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: mlawrence@argosy.edu; myra.m.lawrence@gmail.com
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
Familiarize students with the
development of attachment strategies &
adjustment outcomes in children,
adolescents, adults, couples and
parent/child dyads.
Identify & describe the interface
between the development of attachment
strategies, neurobiology,
neuroplasticity, and the changes
facilitated through psychotherapy.
Understand the role of attachment in
parent-child, friendship, couples and
family relationships.
Explore the role & impact of the
therapistʼs/supervisorʼs attachment
strategy in clinical & training
interactions.
Understand how to cultivate &
implement clinical practices that
support the emergence of secure
attachment strategies.
Explore the ways in which scholarly
literature can inform clinical practice
and methods of assessment.
Become familiar with a broad range of
evidence-based intervention programs
for children, adolescents, adults, and
couples.
Program Goals
Goal 4: Scientific
Foundations
Method of Assessment
Class discussion; Small group
presentation on relevant
readings; Midterm & final
papers
Goal 2:
Intervention
Goal 3: Diversity
Goal 4: Scientific
Foundations
Goal 4: Scientific
Foundations Goal
5: Scholarship
Goal 2:
Intervention
Class discussion;
Small group presentation on
relevant readings; Midterm &
final papers
Goal 2:
Intervention
Goal 4: Scientific
Foundations; Goal
5: Scholarship
Goal 2:
Intervention
Student demonstration of
familiarity with readings;
Midterm & final papers
Student reflections on their
clinical work; Student
reflections on supervisory
experiences
General class discussions;
Midterm & final papers
Student led group discussions;
Student projects as described
in their midterm & final
papers
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, groupwork, 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
1
The development
09/11 of attachment,
mental models,
internal working
models (IWM’s);
Styles of
Readings
Handouts: Styles of Attachment
Required Readings:
Badenoch, B., “Attaching”, Ch. 5, pp. 33-75.
Brisch, K.H., “Attachment theory and its
Assignment
attachment.
2
09/25
Strategies of
Attachment in
children,
adolescents and
adults.
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.
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.
3
10/9
The relationship
between
attachment &
neuroscience
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.
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
Karen, R., “Avoidant society: Cultural roots
of anxious attachment”, Ch. 27, pp. 425 437;
“Ugly needs, ugly me: Anxious attachment
and shame”, Ch. 18, pp. 238 – 247;
“Attachment in adulthood: The secure base
vs. the desperate child within”, pp. 279 395; and, “The residue of our parents:
Passing on insecure attachment”, pp361-378.
4
10/23
Wallin, D.J., “The neurobiology of
attachment”, pp. 68 – 83 –this section is
embedded in a chapter].
Badenoch, B., “Grounding therapy in the
right brain”, Ch. 11, pp. 153 - 162. Cozolino,
L. (2010), “The neurobiology of
attachment”, Ch. 12, pp. 213 – 236.
The Neurobiology
of Attachment:
The relationship
between
attachment,
neuroscience,
Karen, R., “They are learning out of love:
neuroplasticity and The strategies and defenses of anxiously
psychotherapy
attached children, and the possibilities for
change”, Ch. 17, pp. 220 – 237; “The
mother, the father, and the outside world:
Attachment quality and childhood
relationships”, Ch. 14, pp. 191 – 201.
Putnam, “The developmental neurobiology
of disrupted attachment”, Ch. 4, 79 -= 99
5
11/2
or
11/4
Gold Standard
Measures – The
Adult Attachment
Inventory, the
Strange
Situation
Procedure, and the
Circle of Security
Character
Watson, J.C., and Greenberg, L. S., (2009),
“Empathic resonance: A neuroscience
perspective”, pp. 125 - 137, in Decety and
Ickes.
Cooper, G., Hoffman, K., Powell, B. and
Marvin, R., “The circle of security
intervention: Differential diagnosis and
differential treatment”, pp. 127 – 150 (in
Berlin, et al.)
Hesse, E. “The adult attachment interview:
Historical and current perspectives”, pp. 395433, [in Cassidy & Shaver]. Also look at
Sensitivities
newer version of this article in (2008), “The
adult attachment interview: Protocol of
method of analysis and empirical studies”,
Ch. 25, pp. 552 – 598.
Hoffman, K. T., Marvin, R. S., Cooper, G.,
and Powell, B., “Changing toddlers’ and
preschoolers’ attachment classifications: The
Circle of Security Intervention”, pp. 1017 1026.
Solomon, J., and George, C., “The
measurement of attachment security in
infancy and childhood”, Ch. 14, pp. 287 313
Wallin, D.J., “Mary Main” “Mental
representations, metacognition and the Adult
Attachment
Interview”, Ch. 6, pp. 25 42, [in Wallin - this
is a very important article to read].
The Strange Situation, the Adult Attachment
Inventory & the Circle of Security Interview:
An overview of administration guidelines,
scoring and interpretation considerations.
6
11/6
Handouts: The AAI Interview, the Strange
Situation format, the Circle of Security
Adult Sensitivity Characteristics, and video
example
Required Readings:
Berlin, et al., “The influence of early
attachments on other relationships”, Ch. 15,
pp. 333- 347. Carlson, V.J., and Harwood,
R.I., “Alternate pathways to competence:
Culture and early attachment relationships”,
Ch. 5, pp. 85 – 99.
