Section A:
Patricia Seghers Ph.D. LCSW---Instructor
Telephone: 708-471-1231
E-mail: patriciaseghers@sbcglobal.net
Section B:
Joan Servatius, PhD---Instructor
Telephone: 773-301-8098
E-mail: jmservatius@sbcglobal.net
Course Description:
The purpose of this course is to familiarize students with the process of thinking psychodynamically and therapeutically from the first moment of client contact. Using core concepts of transference, countertransference, therapeutic alliance, therapeutic contract, developmental frameworks and motivation, among others, we will examine in detail the therapist’s attitude, activity and interventions. We will study the therapeutic encounter as it informs the clinical evaluation of the client.
Assigned readings will focus on diagnostic assessment. This course will introduce students to psychodynamic concepts and ideas about development that will contribute to understanding complexities in such assessment.
Course Objectives:
The main objective of this course is to enhance students understanding of the relationship between diagnosis and prognosis, how diagnosis informs treatment, and how diagnosis relates to developmental processes.
Students will also:
- understand the clinical attitude necessary for psychodynamic assessment and therapy
- will develop self-awareness as primary tool for assessment
- will use core concepts of psychodynamic practice to examinethe clinical interview
- will practice writing a psychodynamic assessment
Basis for Grade:
1. Active contribution to class discussion
2. Presentation of a detailed process recording of a recent or current case that is in opening phase:
The presentation should include a very brief, disguised description of the client, the presenting problem, why the person has come for therapy at this time and why you have chosen to present this case.
The process recording should be as full a recalled (from memory) transcript of sessions as possible. It should resemble a script. It should be emailed by Monday at 9 am before the Wednesday you are scheduled to present. This will allow students and instructor time to review the material before the presentation.
3. Presentation of readings for class discussion should include:
- Outline of major points without extraneous detail.
- Present a clinical vignette or situation that relates to some aspect of the reading.
- Fellow classmates should come prepared to participate in discussion of readings. This includes questions, comments about useful or meaningful ideas for your work, or clinical interactions that relate to the reading.
4. Written Assignment:
Using the Case Study Outline provided by instructor, students will choose a current case and follow the Outline to write a case report. (The case does not have to be the same case that you present in class.) It is expected that not all information listed in the Outline will be known by the student, but that a reasonable and earnest attempt be made with available data to examine the case as fully as possible.
The assignment for first semester is to write a first draft, with the expectation additions and corrections will be suggested. The assessment should be between 4-6 pages in length. Second semester papers are expected to be more integrative of the concepts/ideas introduced in class throughout the year with respect to diagnostic assessment and psychodynamic formulation.
Both papers will be due at the seventh class –last class of each semester. Late papers will be accepted only at the discretion of the instructor. In all written work students should use APA format, where applicable, and should properly reference all sources, including the Internet.
5. Attendance:
Students are asked to notify the instructor of any absences. A student who misses more than two classes per semester will receive a failing grade.
Required Books:
McWilliams, Nancy (2011), Psychoanalytic diagnosis: Understanding personality structure in the clinical process. (2nd ed., Rev.). New York: The Guilford Press. The McWilliams book is available from Amazon Books at www.amazon.com or Stern’s Books at 773/883-5100 STERNBOOKS@aol.com.
PDM Task Force (2006), Psychodynamic Diagnostic Manual. MD: Alliance of Psychoanalytic Organizations.
Chethik, Morton (2000), Techniques of Child Therapy: Psychodynamic Strategies. (2nd ed.). New York: The Guilford Press. Chethik book is available from Amazon Books at www.amazon.com.
Recommended Reading:
Greenspan, S.I. (2003), The clnicial interview of the child. (3rd ed.). Washington, D.C.: American Psychiatric Publishing, Inc. Greenspan book also available from Amazon Books at www.amazon.com
Class 1:
Introduction
Review of Psychodynamic Terms/Concepts and Case Study Outline
Video: “Systems of Psychotherapy,” Nancy McWilliams, PhD
Class 2:
McWilliams, Chapters 1&2;
Chethik, Chapter 1
Student Case Presentation
Readings: __________________
Case _______________________
Class 3:
Discussion of PDM: Adult Mental Health Disorders: pp.157-172
Child and Adolescent Mental Health Disorders: pp. 175-190
Student Case Presentation
Readings __________________
Case ______________________
Class 4:
McWilliams, Chapter 3;
Chethik, Chapter 2
Student Case Presentation
Readings ___________________
Case _______________________
Class 5:
McWilliams, Chapter 4;
Chethik, Chapters 3,4,5
Student Case Presentation
Readings ___________________
Case _______________________
Class 6:
McWilliams, Chapters 5-6 -Defenses
Chethik, Chapter 6 (The Treatment of the Neurotic Child)
Student Case Presentation
Readings ___________________
Case _______________________
Class 7: Written Assignment Due
McWilliams, Character Organizations (pp. 145-149) & Chapters 7 and 8
Chethik, Chapters, 7 and 9, (Character Pathology)
Student Case Presentation
Readings ____________________
Case ________________________
Second Semester
Class 8:
McWilliams, Chapters 9, 10, 11
Chethik, Chapter 8
PDM: Child & Adolescent Personality Patterns, pp.209-223
Student Case Presentation
Readings ____________________________
Case________________________________
Class 9:
McWilliams, Chapter 12
Zelnick, L. (2005). The computer as an object of play in child treatment. Journal of Infant, Child & Adolescent Psychotherapy, 4:209-217. PEP
Student Case Presentation
Readings ____________________________
Case________________________________
Class 10:
McWilliams, Chapter 13
Zelnick, L. (2005). Confronting deadness in dissociation: a relational perspective on the treatment of an adolescent. Journal of Infant, Child & Adolescent Psychotherapy, 4:255-270. PEP
Student Case Presentation
Readings ____________________________
Case________________________________
Class 11:
McWilliams, Chapter 14
Slade, A. ( ). Making meaning and making believe: their role in the clinical process. Affect in symbolization.
Student Case Presentation
Readings __________________________
Case _____________________________
Class 12:
McWilliams, Chapter 15
Levy-Warren, M.H. ( ). The Adolescent Journey. NJ: Jason Aronson, Inc.
Student Case Presentation
Readings ___________________________
Case_______________________________
Class 13:
Alvarez, A. ( ). Different uses of the countertransference with neurotic, borderline, and psychotic patients.
Altman, N. (1997). The case of Ronald: oedipal issues in the treatment of a seven-year-old boy. Psychoanalytic Dialogues, 7:725.739. PEP
Student Case Presentation
Readings_________________________
Case___________________________
Class 14: Final Assignment Due
Slavin, J.H. (1994). On making rules: toward a reformation of the dynamics of transference in psychoanalytic treatment. Psychoanalytic Dialogues, 4:253l.274. PEP
Readings_______________________