Psy. 430 Fall 2012
Maria Hess PhD, MFT
DEPTH ORIENTED PSYCHOTHERAPIES
It takes courage to face one’s emotional states directly and to dialogue with them. But
therein lies the key to personal integrity. In the swamplands of the soul there is
meaning and the call to enlarge consciousness. To take this on is the greatest
responsibility in life. We alone can grasp the ship’s wheel. And when we do, the
terror is compensated by meaning, by dignity, by purpose.
~ James Hollis
Course Description
In this experiential seminar we will focus on several modalities that are used to
access and express the body, soul, and psyche in depth psychotherapy. We will read
and explore the ideas and theories of depth therapy using the work of: Dora and Martin
Kalff and Sandplay; C.G. Jung, Individuation and Mandalas; and D. W. Winnicott on
Relational Space, to name a few. The wisdom and spirit of eastern and western
indigenous cultures will also offer us insight into the use of additional methods of
meaning making.
Many depth modalities include the experience of non-verbal expression in the
presence of a trained other. Every student will have opportunities to work with each
other as client and therapeutic witness.
A major focus of this course is on the inner life of the person. It requires the student
be an active participant in the on-going inward experiences the class will facilitate. In
other words, you must be willing to show up, do the reading, complete the projects, and
be a part of the sacred circle this type of exploration inspires and supports.
Course Objectives
At the end of this course the student will:
* Have a basic understanding of some of the primary principles and modalities
of depth-oriented psychotherapy.
* Identify and understand major concepts such as; psychological types, soul,
psyche, persona, transference, counter and co- transference, presence,
compassion, to name only a few.
* Experience the importance of culture and diversity issues for themselves and
their clients.
* Explore and understand one’s own personal issues at work and their
importance in relationship to the counseling experience.
* Learn relaxation, meditation, and expressive techniques to aid the quality of
the therapeutic exchange.
Required texts
Inner Work Robert Johnson
Owning Your Own Shadow Robert Johnson
Sandplay: A psychotherapeutic approach to the psyche. Dora M. Kalff
Care of the Soul. Thomas Moore
A blank, unlined journal.
Recommended Texts
Memories, Dreams and Reflections. C. G. Jung
Man and His Symbols. C.G. Jung
The Addiction to Perfection. Marion Woodman
The Middle Passage. James Hollis
Living in the Borderland. Jerome Berstein
The Inner World of Trauma. Donald Kalsched
Sandplay – Silent Workshop of the Psyche. Kay Bradway, Barbara McCoard
Feeding Your Demons. Tsultrim Allione
Expressive Arts Tools
This is not an art class nor do you need to have artistic aptitude. Most of the
modalities with which we will engage do have a creative component. It will be
important for you to collect your own “tool kit” for in-class experiences and at
home processes.
You can’t go wrong on this one. Gather stuff you want to work with: paints,
crayons, colored pencils, glue, glitter, natural stuff (leaves, sand, wood, shells,
feathers, rocks, etc), paper, stickers, fabric, clay, sculpee, wax, basically anything
you like, or that with which you have wanted to experiment.
We will be making our own sand tray figures, creating mandalas, painting, and
experimenting with inspired creating in a group setting. In addition, everyone will
take a turn facilitating ritual.
You will need a pad of paper with which to paint. I recommend 8 1/2 X 11 or
larger. I like to paint using a desktop easel so I have a vertical access to my
painting. If you too would like that option, they are inexpensive and can be found
at Corrick’s in Santa Rosa, and other stationary and art supply stores.
Classroom Environment:
A safe environment is necessary for the development of trust and selfdisclosure. Mutual respect is one way to nurture a contained and trusting place
for learning and growth. If we all work together towards respecting the
parameters of the course our experience will be enriched.
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As we will be sharing and developing a close working alliance with each other
it is important to be aware of one’s behavior in a learning circle. You will use
your check-in time to practice listening and learning about self-disclosure.
During check-ins please do not read, draw, check any electronic devices,
sleep, or chat with your neighbor. Think about how you want others to listen to
you!
Laptop use is prohibited during class.
Please turn off your cell phones and other digital assists. Text messaging,
answering cell phones, or other electronic distractions are not acceptable in
class.
You are welcome to bring drinks, but eating is not appreciated during class
time.
ALL SHARING DONE IN CLASS IS
STRICTLY CONFIDENTIAL (Breaking confidentiality will result in
being asked to leave the class).
Requirements
Attendance is mandatory as missed material is difficult to recapture.
Students should notify the instructor beforehand if their schedule requires an
absence. You are allowed one absence, after which you will be docked 5 points
for each thereafter.
