote processes that generate change. The task is carried out
in their school building, in a space adapted for these purposes, and in a joint
work with the interacting institutions and the support of specialists outside
the Program, such as psychiatrists.
The
theoretical support includes, in addition to the foundations of brief
psychotherapies, some fundamental conceptual and clinical principles:
1) The inhibition
of any function is due to the fact that its action produces anguish. Due to
this, it is preferred to give up said function, for example, the intellectual
one (Freud, 1926 [1925] / 2006).
2) Affective
disturbances can inhibit the normal course of thought, affecting the ability to
remember, reflect, and attend to aspects other than those that endanger the
subject (Freud, 1950 [1895] // 2006).
We also understand
that the anguish generated by the transition period in which young university
students find themselves can generate symptoms and inhibitions that cause
discomfort and possible repercussions in various areas of their lives.
3) Psychoanalytic
treatment "must create the most favorable psychological conditions for the
functions of the ego, with this, its task would be processed" (Freud,
1937/2006, p. 251). We consider that this also applies to brief focal
psychotherapy under this approach, since it seeks a deepening of the
predominant focal conflict and a greater awareness of the patient regarding its
contents that make it possible to re-signify the intrapsychic conflict and make
it more congruent with their reality (Freiré , 1997).
4) Focused
interventions can produce chain reactions, influencing the complex structure of
the subject, in such a way that the therapeutic actions will have an effect not
only on the central conflict, but also on the entire psychic apparatus and the
actions of the subjects (Fiorini, 2012).
Another
principle has to do with duration. The professionals who have worked with the
psychoanalytic brief psychotherapy models vary in terms of the proposal to
define the maximum number of initial interviews, as well as the duration of
treatment. On the one hand, sessions of 45 to 60 minutes per hour and the
interval of one week have been considered the standard (Koss & Shiang, 1994). On the other hand, what has been seen in
terms of effectiveness in the review of clinical trials and in reviews of brief
psychotherapies of different approaches has been that psychotherapies have
12-13 sessions on average, for a significant improvement between 13 sessions
may be sufficient. and 18 sessions, and improvements can occur in the first
sessions (Fernández et al., 2010). With regard to brief psychoanalytic
psychotherapy whose duration has been 12 sessions has been shown to be
effective (Crits-Christooh, 1991; Mann, 2015).
Taking
these principles into account, the intervention proposed in the model consists
of a diagnostic phase of 2 interviews of 45-50 minutes, where we investigate
exhaustive information from the consultant's data, with the aim of having prior
knowledge to delimit the focus. We elaborate a clinical history and formulate a
presumed predominant initial diagnosis from a metapsychological
perspective, exploring the functioning of the psychic apparatus, the unique
historical and cultural inscriptions that produce the emergence of malaise, and
the psychic symbolic formations, that is, the psychic conflict underlying the
malaise. from the topical, dynamic and economic criteria (Bleichmar,
1988), in order to collect the necessary information for a nosographic-dynamic
(MacWilliams, 2011) and descriptive diagnosis of the
patient. Based on the data explored and following Fiorini's
proposal (2012), in the interview we take into account the following
information: reason for consultation, history of the symptoms and / or major
problems that trigger the search for attention, vulnerable aspects, strengths
and yosic abilities of the patient, the family group,
the success-failure relationship in the behavior of the subject referring to
different adaptive areas with evolutionary perspective (some emphasis on
academics), and interactional aspects of the patient with the psychotherapist.
When
carrying out the targeting work, we consider not only the proposal by Fiorini (2012), previously mentioned, but also the review
by Braier (2006): the focus is on the task of
exploring the reason for consultation, the problem situation that triggers
difficulties of a psychic nature, the nuclear conflict rooted in the oedipal or
pre-Oedipal conflict, the point of urgency or the unconscious psychic situation
of conflict that causes anxiety and particular defenses, the characterological
aspects of the individual, the group situation in which the subject is immersed
, and the determinants of the broader social context. Sometimes, the emergence
of a crisis in the academic field is what motivates young people to seek help,
but, as they explore, other aspects are those that underlie or those that add
to their discomfort, so the exploration of these components has been useful for
the realization of a pertinent and adequate attention to the conflict of each
one of the individuals. In other cases, they consult about different problems
and when exploring them, we detect links, associations or effects on their
school life and academic performance.
