The Illinois School of Professional Psychology

The Illinois School of Professional Psychology at Argosy University, Chicago COURSE SYLLABUS PP 8040 Psychoanalytic Theory & Therapy Spring 2012

Faculty Information Faculty name: Kathy P. Goggin, Psy.D. Campus: Chicago Contact information: Office Phone Number: 312-777-7687; 312.899.8188 private voicemail Email: [email protected] Office hours: T 3-3:30pm, W 10:00-11:30 & by appt.

Course Catalogue Description The course integrates psychoanalytic theories of personality with a study of the technique of psychoanalytic psychotherapy. Attention is given to actual case material and the role of the therapist in analytically oriented treatment. The psychoanalytic perspective on therapeutic process is explored both from classical and more recent analytic viewpoints. Students are introduced to basic psychoanalytic concepts of personality and psychopathology and their implications for therapeutic technique.

Course Pre-requisites: None

Required Reading

There are four required texts, and a course bibliography. 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.)

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 or MOST CURRENT VERSION

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

1 Course length: 15 Weeks

Contact Hours: 3.0

Credit Value: 3.0

Course Objectives Course Objective Program Goal Method of Assessment Students will become knowledgeable of the major Goal 4 - Science Written homework schools of psychoanalytic thought assignments Reading assignment commentaries Mid-term and final take home exams Students will appropriately apply major Goal 1 – Written homework psychoanalytic concepts of personality and Assessment assignments technique to formulate clinical material Goal 2 – Mid-term and Final take Intervention home exams Goal 4 - Science Students will effectively integrate data from various Goal 1 – Reading assignment sources (client history, diversity factors, present Assessment commentaries behavior, behavior in therapeutic interaction, Goal 2 – Written homework scholarly literature) to promote valid assessment and Intevention assignments treatment Goal 3 – Diversity Mid-term and Final take Goal 5 - home exams Scholarship Students will be knowledgeable of psychoanalytic Goal 1 – Reading assignment perspectives on diversity and difference (e.g., Assessment commentaries culture, class, race, gender, sexual orientation, Goal 2 – Class discussion disability) Intervention Written homework Goal 3 – Diversity assignments Goal 4 - Science Mid-Term and Final take home exams Students will demonstrate critcal thinking and Goal 4 – Science Reading assignment evaluation of literature regarding psychoanalytic Goal 5 – commentaries theory and technique, including evidence based Scholarship Class Discussion practice Written homework assignments Mid-term and Final take home exams Students will know and apply the 3 aspects of Goal 4 –Science Reading assignment evicence based practice (best research evidence, Goal 5 - commentaries clinical expertise, patient characteristics) Scholarship Class discussion Written homework assignments Mid-term and Final take

2 home exams

Evidence based practice: This course includes a number of journal articles and written assignments which address the 3 aspects of evidence based practice (best research evidence, clinical expertise, and patient characteristics.) As this is an intervention course, there is a focus on outcome research and clinical observation of the efficacy of psychoanalytic therapy and interventions, including within the treatment interaction; however, review of literature regarding unconscious processing is also included.

Instructional Contact Hours/Credit Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the classroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Purpose 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.

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.

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

3 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. In addition, student comportment and professional behavior will be considered.

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 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, including commentary on its relevance to evidence based practice; 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. Attention to evidence based practice must be included. 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.

4 COURSE SCHEDULE

5 Week Topics Readings Assignments Week 1 Introduction; Cultural Bettelheim, Freud and Man’s considerations; Classical models – Soul Drive and Structural; Discussion of empirical validity of Berzoff, et al, Chapters 1, psychoanalytic concepts: the “Introduction” unconscious Chapter 2 “Drive Theory” Chapter 3, “Structural Theory”

Westen, D (1999) The Scientific Status of Unconscious Processes. Journal of The American Psychoanalytic Association, 47: 1061-1106 Available from PEP Week 2 The 4 Psychologies -- Overview. Berzoff, et al, Reading assignment Focus on Ego Psychology: Chapter 4, due. dynamics,compromise formation; Ego Psychology defense; analysis of resistance. Pine (1990) “The 4 Psychologies of Psychoanalysis” “The 4 Psychologies in Clinical Work”

