8
The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP 8040
Psychoanalytic Theory & Therapy
Spring 2012
Faculty Information
Faculty Name: Neal S. Rubin, Ph.D., ABPP
Campus: Chicago
Contact Information:
Office Phone Number: 312.836.0335; x7695;
E-mail:
Office Hours: Mondays, 3:30-4:15; Tuesdays, 9-10; Thursday 9:15 – Noon;
TA Information
TA Name: Hila Schneider
Contact Information:
TA Phone Number: 773.747.9528
E-Mail:
Short Faculty Bio: Dr. Rubin is a Professor and University Fellow at the Illinois School of Professional Psychology at Argosy University, Chicago and an Assistant Professor of Clinical Psychology in the Department of Psychiatry, College of Medicine at the University of Illinois at Chicago. He graduated Phi Beta Kappa from Northwestern University (Anthropology) and obtained his M.A. and Ph.D. degrees from the Committee on Human Development, Department of Behavioral Sciences at the University of Chicago. Dr. Rubin has been certified as a Diplomate in Clinical Psychology by the American Board of Professional Psychology and is a Fellow of the American Academy of Clinical Psychology and the American Psychological Association. He is a former Chief Psychologist at the Psychosomatic and Psychiatric Institute of Michael Reese Hospital and Medical Center where he was also a Research Associate on the Chicago Followup Study, a National Institute of Mental Health (NIMH) and MacArthur Foundation funded study of the long term course of the lives of psychiatric patients.
Since 2003 Dr. Rubin has served as a Representative of the American Psychological Association’s United Nations NGO Team at UN Headquarters in New York City. Since 2007, Dr. Rubin has served on the Executive Board of APA’s Division 52 (International Psychology) and has been elected President of Division 52 in 2012. He is a member of the International Council of Psychologists (ICP), the International Association of Applied Psychology (IAAP), Division 39 (Psychoanalysis) and the Chicago Association of Psychoanalytic Psychology (CAPP). Dr. Rubin has maintained a clinical practice in Chicago, Illinois since 1989.
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 Textbooks
Freud, S. (1963). Three case histories. New York: Collier. (ISBN: 0684829452)
Herman, J.L. (1992). Trauma and recovery. New York: Basic Books. (ISBN: 0-465-08730-2)
McWilliams, N. (2004). Psychoanalytic psychotherapy: A practitioner’s guide. New York: The Guildford Press. (ISBN: 1-59385-009-3)
Mitchell, S.A., & Black, M.J. (1995).Freud and beyond: A history of modern psychoanalytic thought. New York: BasicBooks. (ISBN: 0-465-01405-4)
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: 15 Weeks Equivalent
Contact Hours: 3.0
Credit Value: 3.0
Course Objectives
Course Objective / Program Goal / Method of AssessmentDevelop a basic working understanding of and capacity to critique of major psychoanalytic concepts, both old and new. / Goal 2 – Intervention; Goal 4 – Body of Knowledge; Goal 5 - Scholarship / Final, Conceptual Assignments, Class Participation
Formulate hypotheses about personality, relationships, and a range of contextual factors in human behavior utilizing several psychoanalytic approaches. / Goal 2 – Intervention; Goal 3- Diversity;
Goal 4-Body of Knowledge;
Goal 5 - Scholarship / Final, Conceptual Assignments, Class Participation
Develop a working understanding of the listening process in psychoanalytic therapy, including how meaning is developed in the therapeutic process. / Goal 2 – Intervention; / Final, Conceptual Assignments, Class Participation
Apply these ideas to the practice of psychoanalytic psychotherapy. / Goal 2 – Intervention / Final, Class Participation
Cultivate an appreciation for and familiarity with the the research and clinical evidence supporting psychoanlaytic interventions. / Goal 2 –
Intervention / Final, Class Participation
Integrate contextual factors related to human diversity into the application of psychoanalytic perspectives. / Goal 3 - Diversity / Final, Conceptual Assignments, Class Participation
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.
Evidence Based Practice
This course addresses evidence based practice issues among course readings, discussion and assignments. For example, all readings addressing clinical process are grounded in empirical data such as quantitative data, qualitative data, idiographic data, etc.
