DPSY 504 Fall 2020
BASIC CONCEPTS OF
PSYCHODYNAMIC THEORY
Dr. Courtney Slater | [email protected]
Acknowledgement
We are living in a traumatic
time and each of us are
impacted in different ways.
Online learning can be
vulnerable. It works well for
some and presents challenges
for others.
We must prioritize treating
each other humanely. We will
COURSE INTRODUCTION:
need to remain flexible and This course provides an introduction to the essential
give each other grace. concepts of psychodynamic theory. Participants will
develop a working knowledge of the development of
We will all need to adjust to psychoanalysis, the theoretical plurality of psychoanalytic
the situation as things theory, the distinctive features of psychodynamic
dynamically change. technique, and the efficacy of psychodynamic
psychotherapy. Furthermore, participants will be
We will work for intellectual
encouraged to discuss the theory and apply it to cases. In
nourishment, social
other words, students will be asked to integrate theory,
connection, and personal
research, and practice.
growth.
Everyone needs support and Some of the important psychoanalytic folx you’ll read
understanding in this From
unprecedented time.
Teaching Assistants
Samantha Nardi
[email protected]
left to right: Lew Aron, Usha Tummala-Narra,
Jayna Burleigh Joan Berzoff, Sigmund Freud, Nancy
McWilliams, Kathleen Pogue White
[email protected]
1
DPSY 504 Fall 2020
Course Objectives
By the conclusion of this course students will:
•Exhibit a working knowledge of the history of psychoanalytic
thought, including the importance of the historical and cultural
context, the strengths, and the harm of the theory as it
developed.
•Exhibit a working knowledge of fundamental psychodynamic
Course Format
principles including, but not limited to: psychodynamic
This class will be all online and psychotherapy, psychological wellness, the working alliance, the
will include video lectures to be unconscious, transference, countertransference, enactments, and
viewed before class, quizzes to interpretation.
check learning, synchronous
lecture and discussion, class •Know how to apply principles of psychodynamic psychotherapy
exercises, and projects. Active to the basic features of clinical work, such as beginning
learning is strongly emphasized treatment, building the therapeutic relationship, forming a case
in this course. conceptualization, and choosing a therapeutic action.
Required Texts
Summers, R. & Barber, J. (2010)
Psychodynamic Therapy: A Guide
to Evidence-Based Practice. NY:
Guilford Press.
Berzoff, J., Flanagan, L. M., &
Hertz, P. (Eds.). (2016). Inside Out
and Outside In. Fourth Edition.
Lanham, MD: Rowman &
Littlefield.
Teaching Assistants
Discussion 10%
Samantha Nardi
Quizzes 10%
[email protected] Video Project 5%
Jayna Burleigh Rest/Self-Care Project 10%
[email protected] Exam 1 25%
Exam 2 25%
Final Presentation 15%
Total 100%
2
DPSY 504 Fall 2020
RELATIONSHIP TO TRAINING MODEL:
Building APA Profession-Wide Competencies: This course emphasizes the following APA Profession-Wide
Competencies: Research; Ethical and Legal Standards; Individual and Cultural Diversity; Professional
Values, Attitudes, and Behavior; Communication and Interpersonal Skills; Assessment; Intervention;
Supervision; and Consultation and Interprofessional/Interdisciplinary skills.
Competency Description for this course
Research Regarding the research competency, students will be required to read about
the empirical support for psychodynamic treatment. This includes Shedler’s
meta-analysis of psychodynamic psychotherapy and the research reviewed in
Summers and Barber’s text on evidence-based practice of psychodynamic
therapy.
Ethics and Ethical and legal standards will be discussed as students encounter complex
Standards clinical vignettes and discuss the relevant professional standards, guidelines,
and laws. Student
Individual and Individual and cultural diversity will be emphasized through readings and
Cultural class discussion focusing on appreciating the rich and complex overlap
Diversity between identity characteristics and context. For example, issues regarding
race, ethnicity, gender, sexual orientation, spiritual, religious, and national
origin will be explored in the Tumalla-Narra reading on the history of
psychoanalysis. Students will be expected to explore how their own
personal/cultural history attitudes, and biases impact how they understand
clinical vignettes and integrate this awareness with knowledge in order to
provide effective psychotherapy. Students will also form an appreciation for
how social context, stigma, politics, and other social forces influence
diagnosis and the therapy process.