Brenner (1982) “Compromise Formations”

Schafer (1983) “The Analysis of Resistance” Week 3 Focus on Object Relations Theory Berzoff, et al, Reading assignment Chapter 6, Object Relations due Theory

Sandler, J (1976) “Countertransference and Role- Responsiveness,” in International Review of Psychoanalysis, v. 3, pp. 43 – 47

Sandler, J & Sandler, A-M (1978) “On the Development of

6 Object Relations and Affects,” International Journal of Psychoanalysis, v. 59, pp. 285 - 296.

Recommend: St. Clair, Object Relations and Self Psychology

7 Week 4 Introduction to Treatment Issues; Freud, S (1912) Homework Cultural variables in treatment. “Recommendations to assignment due Empirical issues & efficacy of physicians practicing (Drive, Dynamics, psychoanalysis and psychoanalytic psychoanalysis,” in Object Relations) therapy; Evidence based practice Strachey, J., ed. and trans., The Standard Edition of the Complete Psychological Works of Sigmund Freud, v. 12, pp. 111-120

Strachey, J (1934), “The Nature of the Therapeutic Action of Psychoanalysis,” International Journal of Psychoanalysis, v. 15, pp. 117- 126.

Kernberg, O (1965) “Countertransference,” in Journal of the American Psychoanalytic Association, v. 13, pp. 38 - 56.

Altman, N (1995) “Race, Culture, and Social Class,” in The Analyst in the Inner City: Race, Class, and Culture through a Psychoanalytic Lens, The Analytic Press, New Jersey, pp. 74 - 118.

APA Task Force “Evidence Based Practice” American Psychologist, Vol 61(4), May-Jun 2006. pp. 271- 285 Week 5 Object Relations (British Leichsenrng & Rabung (2008) Mid-term exam Influence); Holding and Effectiveness of Long-Term distributed Containment. Review of psychodynamic Course Content; continued Psychotherapy: A meta- Reading assignment focus on empirical data on analysis. Journal of the due treatment effictiveness and American Medical evidence based practice Association, v. 300, # 13 Availabe on electronic reserve

Khan, M (1969) “Vicissitudes

8 of Being, Knowing and Experiencing in the Therapeutic Situation,” British Journal of Medical Psychology, v. 42, pp. 383-393.

Casement, P “Key Dynamics of Containment”

“Analytic Holding Under Pressure”

McWilliams (2004) Chapter 1, What Defines a Psychoanalytic Therapy?

Chapter 2, The Psychoanalytic Sensibility

Chapter 3, The Therapist’s Preparation

Schafer, R “Resisting and Empathizing”

9 Week 6 Review and study session in Casement, P “Listening from Reading assignment support of mid-term an Interactional Viewpoint….” due. preparation. Review of Chap. 5 therapeutic process. Spence, Dahl & Jones (1993) Impact of Interpretation on Associative Freedom, Journal of Consulting & Clinical Psychology, 61(3), 395-402 Available on PEP

Doidge, N (1997) Empirical Evidence for the Efficacy of Psychoanalytic Psychotherapies and Psychoanalysis: An overview. Psychoanalytic Inquiry, 178: 102-150. Available from PEP Week 7 Communicative listening, I – The Langs, (1998) MID-TERM therapeutic frame and “Listening and Formulating” EXAM analytic listening DUE, “The Ground Rules or Frame of 12:30 pm Psychotherapy”

“Safeguarding the Therapeutic Experience”

Casement, P Chapter 9 “The Search for Space: An Issue of Boundaries” McWilliams, N Chapter 5, Boundaries: The Frame Week 8 Communicative listening, II – Langs (1998) “Intervening and Reading assignment Validating Analytic Intepretations Validating” due

Casement Chapter 8, “Processes of Search and Discovery in Therapeutic Experience”

Smith (1991) “The Technique of Communicative Psychotherapy”

10 “Two Communicative Sessions”

McWilliams Chapter 6 “Basic Therapy Processes”

11 Week 9 Self Psychology, I Berzoff, et al Chapter 7, “The Theory of Self Psychology”

Roland, A (1996) “How Universal is the Psychoanalytic Self?” in Cultural Pluralism and Psychoanalysis: The Asian and North American Experience, Routledge, New York, pp. 3 - 21.

