The Development of Psychodynamic Theory

THE DEVELOPMENT OF PSYCHODYNAMIC THEORY

SOWK 607

Spring 2009

Professor: Dr. Terry B. Northcut
Prerequisites: All 500 level required courses completed

Course Description:

This is an advanced HBSE elective, which will provide a critical examination of mainstream psychoanalytic thinking as it has evolved over time. Students will read in the original, some of the important works which have had major influence in conceptual innovation, as well as some of the currently significant literature. Controversies and limitations in the theoretical frameworks will be noted. Concepts will be discussed and analyzed in relation to the problems with which the theorist was struggling and in relation to the societal conditions at the time of the ideational developments. The applications of these concepts to clinical social work issues, including their strengths and weaknesses in relationship to social work values and goals, will be discussed. Students will be expected to draw actively upon their own practice experiences for illustrative material.

Course material will be divided into three sections: 1) An introduction to psychoanalytic thought through the basic concepts and assumptions of 4 major schools of thought: classical analysis (Freud), ego psychology (Hartmann), object relations (Mahler and the British school), and self psychology (Kohut). 2) Shifts in psychoanalytic theories based on the interpersonal school, conceptualizations of intersubjectivity, and findings in infant and brain research. 3) Ideational content up to this time to deal with current formulations of psychotherapeutic processes with an emphasis on feminist perspectives, the influence of culture, and postmodern thought. Also considered is the relative goodness of fit between these concepts and clinical social work perspectives. This section thus deals with the importance of context and culture, of relational and interpersonal concepts, of constructivism and hermeneutics, and of the recent findings in neurobiology related to human development in the social environment.

The content of this course expands the knowledge gained in first year required courses but provides a more in-depth look at both the interrelationships between theory and practice and the importance of critical thinking in the clinician's selection of treatment interventions. Students are encouraged to examine features of their own practice in accordance with both their analyses of theoretical underpinnings and their understanding of the utility of these underpinnings for clinical social work in a world full of diversity.

Learning Objectives:

Through class assignments, students are expected to demonstrate mastery of the following objectives:

Knowledge

1. To increase understanding of the interplay between theory, practice, and research in clinical social work at an advanced level.

2. To understand the development of psychodynamic theories and their continuing evolution as an explanatory system for both adaptive and dysfunctional behavior.

3. To comprehend of the embeddedness of theory within the sociocultural context in which the theory evolves.

Values

1. To understanding that knowledge or theory can be used or misused in relation to the values and goals of social work.

2. To recognize underlying biases in traditional psychoanalytic theories, especially those relating to sexism, homophobia, and cross-cultural phenomena.

3. The recognition that, since all theories must be evaluated from the perspective of their underlying value base, traditional social work values must be taken into consideration in understanding any clinical theory.

Skills

1. To be able to select treatment techniques and interventions differentially with awareness of the theoretical framework and underlying assumptions with which these techniques are compatible.

2. To be able to analyze in a critical fashion the utility of any clinical theory.

Measurement of Knowledge, Values, and Skills Objectives: The accomplishment of these objectives will be measured via the midterm and final assignments.

Teaching Methodology and Assignments

Teaching methodology includes videos, lecture, discussion, and group exercises. The scheduled course outline only includes 11 weeks to allow extra class time for student interests and/or guest speakers. Students will be expected to be familiar with the reading for each session since lectures are designed to clarify the concepts from the reading, but will not simply be a repeat of the reading assignment. Since the readings in this course are complex, students are strongly advised to plan on reading all assignments twice - once prior to the lecture in order to be familiar with the basic concepts to be discussed and once again following the lecture in order to integrate and apply the material from the lecture to the meaning in the literature.

Respect for diversity:

It is expected that students will comport themselves in accordance with the ethical standards of the profession.

Special Needs:

Any student with special needs or difficulties in learning and completing the assignments is strongly encouraged to see the instructor as soon as possible. Please refer to the Student Handbook for student rights and available resources pertaining to assistance with special needs or disabilities.

