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Revision Date of Issue Author(s) Brief Description of Change Number 1.0 01/06/2015 T. Pilon Creation of Document 2.0 07/07/2015 Caroline Mardon Draft 3.0 19/08/2015 Caroline Mardon After curriculum map adjustments The Living Institute

Course Outline

Course Name: Psychodynamic Clinical Methods Course Code: TLI-301

Academic Year: 2015 Fall X Winter X

Program Year 3 Course Hours: 40 Year: Faculty: David Cornfield Robin Williams Blake Paul Wong Lillian Wong

Class Hrs. Clinical Hrs. Other Hrs. Total Hours 40 40

This course is a prerequisite for: Graduation

Course Code Course Name

Director Date: Approval: 1. Calendar Description: In this course students will continue to apply psychodynamic theory to actual practice situations and experiment with ways of working with the conscious/unconscious dialectic in therapeutic relationship. Students will practice and assess clinical timing in psychotherapy process and learn how to operationalize existential theory into psychodynamic clinical work via the Meaning Therapy modality. Practical training in more integrative modalities such as working with couples, play therapy for adults, and HEP methods will be assimilated into the development of psychodynamic therapy skills. Students will continue to evoke and work through psychological, psychosomatic and psychospiritual material with their personal therapy in Self Development. They will be integrating different modalities and synthesizing course material under supervision as they work with clients in the Student Clinic.

2. Course Learning Outcomes:

Upon successful completion of this course the student will be able to meet the following College of Registered Psychotherapists competencies:

o 1.1 Integrate a theory of human psychological functioning and development o 1.2 Work within a framework based upon an established psychotherapeutic theory o 1.3 Integrate knowledge of comparative psychotherapy relevant to practice o 1.4 Integrate awareness of self in relation to professional role o 1.5 Integrate knowledge of human and cultural diversity in relation to psychotherapy practice o 2.1 Use effective professional communication o 2.2 Build and maintain effective relationship o 2.3 Contribute to a collaborative and productive atmosphere o 3.1 Comply with legal and professional obligations o 3.2 Apply ethical decision making o 3.3 Maintain self-care and level of health necessary for responsible therapy o 3.5 Obtain clinical supervision & consultation when necessary o 3.6 Provide education and training consistent with the therapist's practice. o 3.9 Provide reports to third parties o 4.1 Present psychotherapy to clients and maintain a professional frame for therapy o 4.2 Establish and maintain an effective therapeutic relationship o 4.3 Apply safe and effective use of self in the therapeutic relationship o 4.4 Conduct an appropriate risk assessment o 4.5 Structure and facilitate the therapeutic process o 4.6 Identify when and how to refer clients o 4.7 Conduct an effective closure process to end a course of therapy appropriately o 5.1 Access and apply a range of relevant professional literature o 5.2 Use research findings to inform clinical practice

Required Reading, Supplemental Reading, or Course Resources:

Note: see specific classes

Hand-outs as supplied by the instructor, posted on Living Institute intranet (CRPO link)

4. Assessment:

Students will demonstrate learning using the following assessments:

Assignment Description Course Learning Outcome(s) Assignment Weighting Assessed Experiential exercises and 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 20% debriefing 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Class discussion and 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 25% hypothetical case presentation 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Reflective journal 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 30% 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Oral self reflection via private . 25% self development therapy or 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.3, spiritual counselling sessions 4.2, 4.3

5. Other:

Self Development Sessions

As typical in psychodynamic training programs, students do a personal training therapy during their curriculum and internship. This is individually arranged as weekly or biweekly individual psychotherapy or counselling sessions, and may also include weekly group therapy. As they identify the various psychological theories and methodologies in the classroom, they analyze, evaluate and appraise these various approaches in regard to their own psychotherapeutic development as it arises in the course of their private sessions. Self Development faculty give regular feedback about their safe and effective use of self. 6. Learning Outcomes, Curriculum Delivery and Learning Plan: Course Content

Session 1: HEP Emotional Yoga: In this experiential class, students will learn a series of structured interpersonal exercises suitable for group workshops - distinguishing different aspects of identity and exploring a range of authentic emotional expression in relationship.

