Course Title

Finding Your Therapy Style: A Guide to Common Psychotherapy Approaches

Overview

In this introductory minicourse on types of psychotherapy, participants will learn about directive and non-directive forms of psychotherapy and their implications for therapy sessions. The course will introduce and explore some of the most common forms of therapy and categorize them into two main types. The minicourse aims to help participants understand some of the therapeutic implications of each type and get a sense of what to expect during the therapy session.

Learning Gap

A significant learning gap exists for individuals seeking psychotherapy sessions who are unfamiliar with the process or the terminology used to describe different types of therapy. Many prospective clients may not know what to expect during their sessions, including the structure, goals, or their role in the therapeutic process. They might struggle to understand the various therapeutic approaches listed on a provider’s site—such as cognitive-behavioral therapy (CBT), psychodynamic therapy, or humanistic therapy—and how these approaches differ in terms of techniques, goals, and suitability for their specific issues.

This gap can lead to confusion, unrealistic expectations, or even reluctance to begin therapy, as individuals may feel unprepared or overwhelmed by the complexity of choices and the unknown aspects of the therapeutic process. Filling this gap requires clear, accessible information that demystifies the therapy process and explains the different types of therapy in relatable terms, helping clients make informed decisions about their mental health care.

I believe that offering a simple, introductory minicourse that contextualizes most common therapy forms into directive and non-directive therapies could help fill this gap.

Target Audience

The primary audience for this minicourse consists of members of the general public who are curious about starting psychotherapy but have little to no prior knowledge about what it entails. These individuals may come from diverse backgrounds, varying widely in age, socioeconomic status, and educational levels. They share an interest in mental health and well-being, seeking clarity and support before committing to therapy.

Demographics

Age range: Primarily adults aged 18–65

Gender: All genders

Education: High school to college level education

Socioeconomic status: Upper-middle to lower-middle class

Occupations: Varies, including students, working professionals, and retirees

Language: English

Geographic: Urban and suburban areas where access to mental health services is relatively common

Background

The majority of learners will likely have minimal to no formal education in mental health or psychotherapy. They may have some awareness of the general concept of therapy through media, but lack understanding of specific therapeutic methods, processes, or expected outcomes. Some may have prior experiences with counseling or emotional support services, but many will be first-time therapy seekers.

Skills and Dispositions

As the minicourse will be hosted online, learners are likely to possess basic digital literacy skills (navigating websites and using online platforms). They may also have basic interpersonal and communication skills, though many may seek therapy to improve these areas.

Most learners will approach the minicourse with a sense of curiosity and openness but may also feel apprehensive or anxious about therapy due to common misconceptions or stigma around mental health care.

This learner profile will help guide the development of accessible, non-technical, and reassuring content, ensuring that all learners, regardless of their prior experience, feel comfortable engaging with the material.

Course Parameters

Course Type

This will be an informational and reflective course as it will provide information about different types of therapy modalities. It aims to educate participants about their therapy options and encourage them to reflect on their personal situations and preferences related to problem-solving and communication.

Modality

The minicourse will be delivered asynchronously online, allowing participants to engage with the content at their own pace. Given the nature of the audience, prospective therapy clients who may seek information without pressure, an asynchronous format provides flexibility and ease of access. The course will feature self-contained videos and downloadable resources, ensuring participants can access all materials freely and anonymously, without registration.

Course Learning Outcomes and Weekly Learning Objectives

CLO 1: Learners will describe and differentiate between directive and non-directive therapy modalities.

Learning Objective 1.1: Learners will identify and define directive and non-directive therapy modalities by listing at least three foundational concepts.

Learning Objective 1.2: Learners will describe at least three differences between directive and non-directive therapies, including examples of each.

Learning Objective 1.3: Learners will categorize common therapeutic approaches (e.g., CBT, humanistic therapy) into directive or non-directive modalities.

Activities:

• Recorded video lecture on directive vs. non-directive therapy forms
• Infographic comparing main features between both therapy approaches

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CLO 2: Learners will identify the five most commonly used therapy forms and their primary characteristics.

Learning Objective 2.1: Learners will list the five most commonly used therapy forms (e.g., CBT, psychodynamic, humanistic, etc.) and describe their key characteristics.

Learning Objective 2.2: Learners will summarize the key goals and techniques of each of the five therapy forms.

Learning Objective 2.3: Learners will identify the client-therapist interaction style for each of the five therapy forms (directive vs. non-directive).