Academic Integrity:

Academic integrity is essential to a student’s professional development, their ability to serve others, and to the University’s mission. Therefore, students are expected to conduct all academic work within the letter and the spirit of the Statement on Academic Honesty of Loyola University Chicago, which is characterized by any action whereby a student misrepresents the ownership of academic work submitted in his or her name. Responsibilities of Academic Honesty are detailed in The Graduate Manual of Loyola University Chicago. This commitment ensures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby, affirming personal and professional honor and integrity. Students may not use the same assignment content to fulfill different course requirements.

Required Texts:

Borden, W. (2009). Contemporary psychodynamic theory and practice. Chicago: Lyceum.

Freud, S. (1923). The ego and the id. Standard edition, Vol. 19. Edited by Thomas Strachey. 3-66. (Also in paperback: New York: W. W. Norton and Company, 1960.

Mitchell, S. A. & Black, M. J. (1995). Freud and beyond. New York: Basic Books.

Recommended Texts:

Akhtar, S. (ed.) (2005). Freud along the Ganges: Psychoanalytic reflections on the people and culture of India. New York: Other Press.

Berzoff, J., Flanagan, L. M., and Hertz, P. (1996). Inside out and outside in: Psychodynamic clinical theory and practice in contemporary multicultural contexts. Northvale, NJ: Jason Aronson.

Brandell, J. R. & Ringel, S. (2007). Attachment and dynamic practice . New York: Columbia University Press.

Cooper, M. G. & Lesser, J. G. (2002). Clinical social work practice: An integrated approach. Boston: Allyn & Bacon.

Ellman, C. S., Grand. S., Silvan, M., & Ellman, S. J. (1998). The modern Freudians: Contemporary psychoanalytic technique. Northvale, NJ: Jason Aronson.

Elson, M. (1986). Self psychology in clinical social work. New York: W. W. Norton & Co.

Goldstein, E. (1994). Ego psychology and social work practice (second edition). New York: Free Press.

Northcut, T. B. & Heller, N. R. (eds.) (1999). Enhancing psychodynamic therapy with cognitive-behavioral techniques. Northvale, NJ: Jason Aronson.

Saari, C. (2002). The environment: Its role in psychosocial functioning and psychotherapy. New York: Columbia University Press.

Siegel, D. J. (1999). The developing mind. New York: Guilford Press. (required in SOWK 500)

Wachtel, P. L. (2008). Relational theory and the practice of psychotherapy. New York: Guilford Press.

Walker, M. & Rosen, W. B. (2004). How connections heal: Stories from relational-cultural therapy. New York: Guilford Press.

Assignments:

Midterm

The first six weeks will cover basic concepts from the four psychologies: drive, ego, object, and self. In approximately the sixth week, a take-home examination will be given which will consist of essay type questions focusing on an understanding of the basic concepts of the theory discussed and their place in the evolution of the major themes of the theory development as well as their compatibility with clinical social work values and goals. It is expected that students will demonstrate their understanding of how the four psychologies are embedded within the individual, familial, and sociocultural context in which the theory evolved. Due Date: Decided in class 2.

Final exam

Option 1: A final paper focusing on a critical analysis of a theoretical framework from the course material post-midterm, its applicability for practice, and relevant research supporting this analysis. It is also acceptable to compare and contrast a theoretical framework for the first half of the course with a framework from the second half of the course. Case material is appropriate to include but should not be the major focus of the paper: the focus should remain on demonstrating understanding of the theories and their utility and their clinical applicability. In other words, do not do a biopsychosocial assessment. APA style is required. The bibliography should draw upon assigned readings, but also be supplemented with related readings from the recommended list or other sources. Due Date: Decided in Class 2.

Students should hand in a 3-5 page proposal for this final paper two weeks prior to the due date. This proposal should provide the focus under consideration for the term paper, what concepts and/or theorists will be considered, and the manner in which these concepts will be related to practice (ordinarily, but not necessarily, a case presentation). The proposal should have a theoretical focus and must demonstrate the utilization and application of concepts from this course. The proposal papers will be returned in the following session with comments and recommendations for carrying out the work on the term paper. References should be included. Of course, APA style is expected.

Examples of final paper topics include: issues of affective experience including but not limited to depression; narrative or other types of identity organization; issues in psychosexual development; the utility of any particular theoretical approach for clinical social work practice; understanding the effect of cultural experience and/or racism, sexism, classism, or homophobia; the development of identity or autonomy in normal and pathological functioning; issues in diagnostic understanding or treatment from the perspective(s) of one or more theorist(s); the functions of anger and aggression; empathy or the use of a therapeutic relationship; and approaches to treatment as a process.

