PP8040 - Psychoanalytic Theory and Therapy Spring, 2009

Argosy University,Chicago – Office hrs. T 3-3:30pm, W 10:00-11:30 & by appt.

Kathy P. Goggin, Psy.D. 312-777-7687; ; 312.899.8188 private voicemail

COURSE SYLLABUS

NOTE TO STUDENTS: Many articles are now available full text through the PEP database, see Bibliography. The majority of the rest of the readings in the Bibliography are book chapters from books that are on reserve in our library. Hence, I am NOT requesting a packet for this course; the cost of copyright for the book chapters is in some instances rather expensive, so I am assuming you would rather copy these yourself and save money rather than have to buy a packet. Required TEXTS appear on page 5 of this syllabus.

This course will present major concepts of psychoanalytic theory of personality and psychotherapy derived from classical, communicative, relational and self psychology approaches. Emphasis will be on solid mastery of concepts and developing a multi-layered, rich perspective of understanding human persons, and of understanding that unique human relationship known as the psychotherapeutic interaction, from a psychoanalytic point of view so as to promote healing. There will be discussion of issues relevant to evidence based practice. The course will include a focus on the process of psychotherapy; the ability to listen to clients’ communications for latent, unconscious content; the ability to listen to therapists’ communications for latent, unconscious content; interpretation and validation; classical and totalistic views of transference and countertransference. There will be an emphasis throughout on the cultural contexts within which these psychoanalytic approaches and concepts were developed and which affect how they are applied.

Specific course objectives:

To provide students with a solid and multi-faceted awareness of the major schools of psychoanalytic thought as applied to personality and the practice of psychotherapy.

(Foundations of Scientific Psychology)

To ready students to use psychoanalytic approaches in clinical settings and interactions.

(Competence in Relationships, Intervention)

To promote the effective application of theoretical constructs to an understanding of client history and personality, and to the nuances of the therapeutic interaction.

(Competence in Assessment, Intervention and Relationship)

To promote the consistent and effective use of documentation in clinical case formulations and in analyses of therapeutic interactions, without reliance on jargon.

(Competence in Assessment and Foundations of Scientific Psychology)

To promote the ability to integrate information from various sources (i.e., client history, present behavior, behavior in the therapeutic interaction) to arrive at clinical formulations which have richness and depth and humanity.

(Competence in Assessment, Intervention, and Relationship)

To promote the consistent awareness of and inclusion of issues related to culture, class,

race, gender, sexual orientation, and disability in clinical case formulations and therapeutic intervention.

(Competence in Assessment, Intevention, Relationship and Diversity)

To promote critical thinking and evaluation of literature regarding psychoanalytic theory and technique, including evidence based approach (Foundations of Scientific Psychology, Competence in Intervention)

Specific course objectives:

To provide students with a solid and multi-faceted awareness of the major schools of psychoanalytic thought as applied to personality and the practice of psychoanalytic psychotherapy. (Foundations of Scientific Psychology)

To promote a commitment to evaluation of psychoanalytic treatment approaches and

psychoanalytic interventions (Foundations of Scientific Psychology)

To ready students to use psychoanalytic approaches and interventions in clinical settings and interactions. (Competence in Relationships, Intervention)

To promote the effective application of theoretical constructs to an understanding of client history, presenting complaints, and personality; and to the nuances of the therapeutic interaction.

(Competence in Assessment, Intervention and Relationship)

To promote the consistent and effective use of documentation in clinical case formulations and in analyses of therapeutic interactions, without reliance on jargon.

(Competence in Assessment and Foundations of Scientific Psychology)

(Competence in Assessment, Intervention, and Relationship)

To promote the consistent awareness of and inclusion of issues related to culture, class,

race, gender, sexual orientation, and disability in clinical case formulations and therapeutic intervention.

(Competence in Assessment, Intevention, Relationship and Diversity)

Course expectations of students and professor: to attend all classes; to have thoughtfully prepared for class, including having read all assigned materials and reflected upon their content, importance, and meaning; to employ critical thinking skills; to participate meaningfully in class discussions; to maintain a respectful attitude towards differing points of view and individual differences.

Disability statement:

It is the policy of Argosy University,Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA.) If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request.

Students will be notified by the Director of Students Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

Academic dishonesty/plagiarism statement:

The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any sources used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers

resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. The University does make use of software which can detect plagiarism.

From Dr. Goggin: All students are expected to conduct themselves in keeping with standards of human respect and dignity, as well as the Ethical Standards of Psychologists as published by the American Psychological Association. Dishonesty, deceit or disrespect in any fashion is not in keeping with human dignity, personal integrity or professional ethical standards. If any such behavior is discovered, appropriate referral to the Student Professional Development Committee will result.

Course evaluation of students: Evaluation of students will be made based on several class assignments, class participation, and a mid-term and final take-home exam.

Reading assignments: Due weeks 2, 3, 5, 6, 8 or 11. You may select to “opt out” of one of these weeks/assignments over the course of the term. Students will turn in one-page typed summaries of 2 articles assigned for that week’s reading. Summaries are limited to one-page in length for each article, and must present a thoughtful summary of the article; glib, superficial work will be downgraded accordingly. These summaries are worth 2 points each, and will be graded by the teaching assistant. Any assignments which are of poor quality will automatically be reviewed by me.