Wolf, E (1988) “Self Object Relations Disorders: Disorders of the Self,” in Treating the Self Elements of Clinical Self Psychology, The Guilford Press, New York, pp. 65 - 76.

“Principles [of treatment]” Week 10 Self Psychology, II - Transference Wolf, E Ungraded and Countertransference “The Therapeutic Process” assignment due “Selfobject Transferences”

“Countertransference Issues” Week 11 The Relational Orientation Aron, L (1996), “The Final exam Relational Orientation: an distributed Introduction,” in A Meeting of Reading assignment Minds: due Mutuality in Psychoanalysis, The Analytic Press, Hillsdale, NJ, pp. 1-30.

McWilliams, N Chapter 12, “Self Care” Week 12 Review in preparation for final Reading on ethics will be exam. Ethics in assigned before class. psychoanalysis. Week 13 Introductory issues in consultation FINAL EXAM and supervision DUE AT 12:30PM, NO EXCEPTIONS! Week 14 Class discussion of final exam – BRING COPY OF EXAM TO CLASS

12 Week RESERVED FOR USE IN THE You should assume that you 1 EVENT A CLASS will NEED to be available to 5 NEEDS TO BE attend class on this date unless RESCHEDULED. specifically told by the professor that this will not be necessasry.

Recommended Reading

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.

Grading Criteria:

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.

Grading requirements Grading Scale Reading assignments 20 (2pts each) pts. A 100 – 93 Homework 10 A- 92 – 90 assignment pts. B+ 89 – 88 Mid-term take home 30 B 87 – 83 exam pts. B- 82 – 80 Final take-home 40 C+ 79 – 78 exam pts. TOTAL 100 C 77 - 73 pts. C- 72 – 70 F 59 and below

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. Also note: I will be adding/revising just a few of the readings, and any additions will be available from PEP, but please anticicpate some minor changes to the readings

13 PP8040 PSYCHOANALYTIC ELECTRONIC RESERVE – DR. GOGGIN COURSE PACKET BIBLIOGRAPHY

PLEASE NOTE: ITEMS BELOW IN ITALICS ARE BOOK CHAPTERS WHICH YOU MUST COPY YOURSELF FROM LIBRARY RESERVE…THERE IS NO PACKET FOR THIS COURSE. THE OTHER ITEMS ARE AVAILABLE ON ELECTRONIC RESERVE

1. Altman, N (1995) “Race, Culture, and Social Class,” in The Analyst in the Inner City: Race, Class, and Culture through a Psychoanalytic Lens, The Analytic Press, New Jersey, pp. 74 – 118. ISBN 0-88163-173-6, 45 pages

2. Anisfeld, L “The therapist’s disability as an adaptive context,” in Raney, J (ed), Listening & Interpreting: The challenges of the works of Robert Langs, Jason Aronson, New York pp. 37-53.

3. Aron, L (1996), “The Relational Orientation: an Introduction,” in A Meeting of Minds: Mutuality in Psychoanalysis, The Analytic Press, Hillsdale, NJ, pp. 1-30. SBN 0-88163-159-0, 30 pages

4. Ibid, “Relational Theory and its Boundaries: one and two person psychologies,” pp. 31-64. 34 pages

5. Brenner, C (1982) “Compromise Formations,” in The Mind in Conflict, International Universities Press, Inc., Connecticut, pp.109 - 119. ISBN 08236-3365-9, 11 pages

6. Doidge, N (1997) Empirical Evidence for the Efficacy of Psychoanalytic Psychotherapies and Psychoanalysis: An overview. Psychoanalytic Inquiry, 178: 102-150. Available from PEP

7. Freud, S (1912) “Recommendations to physicians practicing psychoanalysis,” in Strachey, J., ed. and trans., The Standard Edition of the Complete Psychological Works of Sigmund Freud, v. 12, pp. 111-120, The Institute of Psychoanalysis, The Hogarth Press, Ltd. and (for U.S. rights) Basic Books, Inc. Available from PEP