Professional This class will develop students’ professional values and attitudes by
Values and encouraging self-reflection and discussion. Students will consider complex
Attitudes professional situations and explore strategies for engaging in professional
work that will reflect the values and attitudes of psychology, such as
integrity, deportment, accountability, lifelong learning, concern for the
welfare of others, openness, and responsiveness to feedback. In addition,
students are expected to display these attitudes in class.
Communication Students will develop their communication and interpersonal skills as they
and Interpersonal form collaborative relationships with each other in class and on group
Skills projects, such as the final presentation which is a group project. Finally,
students will produce well-integrated and effective written communication,
as evidenced in class discussion, written exams, and projects.
Assessment Assessment and diagnostic matters will be explored as students learn to
gather information about their clients in order to formulate a diagnosis and
determine the most effective treatment and intervention strategy. Students
will be introduced to interview techniques and conceptualization guides to
aid the assessment process.
Interventions A variety of psychodynamic Interventions will be explored, as they relate to
various contexts and clients. Emphasis will be on understanding which
interventions are most effective and under what conditions. For example,
students will learn to contrast supportive versus expressive therapies, short-
term versus longer-term therapy, and therapist neutrality versus direction.
The emphasis will be on the formation of the therapeutic alliance, which is
the most robust predictor of a successful therapy outcome.
Supervision Students will develop an appreciation of the importance for supervision and
how to get the most out of it. As they discuss their cases and the application
of a psychodynamic approach, we will also discuss their relationships with
supervisors, the role of the supervisor, and how to integrate what they are
learning in class with supervision in order to provide effective treatment for
their clients. 3
DPSY 504 Fall 2020
Evaluation Methods
Students will be evaluated according to: (1) discussion/participation, (2)
Quizzes, (3) video project, (4) rest/self-care project, (5) exams, and (6) a final
presentation.
Discussion and Participation includes three components: (1) attendance in class,
Discussion/
Participation (2) participation in discussion, and (3) FlipGrid videos.
Students are expected to attend class via zoom on Thursdays from 11:00-11:50. Students are expected to be
on time and actively participate. Behaviors consistent with active participation include offering comments,
asking questions as appropriate, participating in answering questions, etc. Overall, students are expected to
contribute to a collegial classroom environment. Failure to do so will adversely affect your grade. Please notify
the instructor if you are going to be absent. Missing more than two classes may result in a failing grade for the
course if remediation is not arranged with the instructor in a timely fashion. Remediation tasks are offered at
the discretion of the instructor in coordination with the Director of Doctoral Training.
Students are required to participate in either the class discussion hour or the online discussion board once per
week. Dr. Slater will hold a discussion hour on Thursdays from 12:30-1:20. Students attending that discussion
hour will write a question they have in the chat box and Dr. Slater will facilitate a discussion on those questions.
If students are unable to attend the discussion time or prefer to interact online, students must post one
discussion question and one answer (to another student’s question) each week on Canvas.
Students are expected to make one FlipGrid post for each module
https://flipgrid.com/slaterpsychodynamic
and one response to someone else. Here are the prompts to consider
for each Flipgrid video post:
• Module one: Psychoanalytic theory emerged as people sought to understand and help people who
were suffering and to bring more mental, emotional, and physical freedom. In some ways psychoanalysis
has succeeded in those areas and in other ways the human tendency to split, blame, and colonize
continues. In addition, current dominant cultural forces, such as white supremacy, capitalism,
individualism, and patriarchy are still powerful forces shaping psychoanalytic theory. Please discuss one
way that you see the dominant cultural narratives still at play in psychoanalytic theory.
