The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP8612
The Relationship between Attachment, Neuroscience and
Psychotherapy Across the Life Cycle
Fall 2012
Faculty Information
Faculty Name: Myra M. Lawrence, Psy.D.
Campus: Chicago
Contact Information:
Office Phone number: 312-777-7689; 630-571-1110 (alt)
Email: ;
Office Hours: by appointment; Monday: 8:15 - 9-15.a.m.; 19:30 – 12:30 p.m.; Tuesday: 8:15: 9:15 a.m.; 12:00 - 1:30 p.m. Wednesday: 8:15 – 9:15; 12:00 - 1:00 p.m. Additional times available on request.
Short Faculty Bio: Dr. Myra M. Lawrence is a Professor of Clinical Psychology and Coordinator of the Child & Adolescent Concentration. Particular interests are in the areas of attachment theory, research and practice and social aggression. Dr. Lawrence practices from developmental, psychodynamic and attachment perspectives with an emphasis on play therapy with children and insight-oriented psychotherapy with adults. She is the founder and CEO of Shared Vision Psychological Services, an out-patient clinic that treats children, adolescents, parents, adults and seniors, provides psychodiagnostic and neuropsychological assessments and intervention for children and adolescents with special needs. She has been in working with children and adolescents for the past 39 years.
Course Description
This course is designed to familiarize students with the development of attachment strategies and adjustment outcomes in children, adolescents, adults, couples and parent/child dyads as these are understood from the perspective of 1) attachment theory and research, 2) neuroscience theory and research; evidence-based assessment measures and intervention programs; and, the relationship between attachment, neuroscience and psychotherapy.
Course Pre-requisites: None
Required Texts: None
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.
Course length: 14.0 Weeks
Contact Hours: 42 Hours
Credit Value: 3.0
Course Objectives:
Course Objectives / Program Goals / Method of AssessmentFamiliarize students with the development of attachment strategies adjustment outcomes in children, adolescents, adults, couples and parent/child dyads. / Goal 4: Scientific Foundations / Class discussion; Small group presentation on relevant readings; Midterm final papers
Identify describe the interface between the development of attachment strategies, neurobiology, neuroplasticity, and the changes facilitated through psychotherapy. / Goal 2: Intervention
Goal 3: Diversity Goal 4: Scientific Foundations / Class discussion;
Small group presentation on relevant readings; Midterm final papers
Understand the role of attachment in parent-child, friendship, couples and family relationships. / Goal 4: Scientific Foundations Goal 5: Scholarship / Student demonstration of familiarity with readings; Midterm final papers
Explore the role impact of the therapistʼs/supervisorʼs attachment strategy in clinical training interactions. / Goal 2: Intervention / Student reflections on their clinical work; Student reflections on supervisory experiences
Understand how to cultivate & implement clinical practices that support the emergence of secure attachment strategies. / Goal 2: Intervention / General class discussions; Midterm final papers
Explore the ways in which scholarly literature can inform clinical practice and methods of assessment. / Goal 4: Scientific Foundations; Goal 5: Scholarship / Student led group discussions; Student projects as described in their midterm final papers
Become familiar with a broad range of evidence-based intervention programs for children, adolescents, adults, and couples. / Goal 2: Intervention / Weekly required
suggested readings; Discussion of programs that have been designed for each of these populations.
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 eclassroom.
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.
When you complete this course you will be able to conduct a thorough child observation (with some possible experience interviewing a child, parent and/or teacher). In addition, you will be able to conceptualize and integrate a broad range of theoretical and developmental considerations to produce an informed psychological assessment of a child with respect to his or her overall adjustment, developmental strengths, limitations and adaptations.