Option 2: Students may elect to complete a 3-5 page critical analysis of one of the required readings each week of the second half of the semester (for a total of 6 analyses). Included in each analysis should be a brief overview of the article/chapter, an understanding of the concepts in the reading, a summary of biases and values present in the theoretical framework, and the applicability of the content for clinical work with diverse populations. Each critical analysis should conform to APA standards. Due dates: the week following class discussion of the readings. It is not acceptable to turn these critical analyses in all together at the end of the semester. If you choose Option 2, you must let the instructor know during week 7 or following the completion of the midterm. All 6 of the critical analyses will be returned at the end of the semester.

Grading Policy:

Options one and two are worth 50% of your grade. The proposal for option 1 of the final paper will count approximately 5% of that grade. The midterm is worth 50% of your final grade.

Grading criteria: Assignments will be evaluated on the following criteria: clarity of ideas, spelling, grammar, organization, understanding of concepts including critical analyses of those concepts, demonstration of the ability to apply the core concepts to current clinical work.

Assignments turned in late will be reduced by one-half letter grade for each day late. Any special circumstances must be approved by instructor in advance. Papers may not be emailed unless a paper copy is also placed in the instructor’s mailbox.

Quality class participation is expected and should demonstrate thoughtfulness, relevance, completion of required reading, and appreciation of the importance of group learning.

COURSE SCHEDULE

WEEK I: OVERVIEW OF THEORY

* the evolving nature of knowledge and theory

* the possibility of the misuse of any theory

* the need for value considerations in the critical analysis and utilization of theory

* social work as defined by goals and values rather than any specific knowledge base

* the problem-solving impetus to changes in conceptual formulations

* the myth of the "Immaculate perception”

In-Class Video: Bronowski, J. (1973). "Knowledge or certainty." The ascent of man. Boston: Little, Brown & Co.

Required reading:

Leichsenring, F. & Rabung, S. (2008). Effectiveness of long-term psychodynamic psychotherapy: A meta-analysis. Journal of the American Medical Association, Vol. 300(13), pp.1551-1565.

Leichsenring, F., Rabung, S. & Leibing, E. (2008). The efficacy of short-term psychodynamic psychotherapy in specific psychiatric disorders: A meta-analysis. Archives of General Psychiatry, 61(1208-1216).

Saari, C. (1986). "Introduction: The nature of clinical social work," Clinical social work treatment: How does it work? New York: Gardner Press. 1-12.

WEEK II: FREUD

* understanding the influence of social conditions and theoretical traditions on problem-solving attempts

* Freud's embeddedness in a patriarchical Germanic culture

* mental health care prior to Freud

* overview of Freud's thought and its evolving nature

* epigenetic stage theory

* id content as universal and inherited

Required reading:

Borden, W. (2009). Contemporary psychodynamic theory and practice. Chicago: Lyceum.

Chapter 1:Sigmund Freud and the classical psychoanalytic tradition. 10-25.

Freud, S. (1923). The ego and the id. Standard edition, Vol. 19. Edited by Thomas Strachey. 3-66. (Also in paperback: New York: W. W. Norton and Company, 1960.

Mitchell, S. A. & Black, M. J. (1995). Freud and beyond. New York: Basic Books Chapter 1: Sigmund Freud and the classical psychoanalytic tradition. 1-22.

Recommended reading:

Nicholi, A. (2003) The question of God: C.S. Lewis and Sigmund Freud debate God, love, sex, and the meaning of life. New York: 2003

Rosen, N. (2004). Mrs. Freud. New York: Arcade Publishing

WEEK III: HARTMANN

* ego versus id psychology

* the conflict-free sphere (primary and secondary autonomy)

* the problem of the "average expectable environment"

* pleasure in functioning

* change of function

Required readings:

Hartmann, H. (1958). Ego psychology and the problem of adaptation. New York: International Universities Press. 3-56.

Mitchell, S. A. & Black, M. J. (1995). Freud and beyond. New York: Basic Books Chapter 2: Ego psychology. 23-59