Related Elements of Performance Learning Activities/Assessment Resources Students will learn and practice therapeutic  Discussion techniques to activate emotional and somatic experience, and learn to become comfortable with  Reflective Learning intense emotions in themselves and others. Unconscious aspects will be worked with in a safe  Group work therapeutic container. Students will evaluate how they hold onto emotional and energetic postures  Didactic teaching based in the past and how becoming conscious of these things enables them to feel vital, energetic and creative. Key Readings

Indications and contraindications based on client Instructor handout typology and clinical assessment will be discussed, and students will experiment with making clinical judgements based on internal evidence as well as external criteria.

Assessment:

Experiential exercises and debriefing

Clinical practising on each other with feedback and debriefing. Course Content

Session 2: Clinical Timing: Students will learn discrimination in regards to clinical timing – which of the many techniques and approaches is the appropriate one to use in this particular moment? The assumption underlying that answer is that the psyche of the client knows what it is ready to deal with and indicates in some way to the therapist what needs to happen next. Is it time to listen and say nothing, or ask a question, or offer an insight, or do somatic focus, or engage in role play? The simple answer to the issue of timing is that the therapist leads by following. But what does it mean to say that the therapist leads by following?

Related Elements of Performance Learning Activities/Assessment Resources Students will learn to apply timing skills in the  Discussion therapeutic process, how to work with individual clients, how to discern verbal and non-verbal cues  Reflective Learning and what the process looks like when the therapist leads by following. The approach will be hands on,  Group work with students taking on the roles of therapist and client, followed by discussion of the therapeutic  Didactic teaching choices made and alternatives that might have been used. Key Readings Assessment: Experiential skills practising under supervision Experiential exercises with debriefing

Clinical practising

Reflective Journal (1-2 pages)

In considering what to reflect upon, you may address:

 What did you learn about timing in the therapeutic process?  What surprised you about the way different people perceive timing?  Did you have an “Aha” moment?  How might your subjective experience of timing impact your work with clients? Course Content

Session 3: Meaning Therapy: Students identify meaning therapy (MC) as an integrative and innovative positive psychotherapy with meaning creation as its central, organizing construct. Meaning is defined as consisting of Purpose, Understanding, Responsibility and Enjoyment (PURE). MC evolves from logotherapy, existential positive psychology and cognitive behavioral therapy and is part of the third wave of psychotherapy which involves powerful new concepts such as acceptance, commitment, self- transcendence, and meaning-making.

Related Elements of Performance Learning Activities/Assessment Resources The class will explain and demonstrate major MC  Discussion intervention strategies such as the double-vision of integrating global meaning with situational  Reflective Learning meaning, and the dual-process of repairing the worse and bringing out the best in people. The  Group work main focus of the class will be on (a) how to use the PURE strategy to build a meaningful and  PowerPoint fulfilling life and (b) how to apply the ABCDE intervention strategy to a variety of problems and  Didactic teaching predicaments, where A stands for Acceptance, B for Belief, C for Commitment, D for discovery and  Reading E for enjoyment and evaluation.

Assessment: Key Readings Various assessment instruments will be introduced as part of the therapeutic process. Instructor handouts and powerpoint presentation Students will be invited to take part in role plays to illustrate how MC can be applied to counselling, coaching and psychotherapy.

Experiential exercises and debriefing

Clinical Practising

Course Content

Session 4 and 5: Couples Therapy 1 & 2 Emotionally Focused Therapy (EFT) is a model for couples work originally created 30 years ago by Sue Johnson of Ottawa University and Les Greenberg of York University. EFT offers a comprehensive theory of adult love and attachment, as well as a therapy process for healing distressed relationships. It recognizes that relationship distress results from a perceived threat to basic adult needs for safety, security, and closeness in intimate relationships. EFT helps couples by working to strengthen attachment bonds. Having strong attachment bonds means couples feel safe together, know they are most important to their partner, are more flexible in problem solving, communicate, and feel securely connected. EFT is a well-researched and effective form of couples therapy that integrates constructivist psychology, emotion theory and attachment theory. Students will compare adaptive and maladaptive emotional patterns, and how they affect the felt sense of self and other within couple dynamics.

