The Institute for Clinical Social Work

Syllabi Archive

CLDL 614: Case Conference III and IV

Ph.D. Program - Distance Learning: spring 2012-13

Sue Cebulko, Ph.D.

Course Description


To expand clinical skills and to foster the development of psychodynamic thinking. Emphasis is on the therapists’ self-awareness as the primary tool for conducting a psychodynamic assessment and engaging in psychotherapy. Using core concepts of transference, countertransference, projective identification, and various other defenses, we will attempt to understand the dynamics of the patient and therapist as they work together. These theoretical concepts will aide in our theoretical formulations and treatment process.

Course Objectives

  1. Achievement of an enhanced capacity to follow and comprehend clinical process with respect both to manifest and implied meaning.
  2. Achievement of an enhanced capacity to understand both conscious and unconscious communication of client and clinical social worker.
  3. Improvement in the ability to identify and understand issues of the middle phase of treatment.
  4. Improvement of the ability to understand resolve typical impasses occurring in the middle phase of treatment.
  5. Achievement of an enhanced sensitivity to issues of transference and countertransference as they may be employed to understand the therapeutic interaction.
  6. Improvement of the ability to present clinical material orally, in a clear, open, and understandable manner.


Grade for the course will be determined by four equally weighted components:

1. Class participation: evidence of reading assigned material, ability to raise questions about the material and capacity to relate clinical experience to concepts presented in assigned readings.

2. Presentation of readings for class discussion:
a. Outline of major points without extraneous detail.
b. Questions from presenter should stimulate discussion
amongst cohort.

3. Presentation of a detailed case write up accompanied by
process recordings from 2 successive sessions of a current case
in the middle phase of therapy.
a. Presentation shall include a brief description of the
client, the presenting problem and its history, a brief
description of relevant psychosexual developmental
history, and reasons for choosing this case. Follow
guidelines written by J. Cronin and M. Adler, available
on ICSW website.
b. Process recording shall be a detailed recalled (from
memory) transcript of the dialogue. The process recording should be at least 2 ½ - 3 page in length. The case must be
emailed to the instructor and all class members at least 3
days prior to class. This will allow time for review and
c. case write up will include a section on countertransference and transference.

4. This year focuses on transference and countertransference. After each class you will write a reaction paper. This paper should be no more than one page double spaced. This is a reaction paper and will focus on the feelings that were stirred up as a result of the case. This will help you focus in on your countertransference. These papers are not graded per se but are included in your grade. I expect to receive them PRIOR to the next class.

5. Written assignment: Case Study due the last class of each semester.

6. If you intend to be late with any part of the assignment you must contact me in advance. Failure to do so will result in a reduction in grade.

Using the Case Study Outline from the ICSW Student Manual, students will choose a current case in the middle phase and write a case report. This does not have to be the same case presented in class. However, using the presented case for the final case report offers opportunity for integration of new material learned about the patient, therapist, and the therapeutic process.
Add a section on countertransference and transference to your case write up.
Put header or footer on each page of the case. The header/footer shall include page number, your name, and initials of client. Number your lines.
The material in the case must be confidential. Disguise all material.

7. Attendance at all classes is required. If a class must be missed, the instructor must be notified in advance. Treat on line classes exactly as you would on site classes. Students will show up on time, have the video camera on, contribute vocally, and attend to each class.

8. This is not a supervision class. Your case presentation is an opportunity for us to learn. Your cases must be in the MIDDLE phase of treatment.

Class Schedule and Assignments

All required readings are available online via the PEP Archive except where indicated by SCAN

Class #1 Introduction. (Due to be read in preparation for first class)

Ellman, S.J. (1977). Freud’s Technique Papers: A contemporary perspective. (pp 2-33). Northvale, NJ: Jason Aronson. (SCAN)

Levy, S. (1990). Principles of Interpretation (pp. 93-122). Northvale, NJ: Jason Aronson. (SCAN)

Discussion Topics:

  1. Review syllabus
  2. Overview of transference countertransference
  3. Goal of class.

Class #2 Student Case Presentation and

  • Klein, M (1975). The origins of transference. In The writings of Melanie Klein, Vol. 3, Envy and Gratitude and other Works (pp 48-56). London: Hogarth Press. (PEP)

Class #3 Student Case Presentation and

  • Joseph, B. (1985). Transference: The total situation. International Journal of Psychoanalysis, 66, 447-454. (PEP)

Class #4 Student Case Presentation and

  • Winnicott D.W. (1956). On Transference. International Journal of Psychoanalysis, 37:386-388. (PEP)
  • Heimann, P. (1956). Dynamics of Transference Interpretations. International Journal of Psychoanalysis, 37: 303-310. (PEP)

Class #5 (on Site) 2 Student Case Presentations and

  • Jacobs, T. (1999). Countertransference past and present: a review of the concept. International Journal of Psychoanalysis, 80: 575-594. (PEP)
  • Ogden, T. (1992). Comments on transference and countertransference in the initial analytic meeting. Psychoanalytic Inquiry. 12: 225-247. (PEP)

Class # 6 Student Case Presentation and

  • Smith, H. (2000). Countertransference, Conflictual Listening, and the Analytic Object. Journal of the American  Psychoanalytic Association, 48:95-128

Class #7 Student Case Presentation and

  • Hopkins, L. (1998). D.W. Winnicott’s analysis of Masud Khan. Contemporary Psychoanalys, 34:5-48.

Class # 1 (second semester) 2 Student Case Presentations and

  • (on site Dennis Shelby Ph.D guest)
  • Fonagy, P. (1991). Memory and Therapeutic Action. International Journal of Psychoanalysis, 80:215-223. (PEP)

Class # 2 Student Case Presentation and

  • Levy, S. (1990). Principles of Interpretation (pp. 123-140). Northvale, NJ: Jason Aronson. (SCAN)

Class # 3 Student Case Presentation and

  • Winnicott, D. W. (1947). Hate in the counter transference. Int. J. Psycho-Analy. 30:69-74. (PEP)

Class #4 Student Case Presentation and

  • Racker, H. (1957). The meanings and uses of counter transference, International Journal of Psychoanalysis,47: 63-80. (PEP)

Class #5 2 Student Case Presentations and

  • On site
  • Scharff, D. (1992). The contextual and focused transference and countertransference.InRefinding the object and reclaiming the self (pp. 29-65). Northvale, NJ: Jason Aronson. (SCAN)

Class #6 Student Case Presentation and

  • Bollas, C. (1983). Expressive uses of the countertransference. Contemporary Psychoanalysis. 19:1-34.

Class #7 Student Case Presentation and

  • Papers Due
  • Final Class Session
  • Money-Kryle, R.E. (1956). Normal counter-transference and some of its deviations. International Journal of Psycho-Analysis. 37:360-366. (PEP)

Please note that links to some course readings have been purged from archived syllabi. Electronic texts on the ICSW website are protected by copyright law. These files are made available strictly for individual, educational use and may not be copied or distributed in any way. Distribution of copyrighted material to non-enrolled individuals or ICSW students will be considered an act of Academic Dishonesty and be dealt with accordingly as indicated in the Student Manual. Federal penalties for copyright infringement may be found at