Purpose:
Emerging theory and research conducted over the past 15 years in the areas of attachment,interpersonal neurobiology and Mental Resonance Imaging make it clear that the practice of psychotherapy needs to be more consistently informed by the ways in which mental models and attachment strategies develop. These patterns of relating are based on early interactive experiences between child and caregiver and emerge based on optimal or impaired attunement. Such attunement is facilitated by contingent, collaborative communication and reflective and reparative dialogue, features of identifying and responding to the earliest right brain communications between a child and her caregiver. This attunement is the critical factor in promoting coherent narratives, the hallmark of secure attachment strategies. In fact, an adult’s capacity to articulate a coherent narrative about their own attachment experiences is the single most robust predictor of secure attachments in their children. The converse is also true; insecure and disorganized adult attachment strategies are associated with the emergence of similarly dysfunctional attachment strategies in children. Perhaps even more interesting and of equal or potentially greater impact in the field of clinical psychology, secure attachment strategies of teachers is associated with improved learning outcomes for students, whereas insecure and disorganized attachment strategies are associated with reduced learning outcomes for students (Pinto, 1995). There is a new body of literature that similarly explores the attachment styles of therapists and treatment outcomes for their clients. This work is supported by Siegel (1999; 2007; 2009, 2010) who reports that the characteristics of successful psychotherapy are in remarkably close alignment with the characteristics of secure attachment strategies. This body of research*, coupled with an increasing emphasis on evidence-based therapy and intervention, suggests addressing attachment theory and its application to clinical practice is an extremely important component of one’s clinical training and further our efforts to offer more training guided by research outcomes. Additionally, this course introduces participants to new work in the field and prepares you to be current in your thinking and clinical practice. It is suggested by Siegel, Schore (2003), and Cozolino (2006; 2010) as well as others [see bibliography] that psychotherapy guided by attachment theory and research supports psychotherapy from dynamic, insight-oriented models, child centered psychotherapeutic approaches as well as from cognitive and behavioral perspectives. Therefore, students from varied theoretical orientations can benefit equally from participation in this course and approach this work from their preferred model of treatment. Attachment theory and its application to clinical practice addresses assessment and psychotherapy with infants, children, adolescents, individual adults, couples and families. This course syllabus includes weekly content areas that include all of these populations, thereby making course content eminently useful to students participating in a generalist clinical program as well as to those students participating in particular minors.
The assessment and treatment of attachment disruptions will be explored in child, adolescent and parent, individual adult and couples populations. The topics identified for this course reflect the central areas of research and intervention emerging in the fields of interpersonal neurobiology, neuroscience and attachment theory, research and clinical practice. Readings in each area have been selected so that you can read original articles by scholars in each of these fields: John Bowlby, Mary Ainsworth, Decety, Mary Main and Eric Hesse, Ickes, Peter Fonagy, Daniel Siegel, Kent Hoffman, Bert Powell, Glen Cooper, Betty Carlson, Alan Sroufe, Arieta Slade, Robert Marvin, Inge Bretherton, Jude Cassidy, Charles Zeanah, Mark Greenberg, Alicia Lieberman, Louis Cozolino, Egeland, Dan Hughes, Marion Solomon, Diane Fosha, Susan Johnson, Colwyn Trevarthen, David Wallin, Everett Waters, Thomas Lewis, Daniel Stern, Robert Marvin, June Fleeson, van Izendorn, Robert Karen,
Readings are listed as required or suggested as a way to provide you with a comprehensive bibliography of relevant readings for your use during or following this course.
We will address the assessment of attachment across the life cycle and explore the adaptation of attachment theory to clinical practice through current intervention approaches based on evidence- based research findings.
Required Reading:
All materials will be available on Reserve in the university library. Those articles that can be provided electronically will be noted in the syllabus. Some materials will be provided as handouts in class. Each week’s readings include articles and chapters that are Required for class discussion as well as a list of materials that are listed as Suggested for students interested in pursuing particular content areas in greater depth.
Course Expectations
Students will be expected to be fully prepared to lead and participate in class discussions of the reading assigned. Specifically, students will be expected
• generate thoughtful observations about and reactions to the course readings during class discussions;
• discuss critically those concepts that apply to clinical data presented in class; and, discuss the utility and impact of these readings and discussions with respect to their own research, program development and clinical work.
• attend all class meetings. If there is an emergency that interferes with class attendance, the student is expected to contact the professor by phone and e-mail prior to the class.
In the 14 week format, more than 2 absences will result in receiving no credit for the course. In the year long, every other week format, students will not received credit for the course if they miss more than one class meeting per semester. All assignments must be submitted at the beginning of class on the day assigned.