The
treatment consists of 12 sessions of 45-50 minutes that mainly focus on the
chosen focus. It is inevitable that problems will arise that were not the
reason for consulting patients. If they are urgent, we take care of them, even
making a modification to the initial therapeutic framework, looking for the
most viable alternatives. Otherwise, the technical question implies pointing
them out and then returning to the focal problem. In the event that the
diagnosis and severity of the consultant's pathology determine that he cannot
benefit from the model used, he is referred to another type of treatment
according to his needs. Since the intervention is carried out in the
institution's facilities, it has been important to emphasize the
confidentiality of the information provided in the sessions.
In
addition to the interview and the medical history that we use in the diagnosis
phase, the other basic technical instruments used are observation, listening,
support and containment of the subject's anguish, together with questions,
indications, confrontations, rectifications, confirmations, clarification,
recapitulation, construction and interpretation. With these interventions we
seek to promote ego activity and accompany the patient in the process of
clarifying and transforming the underlying of his psychic conflict. We consider
the role of the transference towards the therapist during the process, but the
interpretations about it are only used in necessary circumstances and that
contribute to the treatment.
At
the time of finishing the treatment, we recapitulate what has been worked on in
the process, through closing questions that are based on the narrative
reference, that is, through the story that the patient makes about himself in
relation to his discomfort and problem - the understanding about this and the
changes that have occurred-, about their relationship with others, and about
their experience of the psychotherapeutic process, as an indicator of change in
psychotherapy (Rathge, 2005). It is taken into
account that, in the therapeutic situation, the different narratives about the
problems that are produced during the process are the emergent ones
co-constructed between patient and therapist. They are signs that the change is
happening from the patient showing the way to feel, see, say and relate in a
different way from how they initially did when faced with their problems
(Stern, 2009). The following questions serve as a starting point to point out
aspects that were observed in the course of treatment: Have your symptoms
decreased? Do you feel better about yourself? Do you feel better with others?
Do you understand better what you What happens? Is this reflected in your
relationships with yourself, with others, with the study or in your behavior?
With these, the aim is to integrate the experience of the treatment and open up
new understandings about oneself. Do you understand better what happens to you?
Is this reflected in your relationships with yourself, with others, with the
study or in your behavior? With these, the aim is to integrate the experience
of the treatment and open up new understandings about oneself. Do you
understand better what happens to you? Is this reflected in your relationships
with yourself, with others, with the study or in your behavior? With these, the
aim is to integrate the experience of the treatment and open up new
understandings about oneself.
The
interventions are carried out by a group of therapists made up of professionals
with a master’s degree and specialization in psychotherapy, with training,
training and experience in treatments with a psychoanalytic approach and in
psychoanalytic treatment, as well as two academic psychoanalysts as supervisors
of clinical work. The supervisions are done in a group way every week, mainly;
However, given the urgency and severity of the patients' problems and the
countertransference process, individual supervision is carried out as needed by
the therapists.
Ethical considerations
They
are those that govern clinical and psychotherapeutic work: respect for the
manifest demand of the patient, confidentiality and protection of professional
secrecy, seek the benefit of the patient and respect their right to receive
explanations about diagnostic or therapeutic procedures to be used. In addition
to these principles, in the case of conducting scientific research, use the
results solely for research purposes and consider the patient's right to decide
their participation in these.
From
the structuring of this psychotherapeutic model, one of the commitments, both
with the institutions that host the Program and with the students who come to
the service, is to account for the type of problems that afflict the
consultants, the modality and quality of care. To do this, we design lines of
research, for example, studies carried out to know the characteristics of the
population requesting care (Sosa, Romero, Blum, Zarco,
& Medina-Mora, 2018) and the effectiveness of psychotherapy (Blum, Stern , Stincer, Zarco & Sosa, 2020),
and others are being planned to report on the results obtained with the
application of this technique.
CONCLUSIONS
The
present work describes the model of psychoanalytically oriented brief focal
psychotherapy to attend and reduce the scope of the mental discomfort that
afflicts young university students who resort to seeking psychological
attention. Clinical experience and its results lead us to consider that the
psychotherapy model used is beneficial for the young people treated.
