Argosy University,Chicago
COURSE SYLLABUS
PP8040
Psychoanalytic Theory and Therapy
Spring, 2010
Faculty Information
Faculty name: Kathy P. Goggin, Psy.D.
Campus: Chicago
Office hours: T 3-3:30pm, W 10:00-11:30 & by appt.
Contact information: Phone: 312-777-7687; 312.899.8188 private voicemail
kgoggin@argosy.edu
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.
Course Description:
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.
Reading materials: There are four required texts. 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.)
Texts: 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
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ISBN 1-59385-009-3
Highly recommended: 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.
Specific course objectives:
To provide students with a solid and multi-faceted awareness of the major schools of psychoanalytic
thought as applied to personality and the practice of psychotherapy.
(Foundations of Scientific Psychology)
To ready students to use psychoanalytic approaches in clinical settings and interactions.
(Competence in Relationships, Intervention)
To promote the effective application of theoretical constructs to an understanding of client history and
personality, and to the nuances of the therapeutic interaction.
(Competence in Assessment, Intervention and Relationship)
To promote the consistent and effective use of documentation in clinical case formulations and in
analyses of therapeutic interactions, without reliance on jargon.
(Competence in Assessment and Foundations of Scientific Psychology)
To promote the ability to integrate information from various sources (i.e., client history, present
behavior, behavior in the therapeutic interaction) to arrive at clinical formulations which have richness
and depth and humanity.
(Competence in Assessment, Intervention, and Relationship)
To promote the consistent awareness of and inclusion of issues related to culture, class,
race, gender, sexual orientation, and disability in clinical case formulations and therapeutic intervention.
(Competence in Assessment, Intevention, Relationship and Diversity)
To promote critical thinking and evaluation of literature regarding psychoanalytic theory and technique,
including evidence based approach (Foundations of Scientific Psychology, Competence in Intervention)
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
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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; 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 midterm 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. Further
details will be supplied with the exam.
Final exam: The final exam will provide students with an opportunity to analyze an actual patienttherapist 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.
Grading Criteria:
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Grading Requirements
Reading assignments
(2pts each)
Homework assignment
Mid-term take home
exam
Final take-home exam
Grading Scale
20 pts.
10 pts.
30 pts.
40 pts.
100 pts.
A
93-100%
A-
90-92%
B+
88-89%
B
83-87%
B-
80-82%
C+
78-79%
C
73-77%
C-
70-72%
D+
68-69%
D
63-67%
D-
60-62%
F
59% or below
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. Following is an attempt to operationalize* expected versus exceptional levels of
performance.
“A” work, of exceptional quality:
-comprehensive knowledge of relevant theory and concepts
-capacity to apply relevant concepts to available data in a rigorous and thoughtful
manner
-clear integration of relevant theory and clinical data that recognizes the
complexity and nuance of human behavior and communication
-clear capacity to observe relations between different realms of data: history
and current behavior, current behavior and therapy relationship, and
intrapsychic and interactional phenomena
-consistent documentation (use of clinical data) that supports hypotheses,
case formulations, and symbolic interpretation
-presentation which is articulate, without undue, cliched reliance on jargon; which
demonstrates a direct and superior grasp of implications of data beyond
manifest meanings
-writing which is coherent, articulate, and professionally presented; which evokes
a sense of the person about whom it is written
“B” work, of expected quality:
-adequate yet basic application of course concepts and methods to clinical case
analysis
-adequate documentation of hypotheses, formulations and symbolic interpretation
with little or no use of multiple sources of clinical data to support analysis
-writing is clear, understandable and presentable, but of limited evocative
quality
-work that is sufficient but lacking in richness, depth and integration
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“C” work, below expected level:
-course concepts are not sufficiently employed in clinical analysis, or are applied
in superficial, inappropriate or irrelevant ways
-documentation of hypotheses, formulations and symbolic interpretation is weak
or absent
-little or no demonstration of integration, of seeing relationships between past and
present information and/or behavior; little or no demonstration of the
capacity to identify the actual clinical manifestations or implications of a
particular theoretical construct.
-poor written presentation -- typos, spelling and grammar errors, excessive use of
Jargon, meaning obscured by poor written articulation of ideas
* I am indebted to Dr. Marc Lubin for the original articulation of these criteria in previous syllabi for this course
Course evaluation of professor and teaching assistant: Students will anonymously evaluate teaching
assistant and professor at mid-term and at the end of the course. In addition, any and all questions
and comments are welcome at any time, and are encouraged. Feedback is especially important if a
student feels that learning needs are not being met
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COURSE SCHEDULE
Week
Week 1
Week 2
Topics
Introduction; Cultural
considerations; Classical models –
Drive and Structural; Discussion
of empirical validity of
psychoanalytic concepts: the
unconscious
Readings
Bettelheim, Freud and
Man’s Soul Berzoff, et
al, Chapters 1, 2 & 3
The 4 Psychologies -- Overview.
Focus on Ego Psychology:
dynamics,compromise formation;
defense; analysis of resistance.
Berzoff, et al, Chapter
4 Pine, “The 4
Psychologies of
Psychoanalysis”
Assignments
Westen, D (1999) The
Scientific Status of
Unconscious
Processes. Journal of
The American
Psychoanalytic
Association, 47: 10611106 Available from
PEP
Reading
assignment due.