The Neurobiology
of Attachment,
cont’d. The
relationship
between
attachment,
neuroscience,
neuroplasticity and
psychotherapy
Lewis, Amini, and Lannon, “A bend in the
road: How love changes who we are and who
we can become”, Ch. 7, pp. 121 - 144; and,
“Between stone and sky: What can be done
to heal hearts gone astray”, Ch 8, pp165-190.
Schore, A. N., “Right brain affect regulation:
An essential mechanism of development,
trauma, dissociation, and psychotherapy:, pp.
112 - 144, in Fosha, Siegel and Solomon.
Siegel, D.J., (2007), “The mindful brain in
psychotherapy”, pp. 288 – 320.
7
11/20
Evidence-based
[longitudinal]
studies addressing
the relationship
between
attachment style
and adaptations in
childhood and
adulthood.
Van Izjendoorn, M.H. and Sagi-Schwartz, A.
“Cross-cultural patterns of attachment:
Universal and contextual dimensions”, Ch.
37, pp. 880 – 905, in Cassidy and Shaver.
Berlin, L.J., Zeanah, C.H., and Lieberman,
A.F., “Prevention and intervention programs
for supporting early attachment security”,
Ch. 31, pp. 745 – 761, in Cassidy & Shaver,
2008.
Crowell, J., and Waters, E., “Attachment
representations, secure base behavior, and
the evolution of adult relationships: The
Stony Brook Adult Relationship Project”, pp.
223 - 244, in Grossmann, Grossmann, and
Waters.
Fonagy, P. “Key findings of attachment
research”, pp. 19 - 46.
Sroufe, A., Egeland, B., Carlson, E. and
Collins, W. A., “Placing early attachment
experiences in developmental context: The
Minnesota longitudinal study”, pp. 48 - 70,
in Grossmann, Grossmann and Waters.
8
12/27
Intervention
Programs for
Children,
Adolescents &
Parent-Child
Dyads
Karen, R., “The Minnesota Studies:
Parenting style and personality
development”, pp. 177 - 190.
Required Readings:
Badenoch, B., Meeting teens with their
brains in mind”, Ch. 20, pp. 286 - 298; and,
Playing with children, supporting their
parents”, Ch. 21, pp. 299 - 320.
Becker-Weidman & Shell, (2010), “Theory
basis for attachment-facilitating parenting”,
pp. 1 -
20; and,
“Beginnings”, pp. 21 - 46.
Berlin, et al., “Prevention and intervention
programs for supporting early attachment
security”, Ch. 31, pp. 745 – 761, in Cassidy
and Shaver.
Crowell, J.A., and Treboux, D., “A review of
adult attachment measures: Implications for
theory and research”, In Social
Development, 1995.
Lyddon, Wm. J., Bradford, EW., and Nelson,
J.P., “Assessing adolescent and adult
attachment: A review of current self-report
measures”, pp. 390 – 395.
Steele, M., and Baradon, T. “Clinical use of
the adult attachment interview in parentinfant psychotherapy”. Infant Mental Heal
Journal. 2004, Vol. 25 (4), pp. 284 - 299.
Grading Criteria:
Grading requirements
Class Participation
Assignment #1
Assignment #2
Grading scale
20%
30%
50%
100%
A
AB+
B
BC+
C
CF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
Bibliography
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intervention. Mahway, N.J.: Lawrence Erlbaum Associates, Publishers.
Badenoch, Bonnie (2008). Being a brain-wise therapist: A practical guide to interpersonal
neurobiology. New York: W.W. Norton & Company.
Becker-Wiedman, A., and Shell, D.(Eds.) (2010). Attachment Parenting: Developing connections
and healing children. New York; Jason Aronson.
Becker-Weidman, A., and Shell, D. (Eds.) (2005). Creating capacity for attachment: Dyadic
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Berlin, L.J., Ziv, Y., Amaya-Jackson, L., and Greenberg, M.T. (2005). (Eds.) Enhancing early
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Brisch, K. H., (2002). Treating attachment disorders: From theory to therapy. New York: The
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Cassidy, J., and Shaver, P.R. (Eds.) (1999). Handbook of attachment: Theory, research and clinical
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Collins, W. A., and Sroufe, L. A. “Capacity for intimate relationships: A developmental
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of romantic relationships in adolescence”, pp. 125 - 147. New York: Cambridge University Press.
Cozolino, L. (2010). The neurosciencer of psychotherapy: Heal the social brain. New York: W. W.
Norton & Company.
Cozolino, L. (2006). The neuroscience of human relationships: Attachment and the developing
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Crittenden, P. M. “Treatment of anxious attachment in infancy and early childhood”.
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Decety, J., and Ickes, Wm. (Eds.). (2009). The social science of empathy. Cambridge, MA: The
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Fonagy, P., Gergely, G., Jurist, E., and Target, M., (2002), Affect regulation, mentalization, and the
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Grossman, K. E., Grossman, K., and Waters, E. (Eds.) (2005). Attachment from infancy to
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Hoffman, K. T., Marvin, R. S., Cooper, G., and Powell, B ., “Changing Toddlers’ and
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Hughes, D. A. “Psychological interventions for the spectrum of attachment disorders and
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Johnson, S.M., and Whiffen, V. E. [Eds.] (2003). Attachment processes in couple and family
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Karen, R. (1998). Becoming attached: First relationships and how they shape our capacity to
love. New York: Oxford University Press.
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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, 6th Edition (2009). Washington DC:
American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript
structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the
American Psychological Association, 6th Edition. 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 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.