Students are required to cite psychoanalytically-based research articles in their final exam. To assist this effort, the link for a website maintained by the American Psychoanalytic Association that catalogues empirical studies relevant to psychoanalysis is included below.
Course Format
The primary format of this course will be that of an interactive seminar in which students and faculty will generate critical and in-depth discussion about the theory and research covered in course readings and lectures. Additionally, the faculty member will present relevant theoretical and clinical material via the lecture format. Clinical material will be offered in the form of recordings for class exploration. In-class group discussions will be led by students to review conceptual writing assignments.
Assignments & Evaluation
By the end of the course, students will have a working understanding of basic psychoanalytic concepts and be able to apply these concepts to clinical material. All assignments will emphasize the integration/synthesis of concepts, critical thinking, creative application of theory, and sound basic clinical conceptualization.
Students are also strongly encouraged to attend the weekly T.A. sessions. These sessions are coordinated between instructor and T.A. to provide a more intensive, clinically focused experience for students.
Course assignments are as follows:
1) Students are expected to read the assigned books, chapters, and articles prior to class in order to be able to contribute comments and questions to meaningful class discussion. Class discussion will count as 10% of the grade.
2) There will be four brief conceptual writing assignments required. They will be worth 40% of the grade. These assignments will be structured by the instructor and focused on a series of questions for the student to respond to. Students will be assigned to lead class discussions of these assignments.
3) A final take-home case conceptualization and analysis of therapy process of clinical material provided to you will be distributed Week 13 and due in class Week 14. The final exam will count towards 50% of your grade.
*Please be sure to cite relevant theoretical, clinical, and research literature to support your points in the final. While in many instances you will be able to limit your references to those addressed in class, it is likely that you will have to identify specific literature relevant to the unique aspects of your case. You might find helpful the regularly updated listing of empirical studies of psychoanalytic treatments, process, and concepts provided by the American Psychoanalytic Association. The website for this listing is www.apsa.org/RESEARCH/EMPIRICALSTUDIESINPSYCHOANALYSIS/tabid/
Course Schedule
Week / Topics / Readings / Assignments1
1/9 / Course Overview. Introduction. Evidence Base for Psychoanalysis I.
Culture I. / Shedler, “The efficacy of psychodynamic psychotherapy”
Roland, “How universal is the psychoanalytic self?”
2
1/16 / Development of Psychoanalysis.
Freudian paradigms.
Drive Theory.
NO CLASS - MLK / McWilliams, chs. 1 (What defines a psychoanalytic therapy?)
Mitchell & Black, Preface & chs. 1 (Sigmund Freud and the Classical Psychoanalytic Tradition) & 8 (Controversies in Technique)
3
1/23 / Significance of Dreams. Ego Psychology. / Freud, Interp. of Dreams 128-153
McWilliams, ch 2 (The Psychoanalytic Sensibility) / Assignment #1 due
(class discussion)
4
1/30 / Case study:Rat Man
Ego Psychology; Object Relations Theory I. / Freud, Three Case Histories
Mitchell & Black, ch 2 (Ego Psychology)
5
2/6 / Object Relations Theory II;
Culture II / Mitchell & Black, ch 5 (The British Object Relations School: W.R.D. Fairbairn and D.W. Winnicott)
Sandler & Sandler, “On the development of object relationships and affects”
Kurtz, 245-265
6
2/13 / Self Psychology;
Evidence base II: long term outcomes. / Mitchell & Black, ch. 6 (Psychologies of Identity and Self: Erik Erikson and Heinz Kohut)
Kohut & Wolf, “The Disorders of the Self and their Treatment: An Outline”
Leichsenring, F., Rabung, S., “Effectiveness of long-term psychodynamic psychotherapy: a meta-analysis
7
2/20 / Technique. Conditions of Safety. The frame. Psychoanalytic Listening. The therapeutic relationship. / Freud, Therapy and technique, 117-126, 135-156, 181-190 (On Reserve)
McWilliams, chs. 3 (The Therapist’s Preparation); Ch4 (Preparing the Client); Ch5 (Boundaries I) / Assignment #2 due
(class discussion)
8
2/27 / Technique. Transference. / Freud, Therapy and technique, 105-115, 167-179 (On Reserve)
Gill, “The Analysis of the Transference”
9
3/5 / Technique. Interpretation. Resistance Analysis. Therapeutic Action. / Strachey, 321-338
McWilliams, chs. 6 (Basic Therapy Processes), Ch7 (Boundaries II) / Assignment #3 due
(class discussion)
10
3 / Countertransference I. / Tansey & Burke, “Countertransference, empathy, and projective identification”
Kernberg, “Countertransference”
11
3/19 / Countertransference II.