8. Khan, M (1969) “Vicissitudes of Being, Knowing and Experiencing in the Therapeutic Situation,” British Journal of Medical Psychology, v. 42, pp. 383-393. ISSN 0007-1129, 11 pages 9. Kernberg, O (1965) “Countertransference,” in Journal of the American Psychoanalytic Association, v. 13, pp. 38 - 56. Available from PEP

10. Langs, R (1988) “Listening and Formulating,” in A Primer of Psychotherapy, Gardner Press, New York, pp. 48 - 79 ISBN 0-89876-142-5, 32 pages

11. Ibid, “ Intervening and Validating,” pp. 80 - 100. 21 pages

14 12. Ibid, “The Ground Rules or Frame of Psychotherapy,” pp. 134 - 156. 23 pages

13. Ibid, “Safeguarding the Therapeutic Experience,” pp. 221 - 227. 7 pages

14. Pine, F (1990) “The Four Psychologies of Psychoanalysis,” in Drive, Ego, Object, and Self, A Synthesis for Clinical Work, Basic Books, pp. 22 - 41. ISBN 0-465-01722-3, 20 pages

15. Ibid, “The Four Psychologies in Clinical Work,” pp. 42 - 54. 23 pages

16. Roland, A (1996) “How Universal is the Psychoanalytic Self?” in Cultural Pluralism and Psychoanalysis: The Asian and North American Experience, Routledge, New York, pp. 3 - 21. ISBN 0-415-91478-7, 19 pages

17. Sandler, J & Sandler, A-M (1978) “On the Development of Object Relations and Affects,” International Journal of Psychoanalysis, v. 59, pp. 285 - 296. Available from PEP

18. Sandler, J (1976) “Countertransference and Role-Responsiveness,” in International Review of Psychoanalysis, v. 3, pp. 43 - 47. ISSN 0306-2644, 5 pages

19. Schafer, R (1983) “Resisting and Empathizing,” in The Analytic Attitude, Basic Books, New York, pp. 66 - 81. ISBN 0-465-00267-6, 16 pages

20. Ibid, “The Analysis of Resisting,” pp. 162 - 182. 21 pages

21. Smith, DL (1991) “The Technique of Communicative Psychotherapy,” in Hidden Conversations: An Introduction to Communicative Psychoanalysis, Tavistock/Routledge, London and New York, pp. 192-218 ISBN 0-415-04263-1, 27 pages

22. Ibid, “Two Communicative Sessions,” pp. 219 - 236. 18 pages

23. Spence, Dahl & Jones (1993) Impact of Interpretation on Associative Freedom, Journal of Consulting & Clinical Psychology, 61(3), 395-402 Available in EBSCO PsycArticles

24. Strachey, J (1934), “The Nature of the Therapeutic Action of Psychoanalysis,” International Journal of Psychoanalysis, v. 15, pp. 117-126. Available from PEP

25. Westen, D (1999) The Scientific Status of Unconscious Processes. Journal of The American Psychoanalytic Association, 47: 1061-1106 Available from PEP

26. Wolf, E (1988) “Self Object Relations Disorders: Disorders of the Self,” in Treating the Self Elements of Clinical Self Psychology, The Guilford Press, New York, pp. 65 - 76. ISBN 0-89862-717-6, 12 pages

27. Ibid, “Principles [of treatment],” pp. 94 - 101. 8 pages

15 28. Ibid, “The Therapeutic Process,” pp. 102 - 123. 22 pages

29. Ibid, “Selfobject Transferences,” pp. 124 - 135. 12 pages

30. Ibid, “ Countertransference Issues,” pp. 136 - 145. 10 pages

31. Leichsenring & Rabung (2008) Effectiveness of Long-term Psychodynamic Psychotherapy: A meta-analysis. Journal of the American Medical Association, v. 300, no. 13, 1551-1565. Available on electronic reserve 15 pages

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject- specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies: Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course

16 assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy: It is the policy of Argosy University 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, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity: Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.