About the tutorial system
The Group Psychotherapy Doctoral program
makes extensive use of a tutorial format. This
format—based on a longstanding process used
in many European universities—includes three
distinctive elements.
First, tutorials concern a specific body of
published works—usually seminal books in a
particular field of study. The book (not the
instructor) resides at the heart of an effective
tutorial process. The tutor and student together explore the meaning and implications of the written
text.
Second, there are frequent interactions between the tutor and student. Unlike an independent study
format, in which the student often works alone for lengthy periods of time, the tutorial process
involves the active engagement of both tutor and student in the learning process. In the case of the
traditional European tutorial, these interactions typically took place in the tutor’s office. In the case of
the Group Psychotherapy program, these interactions will often occur not only in person, but also
through e-mail correspondence and telephone/Skype (TM) conference calls. In addition, in the Group
Psychotherapy program, group meetings and interactions with other students will be part of the
learning process.
Third, the tutorial is inherently student-centered, in that it is tailored around the needs, interests and
logistical challenges (time, space) of the student. This means that the form of the tutorial will
inevitably shift from student to student, and that the student and tutor will frequently reflect on the
nature of their interaction and will shift the design or focus of the tutorial if it is not a good fit.
Examples of Individually Tailord Tutorial Programs
CASE 1.
The student is interested in groups with adolescents and in educational setting: Among other tasks,
the student will be directed to the professional literature about adolescent development and
adolescents' groups. The student will establish and lead a group of adolescents and learn to analyze it
according to the theories s/he learned about. The student will participate in a conference about school
psychology. The student will develop a manual for psycho-educational groups for adolescents' parents.
The student will write a model for intensive group work at school.
CASE 2.
The student is interested in psychodrama groups: Among other tasks, the student will be directed to
the professional literature about psychodrama and acting methods. The student will participate in a
psychodrama group and write an analysis of the processes based on the theories s/he studied. The
student will write a paper connecting psychodrama to group analytic theories. The student will
participate in a psychodrama conference.
CASE 3.
The student is interested in a more academic/scholarly development: Among other tasks, the student
will be directed to the professional literature in general psychological and psychotherapy approaches
and learn about theoretical and technical models of psychotherapy and their philosophical origins. The
student will write and publish a paper about group psychotherapy in a professional journal. The
student will develop a model for a course about an issue in group therapy. The student will be involved
or assist in teaching in the PSP. The student will send a presentation to a group-psychotherapy
conference.
CASE 4.
The student is interested in social issues: Among other tasks, the student will be directed to the
professional literature about the Large Group and the Social Unconscious. The student will lead a
group for an underprivileged population, such as homeless people. The student will write a grant
proposal for a progressive, nonprofit agency. The student will develop a protocol for conflict resolution
groups.
A NEW WAY TO LEARN
Our distinctive tutorial-based program combines
online distance learning with face-to-face periodic
meetings, and is individually tailored to individual
students according to their level of experience,
special needs, location and available time.