Culture III. / Sandler, “Countertransference and role responsiveness”
Casement, “Forms of interactive communication”
Akhtar, 111-137 / Assignment #4 due
(class discussion)
12
3/26 / Working through and termination.
Social Responsibility. / McWilliams, chs. 8 (Molly); Ch9 (Donna); Ch10 (Ancillary Lessons of Psychoanalytic Therapy)
Altman, “Race, culture, and social class
13
4/2 / Relational Psychoanalysis.
Trauma Theory.
Beyond countertransference. / Aron, “Relational theory and its boundaries”
Herman, 133-174
McWilliams, chs. 11 (Occupational Hazards and Gratifications), 12 (Self-Care) / Final Exam Distributed
14
4/9 / Final Exam Due
Required Readings on Library Electronic Reserve
Akhtar, S. (1999). Immigration and Identity: Turmoil, Treatment and Transformation. Northvale, N.J.: Jason Aronson, pp. 109-137.
Aron, L. (1996). Relational theory and its boundaries. In L. Aron, A meeting of minds (31-64). Hillsdale, NJ: Analytic Press.
Altman, N. (1995). Race, culture, and social class. In N. Altman, The analyst in the inner city (pp. 74-118). Hillsdale, NJ: Analytic Press.
Casement, P.J. (1991). Forms of interactive communication. In P.J. Casement, Learning from the patient(pp. 64-86). New York: Guilford Press.
Freud, S. (1963). Therapy and technique. (pp. 105-115, 117-126, 135-156, 167-179, 181-190). New York: Collier. (Excerpts)
Freud, S. (1965). The Interpretation of Dreams. New York; Avon Books, 138153.
Kurtz, S. (1992). All the Mothers Are One: Hindu India and the Cultural Reshaping of Psychoanalysis. NY: Columbia University Press (pp. 245-265).
Roland, A. (1996). How universal is the psychoanalytic self? In A. Roland, Cultural pluralism and psychoanalysis (pp. 3-21). Routledge.
Strachey, J. The nature of the therapeutic action of psychoanalysis. In Langs, Classics in Psychoanalytic Technique, (1981), Ch. 31, 361378.
Tansey, M. & Burke, W. (1989). Countertransference, empathy, and projective identification. In M. Tansey & W. Burke, Understanding countertransference (pp. 9-37). Hillsdale, NJ: Analytic Press.
Required Readings from Library Electronic Databases
(Mostly from Psychoanalytic Electronic Publishing)
Gill, M. (1990). The analysis of the transference. In R. Langs (Ed.), Classics in psychoanalytic technique (pp. 69-82). Jason Aronson, Inc.
Kernberg, O. (1990). Countertransference. In R. Langs (Ed.), Classics in psychoanalytic technique (pp. 207-216). Jason Aronson, Inc.
Kohut, Heinz and Wolf, Ernest. (1978). The Disorders of the Self and their Treatment: An Outline. International Journal of Psychoanalysis, 59, 413- 425.
Leichsenring, F., Rabung, S. (2008). Effectiveness of long-term psychodynamic psychotherapy: a meta-analysis. Journal of the American Medical Association, 300, 1551-1565.
Sandler, J. & Sandler, A. (1978). On the development of object relationships and affects. International Journal of Psycho-Analysis, 59, 285-296.
Sandler, J. (1976). Countertransference and role-responsiveness. International Review of Psycho-Analysis, 3, 43-47.
Shedler, J.(2010). The efficacy of psychodynamic psychotherapy. American Psychologist, 65(2), 98-109.
Grading Criteria
Grading Scale Grading requirements
Conceptual Assigments / 40%Final / 50%
Class Participation / 10%
Total / 100%
A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 69 and below
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 .
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/