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INSTITUTE FOR CLINICAL SOCIAL WORK

Course Outline

Case Conference III and IV (CL 613 and CL 614) 2014-2015

Sherwood A. Faigen Phone: 708-848-9321; E-Mail: Address: 528 N. Grove, Oak Park, Illinois 60302

This course emphasizes the mental, emotional, and relational participation of both the clinician and the client within the treatment process. The role of therapist's use of subjective reactions to the process, as well as her observation of the client’s affect, thematic patterns, and behavior, are increasingly at the center of concern in the middle phase of treatment. Issues such as ‘evenly suspended attention' and free association in the clinician, and preconscious and unconscious experience in client and clinician, are primary focuses. Concepts related to unconscious communication, defense, resistance, transference, repetition, and countertransference are examined. Issues of termination are presented and considered.

Evaluations of students will be based on A) participation in class discussions of case material; B) participation in class discussions of required readings; C) quality (i.e., forthrightness, openness, and thoughtfulness) of case presentations; and D ) quality of required papers (no more than 10 double-spaced pages). Additionally, students will be required to submit brief papers (a paragraph or two) presenting reactions to each previous class session. For the purpose of keeping the instructor abreast of students’ concerns/questions, etc., these papers will be ungraded.

Students should use APA formatting for formal papers. All sources (books, articles, Internet, etc.) quoted directly or indirectly must be properly cited. Failure to do so constitutes a serious ethical violation. Late papers will not be accepted unless a formal request is made at least one week before the paper is due.

Attendance at all classes is expected. If a class must be missed, the instructor must be notified in advance. Goals for this course include:

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 as they affect the clinical interaction.

3. Improvement in the ability to identify and understand issues of the middle phase of treatment

4. Achievement of an enhanced sensitivity to issues of transference and countertransference as they may be employed to understand the therapeutic interaction

5. Improvement of the ability to understand and resolve typical impasses occurring in the middle phase of treatment

6. Improvement of the ability to present clinical material orally, in a clear, open, and understandable manner.

All required readings are available online via the PEP Archive, except the readings for class #2, which are available on the ICSW website, via “For Students,” then “downloads,” then the class name.

Class

# 1 Introduction Faigen, S. (1998). Modes of Subjectivity and Objectivity: The Therapist’s Boundary Dilemmas. Presented at the conference. The Boundary Puzzle: Reflecting on ethical questions in clinical practice. February 28, 1998; sponsored by the Institute for Clinical Social Work and the Center For Religion & Psychotherapy Of Chicago (SCAN).

#2

Discussion of Case Transcript (SCAN) and Faigen, S.. (2000, 2011).

Psychotherapeutic Impasses. Originally presented as an ICSW Continuing Education Seminar, 11/2000. (SCAN)

#3

Student Case Presentation and Gill, M. (1984). Psychoanalysis and Psychotherapy: A Revision. International Journal of Psychoanalysis. Vol. 11. (In PEP Archive)

# 4

Student Case Presentation and Kernberg, O. (1999). Psychoanalysis, psychoanalytic psychotherapy and supportive psychotherapy: contemporary controversies.. International Journal of Psycho analysis. Vol. 80. (In PEP Archive

# 5

Student Case Presentation and Sandler, J. (1976). Countertransference and role- responsiveness. International Review of Psychoanalysis. Vol. 3. (Pep Archive)

Ogden, T. (1992). Comments on transference and countertransference in the initial analytic meeting. Psychoanalytic Inquiry. Vol. 12. (PEP Archive)

# 6

Student Case Presentation and Jacobs, T. (1999). Countertransference Past and Present: a Review of the Concept. International Journal of Psychoanalysis. Vol. 80. (PEP)

#7

Student Case Presentation and Novick, J. (1980), Negative therapeutic motivation and negative therapeutic alliance. Psychoanalytic Study of the Child. Vol. 35. (PEP)

# 8

Student Case Presentation and Winnicott, D.W. (1949). Hate in the countertransference. International Journal of Psycho-Analysis. Vol 30. (PEP)

# 9

Student Case Presentation and Guntrip, H. (1975). My experience of analysis with Fairbairn and Winnicott. International Review of Psychoanalysis. Vol. 2. (PEP)

#10

Student Case Presentation and Hopkins, L.(1998). D.W.Winnicott’s analysis of Masud Khan. Contemporary Psychoanalysis. Vol. 34. No. 1. (PEP)

#11

Student Case Presentation and Schafer, R.(1995). Aloneness in the countertransference. Psychoanalytic Quarterly. Vol. 64. (PEP)

#12

Student Case Presentation and Hoffman, I. (1983). The Patient as interpreter of the analyst's experience. Contemporary Psychoanalysis. Vol. 19, No. 3. (PEP)

#13

Student Case Presentation and Bollas, C. Student Case Presentation and Bollas, C. (1983). Expressive uses of the countertransference. Contemporary Psychoanalysis. Vol. 19, No. 1.

#14

Student Case Presentation and Bollas, C. (1987). Self analysis and the countertransference. In The Shadow of the Object. Free Association Books: London

#15

Student Case Presentation and Symington, N. (1990). The possibility of human freedom and its transmission (with particular reference to the thought of Bion). International Journal of Psycho-Analysis, Vol 71, part 1. (PEP)

Symington, N. (1983). The analyst's act of freedom as agent of therapeutic change. International. Review of Psycho-Analysis. Vol.10 (PEP) /

#16

Final Class Session

#15