Activities:

• Recorded video lectures on 5 most common therapy types
• Infographic comparing each modality
• Multiple-choice quiz reviewing the key concepts for each modality
• Case studies showing the main modalities in real-life situations

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CLO 3: Learners will assess their personal preferences and choose a therapy modality based on specific therapeutic features.

Learning Objective 3.1: Learners will reflect on their personal communication and problem-solving styles to assess compatibility with either directive or non-directive approaches.

Learning Objective 3.2: Learners will complete a self-assessment to identify their therapy preferences, aligning them with the characteristics of one or more specific modalities.

Learning Objective 3.3: Learners will justify their selected therapy modality by providing at least two reasons based on personal preferences and therapy features.

Activities:

• Self-reflection prompts/ discussion group
• Self-assessment

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CLO 4: Learners will apply their understanding of therapy types to real-life scenarios by selecting appropriate modalities.

Learning Objective 4.1: Learners will review case studies of hypothetical clients and select the most suitable therapy modality based on the client’s issues and preferences.

Learning Objective 4.2: Learners will explain their choice of therapy modality in each case study, citing relevant therapeutic features and client needs.

Activities:

• Case studies of real therapy sessions
• Reflection prompts on what might work or not work for the learner in each situation.

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Summary:

CLO 1 & CLO 2 focus on understanding and differentiating between the therapy modalities and their forms, so the learning objectives build foundational knowledge through definitions, categorization, and identification of characteristics.

CLO 3 emphasizes self-assessment and personal reflection, with learning objectives encouraging learners to apply their understanding of therapy to their own needs and preferences.

CLO 4 shifts from understanding to application, where learners use case studies to practice selecting appropriate therapy types.

Learning Activities

Lectures and Presentations: Provide foundational knowledge on key psychotherapy concepts like different therapeutic approaches (e.g., CBT, humanistic therapy) through video recordings and other pre-recorded materials.

Case Studies: Provide problem-based learning where learners review hypothetical therapy scenarios and identify suitable treatment approaches.

Multiple Choice Quizzes: Periodic quizzes with instant feedback to reinforce key concepts, such as identifying the correct therapy approach for a given scenario.

Infographics: Learners create visual representations of therapeutic models or processes, which helps deepen understanding through creative engagement.

Self-Assessment Exercise: Provide a self-assessment exercise for learners to test their commmunication adn problem-solving preferences.

Instructional Design Model

I believe that for this psychotherapy minicourse, the Backwards Design (UbD) model would be highly effective. This model begins with identifying desired learning outcomes, which is ideal for helping learners achieve clear, measurable objectives like understanding different therapeutic approaches and their applications. By starting with the end goals, such as specific insights about available psychotherapy modalities, and then working backward to design assessments and learning activities, UbD ensures a cohesive and purposeful course structure. This model promotes transfer of knowledge, which is critical for applying psychotherapy concepts to real-life scenarios.

Subject Matter Experts/ Resources

1. American Psychological Association: https://www.apa.org/
   • The American Psychological Association (APA) website offers a wealth of resources, including access to peer-reviewed journals, research articles, and guidelines that can enhance your understanding of psychological theories and practices. It provides up-to-date information on best practices, ethical standards, and evidence-based approaches, which are essential for conducting thorough and informed research in psychology.
2. CrashCourse YouTube Channel
   • The CrashCourse YouTube channel offers engaging and accessible videos on psychology that can provide a solid foundation for understanding key concepts and theories. These bite-sized lessons make complex ideas easier to grasp, aiding in retention and comprehension. Additionally, the channel often includes references to further readings and research, making it a valuable starting point for deeper exploration into psychological topics.
3. Psych Hub YouTube Channel https://www.youtube.com/@PsychHub/videos
   • The Psych Hub YouTube channel offers informative videos that break down various psychological concepts, mental health issues, and therapeutic techniques, making them easy to understand. Its focus on evidence-based content and expert interviews provides reliable information, while the visual format can enhance retention. This resource can be particularly helpful for researchers seeking to clarify concepts or gather contemporary insights in psychology and mental health.
4. Prochaska, J. O., & Norcross, J. C. (1994). Systems of psychotherapy: A transtheoretical analysis (3rd ed.). Thomson Brooks/Cole Publishing Co.
   • Abstract from the authors: This book provides a systematic, comprehensive, and balanced survey of the leading theories of psychotherapy. It is designed, however, to be more than just a survey, since we strive toward a synthesis both within each system and across the various systems. Within a particular system of therapy, this book follows the integrative steps that flow from the system’s theory of personality to its theory of psychopathology and culminates in its theory of the therapeutic process and therapeutic relationship.