We will begin each class with an attunement. If you are late, please wait
outside of class until the attunement and writing are over. Coming in late, and/or
leaving early, missing a class session, or not completing assignments WILL
affect your grade.
Sandplay Analysis (35 pts.)
Every class one person will have a sand play session with the instructor. That
person will then be witness to the next sand play, and so on, until every person
has done a sand play himself or herself, as well as being a witness to another.
Attach a photo of your sand play to your paper. Please write a 5 - 7 page
paper about what you noticed about your own sand play. Then include your own
impressions, fantasies, daydreams, guesses, and intuitions about the tray you
witnessed, as it relates to you. Use material references and citations, and
challenge yourself to take some therapeutic risks with this personal self-analysis.
You are being asked to examine the connection of your sand play
observations with the course material. Your writing skills and psychological
understanding of the process is what you are graded on, NOT the content of the
trays. The project is to be articulate in writing about your own experience, what
you know about yourself, and what you learn about yourself through the work of
another.
Your paper is due two weeks after the cycle of observing and completing
your own tray. Taking a picture of your completed sand tray will make writing
about it later much easier.
Creating Mandalas (40 pts.)
For this assignment you are to create at least ten personal mandalas. They
can be any type, anywhere, using any medium. Please document your work with
photographs, or bring the actual pieces to class. In your own unique way present
to the class a representation of what you learned about yourself and others,
through the process of making and interacting with the mandalas.
You are given points for completing this project and for the quality you bring
to the completion of it. This project is not an art exhibit, but rather an interactive
presentation about your exploration with the form. You may use music,
movement, story telling, games, etc. to share with us your process.
The class for this project will grade you; you will receive the averaged group
grade.
Ritual Making (25 pts.)
Each student will have the opportunity to lead the class in a ritual of their own
making. Please write a 3 – 5 page paper about the process of choosing and
implementing your ritual. Include in your writing a discussion about the intention
of the process you chose, your definition of ritual and how others define it, your
observations of how it went, along with anything you might want to do differently
the next time and why. This paper is due the week following your ritual.
Assignment and Class Schedule
Wk 1 Aug. 22 Introductions. Creating a sacred circle and initiating trust.
Wk 2
29 Read: Inner Work (IW) pgs. 1- 36. Watch on-line: Dr. Brene Brown
Listening to Shame at www.ted.com/talks/brene_brown_listening_to_shame.html
Wk 3 Sept. 5 Read: IW pgs.41 -97
Care of the Soul (COS) pgs. Intro - 21 Watch on-line: Dr.
Jill Bolte-Taylor. Jill Bolte Taylor’s Stroke of Insight at
www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html
Wk 4
12 Read: IW pgs. 135 – 221
COS pgs. 25 - 54
Wk 5
19 Read: Owning Your Own Shadow (OYS) pgs. 1 – 57
COS pgs. 55 - 76
Wk 6
26 Read: OYS pgs. 59 - 94
COS pgs. 77 - 96
Wk 7 Oct. 3 Read: OYS pgs. 95 - 118
COS pgs. 97 - 118
Wk 8
10 Read: Kalff pgs. 1 – 19
COS pgs. 119 - 136
Wk 9
17 Read: Kalff pgs. 19 – 54
COS pgs. 137 - 154
Wk 10
24 Read: Kalff pgs. 55 – 92
COS pgs. 155 -176
Wk 11
31 Read: Kalff pgs. 93 – 122
COS pgs. 177 - 199
Wk 12 Nov. 7 Read: Kalff pgs. 123 -142
COS pgs. 203 - 229
Wk 13
14 Read: COS pgs. 231 - 263
Wk 14
21 No Class! Giving Thanks.
Wk 15
28 Read: COS pgs. 267 - 305
Wk 16 Dec. 5 Last class.
Wk 17
Final: Dec. 12
2 – 3:40.
Office Hours: Stevenson 3083; Tuesdays 12 – 1. alternate Wednesdays 12 – 2
(drop-in) and Thursdays 1 – 2:30. Please sign up for an appointment on my office
door.
Contact Information: SSU office: 664-2413. Private office: 824 – 9902.
Email: maria.hess@sonoma.edu.
Academic Integrity: It is the responsibility of each student to be apprised of the
requirements of the psychology department and university, regarding academic
honesty. You are expected to know what constitutes plagiarism. The parameters
are outlined in your student handbook and online at
http://www.sonoma.edu/psychology/AcademicHonestyPolicy.html.
Access for Students with Disabilities: Students who have disabilities and
require classroom accommodations should meet with me (within the first 2 weeks
of class) during my office hours to make these arrangements. Please bring
accommodations authorization from the Disability Resource Center with you.