CLDL716: CASE CONFERENCE VI
Fall 2009
Lynne Tylke Ph.D., Instructor
312- 201-8565 (Office)
312- 560-9204 (Cell)
lynnetylke@yahoo.com
tylke@aol.com (please use this email)
Course Description:
Goal: This semester we will concentrate on conflict, resistance in its various forms, and of course transference and its many forms, and parallel counter transference.
- Students will read related assigned readings and present verbal and written summaries (2-3 pages) of these readings for classroom discussion.
- portions of process recordings that reflect the topics discussed will be presented by the student who has signed up for the presentation
- Each student will sign up for two presentations. There will be two presentations made on April 18th to allow for the two presentations. Either one student can choose to present their two presentations in this class or two students may sign up for this class.
- Final papers are due by the 7th class. These papers will discuss some aspect of resistance that were discussed during this semester and process venyettes will be used to exemplify the concepts discussed. These papers should be at least 5 pages but, not over 10.
Grades for the course will be Pass/Fail. Evaluations of the students will be based on:
1. Presentation of two separate case process recordings (see # 2 above). Focus is on how the student experiences the patient and how that leads to a potential transference interpretation. Interpretations will be “here and now” addressing resistances. Students will start the presentation with what resistances they believe their patient is exhibiting and how they attempted to address this resistance. Genetic interpretations will be allowed if the case has progressed enough to successfully allow this level of interpretation.
2. Online discussions will start with each student taking responsibility for two of the readings and making a summary statement of the reading (5 -10 minute) and following with listing questions (2-3) they would like the group to discuss. These questions should help prepare the group for the student’s presentations and should not reflect questions the student does not understand or is not prepared to discuss.
3. Students will sign up to summarize the articles (at least 2) for the same evening they have signed up for their case presentations. The case material is required by the THURSDAY prior to our TUESDAY online meeting. The process recording will be “he said, she said accounts” of the session. The sessions maybe fragments of a session or a few sessions documenting the patients form of resistance and how that was addressed by the student either successfully or with problems. A page of history, presenting problem, and diagnositic understanding of the patient and explaination of why will precede the process recordings. The diagnostic statement will follow Nancy McWilliams style of diagnosis.
4. Students will be required to write a final paper reflecting some aspect of the readings and how that relates to a patient by providing process to document the statement. These papers should be no less than 5 pages and not more than 8.
Class #1 (February 14th 2010) in preparation for class discussion Read Chapters 2, (Psychoanalytic Sensibility), Chapter 3 (The Therapist’s Preparation, Chapter 4 (Preparing the Client), and Chapter 8 and Chapter 9 Molly andDonna’s treatment, from Nancy McWilliams Psychoanlytic Psychotherapy a practitioner’s guide.
Students should come prepared to discuss these two cases and use what they have learned in the first semester regarding diagnosis, expected transference, and counter transference.
Discussion:
- address how to make the treatment situation safe for the patient to allow the unfolding of their story related to their special diagnostic needs.
- how to identify and address when there is resistence.,
- how to work with the resistence
- What were the central conflicts how were they displayed, and what function did they serve
Class #2 (February 23, 2010) summary of three chapters related to conflict, questions that set the stage for their brief process recordings that demonstrate conflict in their patient
Student discussion of Chapter 1 (The Concept of Conflict), and Chapter 2 (Clinical Interventions) in Working with Resistance by Martha Stark M.D. Chapter 6 (Conflict as Paradoxical Actions) in Roy Schafer’s Analytic
Attitude will be introduced by their questions which will prepare the students for their process recording presentation of a case demonstrating some form of conflict . Process recordings should be brief vinyettes of a few sessions or a lengther portion of one session.
Written summary of the three chapters is expected with the process recording on the Thursday in the week prior to the presentation in the following week. If the student is late in submitting the process and article summary they have to contact the instructor for an extention to Saturday am prior to our meeting on Tuesday evening
Class #3 (March 9) summary of three chapters related to whether the patient wants to be understood or understand and how the therapist should possition themselves in this regard.
Student discussion of Chapter 3 (Understanding and Being Understood) , Chapter 4 (Learning to contain conflict) In Working with Resistance by Martha Stark M.D., Chapter 3 (the Psychoanlyst”s Empathic Activity) in Roy Schafer”s Analytic Attitude will be introduced by the student’s questions which will prepare the other students for their process recording presentation of a case demonstrating if this is a patient that wants to be understood or to understand themselves and if they have the capacity to contain internal conflict or needs help to manage it . Process recordings should be brief vinyettes of a few sessions or a lengther portion of one session.
The written review of the articles and process is due on the Thursday prior to the following Tuesday’s presentation
Class # 4 (March 23, 2010) summary of three chapters on resistance and understanding this concept
Student discussion of Chapter 5 (Freud on Resistance) , and Chapter 5 (Resistance as a failure to Grieve) in Martha Stark’s Working with Resistance, and Chapter 5 (Resisting and Empathizing) in Roy Schafer’s Analytic Attitude will be introduced by the student’s questions which will prepare the other students for their process recording presentation of a case demonstrating resistance as seen by either Martha Stark or Roy Schafer.
Class # 5 (April 18th 2010) summary of four chapters on Affects present or absent.
Student discussion of Chapter 6 (Assessing Affects) in Nancy McWilliams Psychoanalytic Case Formulation, Chapter 9 (The Defense of Affective Nonrelatedness) in Martha Stark’s Working with Resistance, The Management of Affective Storms in the Psychoanalytic Psychotherapy of Borderline Patients by Otto Kernberg in the Journal of the American Psychoanalytic Association 2003; V. 51 (2), p517, 28p) in the PEP Archive, and Chapter 7 (Danger situations) in RoySchafer’s Analytic Attitude will begin with the student’s questions about affect that perpare the other students for their process recordings related to some aspect of affect either missing or needing to be managed. Two students will present this section and one will choose a “disconnected patient” and the other a volital patient
Class #6 (April 27th 2010) summary of three chapters on identifications and internalizations, and relational patterns.
Student will discuss Chapter 7 (Assessing Identifications) and ‘Chapter 8 (Assessing Relational Patterns) in Nancy McWilliams Psychoanalytic Case Formulation, and Chapter 7 (Grief and Internalization) in Matha Stark’
Class #7 (May 11th 2010) summary of three chapters on Character Analysis and resistance in an ego syntonic adaptation. Final papers are due.
Students will discuss Chapter 9 (The Analysis of Character), Chapter 10 (The Analysis of Resisting) in Roy Schafer’s Analytic Attitude, and The Idea of Reistance, by Roy Schafer in the International Journal of Psycho-Analysis, 1973; v. 54, p259, 27p in the Pep Archive. The discussion will begin by the student’s presentation of questions that prepare the other students for their case process recordings of a character disordered patient or of a manifestation of resistance according to Roy Schafer’s view.
Class # 8 (Final class May 25th 2010) summary of three chapters on positive transference, negative transference, and Narcissistic transferences
Students will discuss Chapter 10 (The Positive Transference), and Chapter 11 (The Negative Transference), and Chapter 12 (The Defense of Relentless Entitlement) in Martha Starks Working with Resistance. The discussion will begin by presenting questions related to the students process recording presentations in relationship to demonstrating positive/negative/and narcisstic transferences.