The
strategy includes observation, listening (manifest and latent contents),
support, containment (of anguish and suffering), clarification, interpretation,
constructions, analysis of the patient-therapist relationship
(transference-countertransference), and the recapitulation at the end of the
intervention. Verbalizing desires, feelings and conflicts is a way of linking
the excitations of psychic energy with representations and associative
connections (Laplanche & Pontalis,
2004), which promotes internal and external changes in patients. That is, from
psychic work, what appears as disconnected between symptoms, problems, life
history and discomfort related to the central conflict becomes sense, anguish
is transforming and decreasing to give way to creative processes that favor the
life and academic trajectory of students.
The
technique of brief focal psychotherapy is based on the psychoanalytic method
that is “the one with the most penetrating effects, the one that allows us to
advance further, the one by which the most comprehensive modification of the
patient is achieved,… the only one that teaches us something about of the
genesis and the fabric of psychopathological phenomena ”(Freud, 1905 [1904] /
2006, p. 249). Its scope allows patients to recognize their past and current
experiences, how they are articulated, how in present situations they evoke what
in a past time left a trace that is now combined with the emergent situations
of their trajectory, causing them psychic conflicts that they need be attended
many times urgently. Situation that also constitutes
Knowing
what the problem is, the focus of work, gives both the patient and the
therapist a frame of reference from the beginning of treatment; It enables the
therapist to have a direction in which to direct his interventions and for the
patient to use this frame of reference to experiment and learn from himself (Freiré, 1997). In working with young people this is
beneficial, it encourages them to know more about themselves, their resources,
their potentialities, their limitations; that they are observed, that they are
listened to, and that with this they understand some guidelines of their
psychic functioning, of their behavior; that they have an understanding of what
causes them suffering and can get out of the crisis situation or specific
problems that determine their consultation.
The
model has its own limitations. A brief, focused psychotherapy does not produce
profound changes in the structure of the personality, consequently there will
be psychic and behavioral responses without modifications (Freiré,
1997). However, although only some of the problems of the patients are analyzed
or elaborated in the therapeutic space, others will be processed progressively
throughout their lives (Freiré, 1997). Likewise,
Freud (1937/2006) explains that a goal of the analysis must be to deepen and
“create the most favorable psychological conditions for the functions of the
ego; with this, their task would be processed” (p. 251). This is precisely what
underlies the brief psychotherapy modality and its work on focus: a deepening
of the focal conflict, which promotes greater knowledge of defensive
mechanisms, related affections and areas affected by situations that triggered
the discomfort and internal experiences affecting the subject, so that the Self
can modify his responses to the conflict (Freire, 1997).
We
have also pointed out that, among the results of focused psychotherapies,
psychic changes in one area, no matter how small, can cause or promote changes
in others, or in the entire psychic apparatus (Fiorini,
2012). This expands the possibilities that, with the psychotherapy used, young
people have improvements in more than one area of their lives, along with a
feeling of well-being, both immediately and indirectly.
To
conclude, implementing the model in a university context has aimed to address
the psychological conflicts of young people triggered by the demands of their
stage of life and by their incursion into the university environment. We also
think that by analyzing and solving problems it will allow them to represent
their experiences in a different way and make changes in it, which may be
reflected in their school career and in other areas of their life.
ORCID
Janett Esmeralda Sosa Torralba https://orcid.org/00-0002-6274-1862
Bertha
Blum Grynberg https://orcid.org/0000-0001-5370-0754
Catherine
Elizabeth Stern Forgach https://orcid.org/0000-0002-2998-7115
Jose Vicente Zarco
Torres https://orcid.org/0000-0003-0160-9400
CONFLICTS OF INTEREST
The
authors declare that there are no conflicts of interest in the preparation of
the manuscript.
FUNDING
Self-financed.
REFERENCES
Abbas, A., Town, J.,
& Driessen, E. (2012). Intensive short-term dynamic psychotherapy: a
systematic review and meta-analysis of outcome research. Harvard Review Psychiatry, 20(2), 97-108.
Adamo, S., Fontana,
M., Preti, E., Prunas, A., Riffaldi, M., & Sarno, I.
(2012). At the border: reflections on psychoanalytically oriented counselling
in Italian university setting. British Journal of Guidance &
Counselling, 40(1), 5-14.
Arenas, A. (2005). Resultados de
psicoterapia grupal breve en estudiantes universitarios de la quinta región:
estudio exploratorio basado en instrumentos proyectivos. Terapia Psicológica, 23(1), 37-48.
Balint, M., Ornstein, P. & Balint, E.
(1986). Psicoterapia Focal. Buenos
Aires: Gedisa.