Homework assignments: One graded homework assignment is due week 4. It is designed to help you to practice applying your learning to clinical material, which in turn will help prepare you for your mid-term and final exams. The assignment is worth 10 points, and must be typed. Additional details will be supplied in class. This assignment will be reviewed by me. In addition, there will be one ungraded assignment, due week 10, which asks you to look at countertransference elements/role-responsiveness in yourself. Further details will be provided.

Mid-term exam: Due week 7. The mid-term exam will ask you to apply drive theory, ego psychology and object relations principles to clinical case material that you will be working on from the beginning of the course. In addition to providing a formulation of the case from these 3 perspectives, you will also provide a formulation of what you expect the client’s transference to be, what countertransference reactions you might also expect in yourself, including relevant diversity issues and concerns. Further details will be supplied with the exam.

Final exam: The final exam will provide students with an opportunity to analyze an actual patient-therapist interaction, employing all relevant concepts and theories presented in the course. Further details will be provided with the exam. Due week 13. PLEASE KEEP AN EXTRA COPY OF YOUR EXAM; we will have a class discussion regarding your work during our last class, week 14. EXAMS SHOULD NEVER BE SHARED WITH OTHERS AT ANY TIME.

ALL EXAMS MAY BE ASSESSED THROUGH TURN-IT-IN.

The breakdown of the course grade will be as follows:

Reading assignments 2 points each 20 pts.

Homework assignment 10 points 10 pts.

Mid-term take home exam 30 points 30 pts.

Final take-home exam 40 points 40 pts.

TOTAL POSSIBLE POINTS 100 pts.

93 to 100 points Grade of A

90 to 92 points Grade of A-

87 to 89 points Grade of B+

83 to 86 points Grade of B

80 to 82 points Grade of B-

Please note that at the graduate level, a grade of B represents the expected level of performance and mastery of course material. A grade of A represents performance and mastery of the material which demonstrate exceptional depth and quality of understanding, exceptional application of that understanding to clinical material, and exceptional written articulation of that

understanding. Following is an attempt to operationalize* expected versus exceptional levels of performance.
“A” work, of exceptional quality:

-comprehensive knowledge of relevant theory and concepts

-capacity to apply relevant concepts to available data in a rigorous and thoughtful

manner

-clear integration of relevant theory and clinical data that recognizes the complexity and nuance of human behavior and communication

-clear capacity to observe relations between different realms of data: history

and current behavior, current behavior and therapy relationship, and

intrapsychic and interactional phenomena

-consistent documentation (use of clinical data) that supports hypotheses,

case formulations, and symbolic interpretation

-presentation which is articulate, without undue, cliched reliance on jargon; which

demonstrates a direct and superior grasp of implications of data beyond

manifest meanings

-writing which is coherent, articulate, and professionally presented; which evokes

a sense of the person about whom it is written

“B” work, of expected quality:

-adequate yet basic application of course concepts and methods to clinical case

analysis

-adequate documentation of hypotheses, formulations and symbolic interpretation

with little or no use of multiple sources of clinical data to support analysis

-writing is clear, understandable and presentable, but of limited evocative

quality

-work that is sufficient but lacking in richness, depth and integration

“C” work, below expected level:

-course concepts are not sufficiently employed in clinical analysis, or are applied

in superficial, inappropriate or irrelevant ways

-documentation of hypotheses, formulations and symbolic interpretation is weak

or absent

-little or no demonstration of integration, of seeing relationships between past and

present information and/or behavior; little or no demonstration of the capacity to identify the actual clinical manifestations or implications of a particular theoretical construct.

-poor written presentation -- typos, spelling and grammar errors, excessive use of

Jargon, meaning obscured by poor written articulation of ideas

* I am indebted to Dr. Marc Lubin for the original articulation of these criteria in previous syllabi for this course.

Course evaluation of professor and teaching assistant: Students will anonymously evaluate teaching assistant and professor at mid-term and at the end of the course. In addition, any and all questions and comments are welcome at any time, and are encouraged. Feedback is especially important if a student feels that learning needs are not being met.

Reading materials: There are four required texts. In addition, many materials are on reserve in the library. Many articles are available online, especially through PEP database, and have been placed on electronic reserve for your convenience (see bibliography for specific items.)

Texts: Freud and Man’s Soul Bruno Bettelheim,Vintage Books, ISBN 0-394-71036-3

Inside Out and Outside In Berzoff, Flanagan, & Hertz (1996) Jason Aronson, Inc.

Northvale, NJ ISBN 1-56821-777-3

Learning from the Patient Patrick Casement (1991) Guilford Press, New York

ISBN 0-89862-157-7 (pbk)

Psychoanalytic Psychotherapy Nancy McWilliams (2004) Guilford Press

ISBN 1-59385-009-3

Highly recommended: Psychodynamic Diagnostic Manual, published by Alliance of

Psychoanalytic Organizations, www.pdm1.org ISBN 0-9767758-2-4 (paper)

Packet Articles: Given the ready availability of many required readings through electronic reserve or general reserve in our library, THERE IS NO PACKET FOR THIS COURSE THIS TERM. See Bibliography for listing of items that are available through PEP and other databases that are on electronic reserve for the course.

GENERAL STATEMENT OF PROGRAM OUTCOMES

PsyD

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.