Please Note: There are no exceptions to this expectation unless a request for an extension due to extraordinary circumstances is submitted to the professor.
Class Format:
The primary format for this course will be that of an interactive seminar in which students and faculty will generate critical and in-depth discussion about the theory, research and and evidence-based practices covered in the readings.
Class Assignments:
Assignments will emphasize conceptual, critical thinking and writing skills.
Assignment #1: Mid-term 30% of final grade
Write a 4 – 6 page paper describing a client you select from the perspective of their
“Safety Sensitive”, “Esteem Sensitive” or “Separation Sensitive” style and the implications of their style for your approach to their treatment.
Assignment # 2: AAI Administration – 2 components 50 % total
Ask someone to administer to you the AAI and have them audio record and write your responses for your review and consideration. Select a volunteer to whom you can administer the AAI. Please audio record and write their responses for our review.
Assignment # 3: Class Participation: 20% of final grade
As described previously, thoughtful inquiry and insightful observations that demonstrate conceptual analysis and a careful review of the readings is required to achieve a grade of A. Intermittent participation that contributes to the depth of consideration of the material will achieve a grade of B. Students who participate infrequently or do not actively participate will receive points equal to a C to F grade.
I strongly believe that active class participation allows and invites each of your to try out your ideas, formulate your thoughts and perspectives, clarify your considerations, facilitate class discussion, and engage in a deep and meaningful way with the materials under consideration. I will also fully participate in this process, inviting us to collaborate in our joint efforts to clarify our ideas and understandings of the material and hope to facilitate a vibrant interactive process in the classroom.
Course Schedule:
Week / Topic / Readings / Assignment1
09/11 / The development of attachment, mental models, internal working models (IWM’s); Styles of attachment. / Handouts: Styles of Attachment
Required Readings:
Badenoch, B., “Attaching”, Ch. 5, pp. 33-75.
Brisch, K.H., “Attachment theory and its basic concepts”, pp. 7 - 86. Cozolino, L., (2006 ) Ways of attaching”, Ch. 10, pp. 139 – 150. Fonagy, P., (2001), “Introduction to attachment theory”, pp. 5 – 1 Roberts, D.D., and Roberts, D.S., “Introduction: Attachment”, pp. 1 - 8; “Normal development and the real self”, pp. 9 - 30; and “Compassionate attunement”, Ch. 3, pp. 51 - 64.
Siegel, D. J., [1999], “Attachment”, pp. 67 - 120.
2
09/25 / Strategies of Attachment in children, adolescents and adults. / Required Readings:
Allen, J.P., “The attachment system in adolescence”, pp. 419 – 435, [In Cassidy and Shaver, 2008].
Kerns, K.A., “Attachment in Middle Childhood”, Ch. 17, pp. 366 – 382.
Moretti, M., and Holland, R., “The journey of adolescence: Transitions in self within the context of attachment relationships”, Ch. 12. pp. 234 – 257, in Johnson and Whiffen.
Wallin, D. J., Mills, J., “The foundations of attachment theory”, pp. 11 – 24; “The varieties of attachment experience”, pp. 84 - 98; “The dismissing patient: From isolation to intimacy”, pp. 211 - 223; “The preoccupied patient: Making room for a mind of one’s own”, pp. 224 - 241; and, “The unresolved patient: Healing the wounds of trauma and loss”, pp. 242 - 256.
3
10/9 / The relationship between attachment & neuroscience / Coan, J.A., “Towards a neuroscience of attachment:, Ch. 11, pp. 241 – 265 [in Cassidy & Shaver, 2008].
Cozolino, L., (2006), “The social brain: A thumbnail sketch”, Ch. 4, pp. 50 - 65 [Great description of brain areas and functions].
Cozolino, L., “Experience-dependent plasticity”, pp. 81 – 92; and, :”Teaching old dogs new tricks: Stimulating neural plasticity”, Ch. 17, pp. 323 – 340.
Cozolino, L., “Building and rebuilding the brain: Psychotherapy and neuroscience”, Ch. 4, pp. 55– 72