Bleichmar, S. (1988, julio). Diagnóstico:
una perspectiva metapsicológica. Cuestiones acerca de la técnica
psicoanalítica con niños y adolescentes. 7º Jornada Interna de
Psicoanálisis de Niños y Adolescentes Asociación Escuela Argentina de
Psicoterapia para Graduados, Ciudad de Buenos Aires.
Blum, B., Stern, C.,
Stincer, D., Zarco, J. V.
& Sosa, J. E. (2019). Psicoterapia
psicoanalítica focalizada, implicaciones académicas en estudiantes
universitarios. El modelo ESPORA. Revista Electrónica de Investigación
Educativa, 21, e40, 1-11. doi:10.24320/redie.2019.21.e40.2146
Braier, E. (2006). Psicoterapia breve de orientación psicoanalítica. Buenos Aires:
Ediciones Nueva Visión.
Chávez, G. (2005). Los jóvenes estudiantes
universitarios. VIII Congreso de Investigación Educativa. Hermosillo, Sonora.
Chen, C., Ingenito, C., Kehn, M., Nehrig,
N., & Abraham, K. (2019). Implementing brief Dynamic Interpersonal Therapy (DIT)
in a VA Medical Center. Journal of Mental
Health, 28(6), 613-620. DOI: 10.1080/09638237.2017.1340602
Crits-Christoph P.
The efficacy of brief dynamic psychotherapy: a meta-analysis. Am J
Psychiatry, 149(2), 151-158. doi:10.1176/ajp.149.2.151
De Santiago, F.
& Gardeta, A. (2010). Los caminos de la psicoterapia
breve. Del diván al sillón. Madrid:
Biblioteca Nueva.
Fernández, J., Luengo, M., García, J.,
Cabero, A., González, M. D., Braña, B., Cuesta, M., & Caunedo, P. J.
(2010). Efectividad de la psicoterapia breve en los centros de salud mental I:
diseño, tratamiento y procedimiento. Revista de la Asociación Española de
Neuropsiquiatría, 30(108), 563-580.
Fiorini, H. (2012). Teoría y técnica de
psicoterapias (1ª ed, 24ª reimp.). Buenos Aires: Nueva Visión.
Freiré, B. (1997). Mecanismos de acción de
la psicoterapia dinámica breve. Revista
de la Asociación Española de Neuropsiquiatría, 17(63), 403-410.
Freud, S. (2006). Sobre psicoterapia. En J.
L. Etcheverry (Traduc.), Obras Completas:
Sigmund Freud (Vol. 7, pp. 243-257). Buenos Aires: Amorrortu. (Trabajo
original publicado 1905 [1904]).
Freud, S. (2006). Nuevos caminos de la
terapia psicoanalítica. En J. L. Etcheverry (Traduc.), Obras Completas: Sigmund Freud (Vol. 17, pp. 151-163). Buenos
Aires: Amorrortu. (Trabajo original publicado 1919 [1918]).
Freud, S. (2006). Inhibición, síntoma y
angustia. En J. L. Etcheverry (Traduc.), Obras
Completas: Sigmund Freud (Vol. 20, pp. 71- 164). Buenos Aires: Amorrortu.
(Trabajo original publicado 1926 [1925]).
Freud, S. (2006). Análisis terminable e
interminable. En J. L. Etcheverry (Traduc.), Obras Completas: Sigmund Freud (Vol. 23, pp. 211- 254). Buenos
Aires: Amorrortu. (Trabajo original publicado 1937).
Freud, S. (2006). Proyecto de psicología. En
J. L. Etcheverry (Traduc.), Obras
Completas: Sigmund Freud (Vol. 1, pp. 323 - 446). Buenos Aires: Amorrortu.
(Trabajo original publicado 1950 [1895]).
García, M. (1997). La psicoterapia
psicoanalítica breve o focalizada. Revista
Cubana de Psicología, 4(1),
121-126. Recuperado desde: http://pepsic.bvsalud.org/pdf/rcp/v14n1/20.pdf
Gullo, S., Lo Coco, G., & Gelso, Ch. (2012). Early and
later predictors of outcome in brief therapy: the role of real relationship. Journal of Clinical Psychology, 68(6), 614-619.
Gutiérrez, G., Iturriza, F. & Finol, O.
(2003). Una investigación sobre
foco y proceso en psicoterapia: problemas y consideraciones. Subjetividad y Procesos Cognitivos,
37-57. Recuperado desde: http://dspace.uces.edu.ar:8180/xmlui/bitstream/handle/123456789/506/Una%20investigaci%C3%b3n_Gut.pdf?Sequence=1
Hetherington, A.