Related Elements of Performance Learning Activities/Assessment Resources In the first class, students will be introduced to  Discussion theoretical underpinnings and research of EFT followed by instruction in the interventions,  Reflective Learning assessment and Stage One (steps one to four) of couples work in this model.  Group work In the second class, students will cover StageTwo (steps seven to eight) and an assortment of other  Videos (tapes showing clinical work with couples) topics like affairs, staging as developed by Sue Johnson, EFT certification. Video tapes (still face  PowerPoint experiment, Harry Harlow's monkeys, instructor’s own session tapes, Sue Johnson’s training tapes  Didactic teaching showing work with couples). Students will do role plays and other experiential exercises.  Reading Assessment:

Experiential exercises Key Readings

Clinical practising and debriefing Journal of Marital and Family Therapy Vol. 12, No.3, 1986

- ‘Bonds or Bargains: Relationship Paradigms and Their Significance for Marital Therapy’ by Sue Johnson, University of Ottawa pg. 259-267

Introduction to Attachment – A Therapist’s Guide to Primary Relationships and Their Renewal by Susan M. Johnson Reprinted from Attachment Processes in Couple and Family Therapy, ed. By Susan M. Johnson and Valerie E. Whiffen (Guilford Press, 2003) pg. 1-15

Listening to Music: Emotion As A Natural Part of Systems Theory by Susan M. Johnson, University of Ottawa pg. 1- 17 Course Content

Session 6: HEP Methods Students will describe the HEP form of Existential-Integrative psychotherapy which includes elements of personal growth, life coaching and spiritual counselling. Students will explain a holistic HEP focus on body, mind and soul in the context of culture, nature and cosmos. Students learn how help clients to access authentic experience and process it emotionally, cognitively and spiritually, especially through encounter group work.

Related Elements of Performance Learning Activities/Assessment Resources An overview of the various stages in the therapy  Discussion process of experience, meaning and action will be interpreted through self-reflection and hypothetical  Reflective Learning case examples. Students will explore: comparison of different group methods; HEP model and ego  Group work dystonic work; the power of group work; essential elements for creating group safety; aspects of  Didactic teaching leadership; how to construct group intensives.  Reading Assessment:

Experiential exercises and debriefing Key Readings

Clinical practising The HEP Method: Psychological, Spiritual and Cosmological Themes by Jim McNamara (unpublished) Reflective Journal (1-2 pages) pg. 1-53

In considering what to reflect upon, you may Instructor handouts. address:

 What did you learn during this session about the HEP multivalent focus?  Did you have an “Aha” moment?  How might you use HEP methods in your therapy practice? Course Content

Session 7: Play Therapy Many people in therapy have difficulty verbalizing their presenting issues because they are reluctant to self-disclose and are anxious about the therapeutic process. Students will be introduced to the modality of Play Therapy and experiment with how it can help engage otherwise resistant clients and help them express their thoughts and feelings. Students will learn a number of innovative techniques to engage clients.

Related Elements of Performance Learning Activities/Assessment Resources Students will learn Play Therapy techniques to  Discussion provide a safe therapeutic environment, enter the client’s inner world and meaning systems through  Reflective Learning methods such as drawing, sandplay, puppets, and self-directed play as it may be applied to both  Group work children and adults in therapy.  Video Faculty will demonstrate and students will practice and evaluate these practices.  PowerPoint

Assessment:  Didactic teaching Experiential exercises and debriefing  Reading Clinical practising

Key Readings

Instructor handouts Course Content

Session : Oral self reflection in individual psychotherapy or counselling sessions. Students attend regular psychotherapy and counselling sessions, where they apply aspects of the classroom experience to their own self development process.

Related Elements of Performance Learning Activities/Assessment Resources The learner will be able to:  Discussion

 Describe the ways that the TLI- 301  Reflective Learning classes influence your awareness of yourself.  Personal therapy and counselling  Identify the personal insights that emerge from this that relate to your sense of meaning and purpose.  How does play therapy affect your Key Readings stress level? Readings from class material.  Evaluate your comfort level in doing these experiential exercises. What does this mean to you?