“The 4 Psychologies in
Clinical Work”
Brenner,“Compromise
Formations”
Schafer, “The
Analysis of
Resistance”
Week 3
Focus on Object Relations Theory
Berzoff, et al, Chapter
6
Sandler, J
“Countertransference
and RoleResponsiveness”
Sandler & Sandler,
“On the Development
of Object Relations
and Affects”
6
Reading
assignment due
Recommend: St. Clair,
Object Relations and
Self Psychology
Week 4
Introduction to Treatment Issues;
Cultural variables in treatment.
Empirical issues & efficacy of
psychoanalysis and psychoanalytic
therapy
Freud,
“Recommendations to
Physicians Practicing
Psychoanalysis”
Homework
assignment due
(Drive, Dynamics,
Object Relations)
Strachey, J “The
Nature of the
Therapeutic Action of
Psychoanalysis”
Kernberg, O
“Countertransference”
Altman, N “Race,
Culture and Social
Class”
Week 5
Object Relations (British
Influence); Holding and
Containment. Review of Course
Content
Leichsenring &
Rabung (2008)
Effectiveness of LongTerm psychodynamic
Psychotherapy: A
meta-analysis. Journal
of the American
Medical
Association, v. 300, #
13 Availabe on
electronic reserve
Khan, M “Vicissitudes
of Being, Knowing and
Experiencing in the
Therapeutic Situation”
Casement, P “Key
Dynamics of
Containment”
7
Mid-term exam
distributed
Reading assignment
due
“Analytic Holding
Under Pressure”
McWilliams, N
Chapters 1, 2, 3
Schafer, R “Resisting
and Empathizing”
Week 6
Review and study session in
support of mid-term preparation.
Review of therapeutic process.
Casement, P
“Listening from an
Interactional
Viewpoint….” Chap. 5
Spence, Dahl & Jones
(1993) Impact of
Interpretation on
Associative Freedom,
Journal of Consulting
& Clinical Psychology,
61(3), 395-402
Available on PEP
Reading
assignment due.
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
therapeutic frame and analytic
listening
Langs, “Listening and
Formulating”
“The Ground Rules or
Frame of
Psychotherapy”
“Safeguarding the
Therapeutic
Experience”
Casement, P “The
Search for Space: An
Issue of Boundaries”
8
MID-TERM
EXAM DUE,
12:30 pm
McWilliams, N
Chapter 5
Week 8
Communicative listening, II –
Validating Analytic Intepretations
Langs, “Intervening
and Validating”
Reading
assignment due
Casement, “Processes
of Search and
Discovery in
Therapeutic
Experience”
Smith, “The
Technique of
Communicative
Psychotherapy”
“Two Communicative
Sessions”
McWilliams, N
Chapter 6
Week 9
Self Psychology, I
Berzoff, et al, Chapter
7
Roland, A “How
Universal is the
Psychoanalytic Self?”
Wolf, E “Self Object
Relations Disorders:
Disorders of the Self”
“Principles of
treatment”
Week 10 Self Psychology, II - Transference
and Countertransference
Wolf, E “The
Therapeutic Process”
“Selfobject
Transferences”
“Countertransference
Issues”
9
Ungraded
assignment due
Week 11 The Relational Orientation
Aron, “ The Relational
Orientation: an
Introduction”
“Relational Theory and
its Boundaries: One
and Two Person
Psychologies”
Final exam
distributed
Reading
assignment due
McWilliams, N
Chapter 12
Week 12 Review in preparation for final
exam. Ethics in psychoanalysis.
Reading on ethics will
be assigned before
class.
Week 13 Introductory issues in consultation
and supervision
Week 14 Class discussion of final exam –
BRING COPY OF EXAM TO
CLASS
Week RESERVED FOR USE IN THE
EVENT A CLASS NEEDS TO
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BE RESCHEDULED.
FINAL EXAM
DUE AT 12:30PM,
NO
EXCEPTIONS!
You should assume
that you will NEED to
be available to attend
class on this date
unless specifically told
by the professor that
this will not be
necessasry.
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
10
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.
ISBN 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
Kernberg, O (1965) “Countertransference,” in Journal of the American Psychoanalytic
Association, v. 13, pp. 38 - 56. Available from PEP
9.
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.
12. Ibid, “The Ground Rules or Frame of Psychotherapy,” pp. 134 - 156.
13. Ibid, “Safeguarding the Therapeutic Experience,” pp. 221 - 227.
21 pages
23 pages
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.
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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
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
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Disability statement:
It is the policy of Argosy University,Chicago 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 to complete the instructor’s course requirements, the student must
notify the Director of Student Services. Procedure for documenting student disability and the
development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Students Services when each request for accommodation is
approved or denied in writing via a designated form. It is the student’s responsibility to present the form
(at his or her discretion) to the instructor in order to receive the requested accommodations in class. In
an effort to protect student privacy, Student Services will not discuss the accommodation needs of any
student with instructors.
Academic dishonesty/plagiarism statement:
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must
represent original work produced by that student. Any sources used by a student must be documented
through normal scholarly references and citations, and the extent to which any sources have been used
must be apparent to the reader. The University further considers
resubmission of a work produced for one course in a subsequent course or the submission of work done
partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek
clarification from the course instructor about how much help may be received in completing an
assignment or exam or project and what sources may be used. Students found guilty of academic
dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the
University. The University does make use of software which can detect plagiarism.
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