(1999). Brief psychodynamic counselling with young adults. Counselling Psychology Quarterly, 12(4), 319-325.
Koss, M. P., & Shiang, J. (1994). Research on brief psychotherapy. En A. E. Bergin & S. L. Garfield (Eds.), Handbook of
psychotherapy and behavior change (p. 664–700). John Wiley & Sons.
Krauskopf, D. (2004). Comprensión de la
juventud. El ocaso del concepto de moratoria social. Jovenes. Revista de Estudios sobre Juventud, 8(21), 26-39.
Recuperado desde: http://catedra-laicidad.unam.mx/sites/default/files/248.pdf
Laplanche, J. & Pontalis, J-B. (2004). Diccionario de Psicoanálisis. Buenos Aires: Paidós.
Leichsenring, F. & Leibing, E. (2007). Psychodynamic psychotherapy: a
systematic review of techniques, indications and empirical evidence. Psychology and Psychotherapy: Theory,
Research, and Practice, 80(2), 217-228.
Leonidaki, V., Lemma, A.,
& Hobbis, I. (2016). Clients’ experiences of
dynamic interpersonal therapy (DIT): opportunities and challenges for brief, manualised psychodynamic therapy in the NHS. Psychoanalytic Psychotherapy, 30(1),
42-61. DOI:10.1080/02668734.2015.1081266
Lewis, A. J., Dennerstein, M. & Gibbs, P. M. (2008). Short-term
psychodynamic psychotherapy: review of recent process and outcome studies. Australian and New Zealand Journal of
Psychiatry, 42(6), 445-455.
Man, J. (2015). Time
Limited Psychotherapy. Recuperado de: https://www.freepsychotherapybooks.org/ebook/time-limited-psychotherapy/
McWiliams, N. (2011). Diagnostic.
Understanding Personality Structure in the Clinical Process. New York: The
Guilford Press.
Michel, L., Drapeau,
M. & Despland, J. (2003). A four
session format to work with university students: the Brief Psychodynamic
Investigation. Journal of College Student Psychotherapy, 18(2), 3-14.
Pérez-Sánchez, A. (2014). Psicoterapia breve psicoanalítica. Una
experiencia de psicoanaálisis aplicado. Clínica y teoría. España: Xoroi
Ediciones.
Philips, B., Wennberg, P., Werbart, A.,
& Schubert, J. (2006). Young adults in psychoanalytic psychotherapy: patients
characteristics and therapy outcome. Psychology
and Psychotherapy: Theory, Research and Practice, 79(1), 89-106.
Poch, B. & Maestre, L. (1994). Psicoterapia breve y focal desde el punto de vista
psicoanalítico. En A. Ávila y J. Poch (comp.), Manual de Técnicas de Psicoterapia. Un enfoque psicoanalítico, pp.
471-491. Madrid: Siglo XXI.
Rathge, E. (2005). Indicadores de cambio en
psicoterapia. La referencia narrativa. Revista
de la Sociedad Argentina de Psicoanálisis, 7/8, 27-44. Recuperado desde: http://web.sapsicoanalisis.org.ar/index.php?Option=com_remository&Itemid=250&func=startdown&id=54&Itemid=239
Safran, J. (2002).
Brief relational psychoanalytic treatment. Psychoanalytic Dialogues, 12(2),
171-195.
Searle, L., Lyon,
L., Young, L., Wiseman, M., & Foster-Davis, B. (2011). The young people’s
consultation service: an evaluation of a consultation model of very brief
psychotherapy. British Journal of
Psychotherapy, 27(1), 56-78.
Sosa, J. E., Romero,
M. P., Blum, B., Zarco, J. V., & Medina-Mora, M.
E. (2018). Programa
de orientación y atención psicológica para jóvenes universitarios de la UNAM:
carcaterísticas de la población que solicita sus servicios. Revista Electrónica
de Psicología Iztacala, 21(2), 451-477.
Stern, D. (2009).
Patterns in thought: a clinical process theory of narrative. The
Psychoanalytic Quarterly, 78(3),
701-731.
Velasco, R. (2009). ¿Qué es psicoanálisis
relacional? Clínica e investigación relacional. Revista electrónica de
Psicoterapia, 3(1), 58-67.