• Module two: Psychoanalytic theory is complex and can take a lifetime to learn. And many students
struggle to know how to connect the theory to therapeutic technique. Furthermore, treatment decisions
need to include a rich understanding of both you and your client’s social and cultural experiences.
Sometimes this can feel like too much to hold onto when you’re seeing someone for therapy. Let’s focus
specifi cally on automatic relational dynamics (transference and countertransference) or automatic bias.
Discuss one way that you see automatic associations or bias within yourself and how you might keep that
in mind as you choose a therapeutic technique. Feel free to give an example, if something comes to
mind (remembering that this will be on the internet and not posting private personal matters).
• Module three: Discuss the challenges of diagnosis with the DSM and social-cultural factors. What do
you see as things to keep in mind as you are making a diagnosis? And how might knowing someone’s
social identity and cultural experience impact your process of giving a diagnosis? Again, feel free to give
4
an example here as it relates or may help illustrate your ideas.
DPSY 504 Fall 2020
Students will complete weekly reading quizzes to check for completion and
Quizzes comprehension.
Comprehending psychoanalytic reading is difficult for many students, so it is important that you stay on schedule
with the readings and ask for help if you need it. Quizzes will be posted on Canvas and are 10% of the final grade.
This self-care project will help students learn to listen to themselves, reflect on their
Rest/Self- well being, and know what brings rest, connection, and health. Students will engage
Care in experiential exercises to learn to trust rhythms of work and rest.
This is important in a psychodynamic class because a psychodynamic framework values being, listening, waiting,
feeling, and opening. In contrast, our culture often values doing, knowing, and certainty; furthermore, academia
and therapy can be spaces that reflect those values, which can work against the therapy process. This project will
help students move toward self-care as you all begin your doctoral program, so that you can practice and reflect on
how to take good care of yourselves inside and outside the therapy room. This will not only benefit student’s
personally, but will also benefit their clients, as they are more awake and alive physically, psychologically,
relationally, emotionally, spiritually, etc. In addition, students who practice good self-care are more likely to have
the skills and capacity to reflect on psychodynamic themes such as transference and countertransference,
enactments, and the moment-to-moment dynamic therapy process.
Learning what gives you rest and replenishment is a process, so this project spans the entire first semester so that
you can develop a sense of how to take good care of yourself. It is also helpful for students to share their ideas,
successes, and challenges with each other. You can learn from each other and support each other in the process of
developing professional competencies, so please post about your experience in Canvas. Students must first post
their intentions, then post about your experience four times throughout the semester, and then post one short
reflection.
Step 1: Set your intention
By September 3rd, please post a sentence or two about your intentions. For example: “For my self-care project I
plan on taking hikes through the Wissahickon. I will go once in September, once in October, once in November,
and once in December.” Or “For my self-care I will practice regular meditation. I will spend 10 minutes in loving-
kindness meditation and I will commit to doing this 3 mornings per week.” Be as specific as you can and
remember, pay attention to what rest and care means for you.
Step 2: Engage in Your Self-Care Plan
Four times over the semester, please post a picture or video to the Self-Care Project Discussion Board on Canvas.
Be honest about how it’s going and give yourself a lot of grace and compassion. You will probably find that some
things work and other things leave you feeling exhausted. Pay attention to this and share what you’re learning. And
if you need to adjust your plan, do it, just commit to learning what gives you rest and make it happen.
Step 3: Reflect
At the end of the semester, write one post on the discussion board about what you learned from the project. This
can simply be a few sentences as you reflect on what you learned.
Overall, the Self-Care Project is worth 10% of the student grade. If you post your intentions, 4 pictures/videos of
5
your experience, and then one reflection you will earn full credit (for a total of 6 posts throughout the semester).
DPSY 504 Fall 2020
This video project is intended to help students get a sense for what
Video psychodynamic therapy actually looks like in a therapy session and help
Project students connect theory to practice.
The assignment is to watch this video (Counseling and Psychotherapy Theories in Context and Practice:
Introduction and Psychoanalytic Perspective) and answer the following questions:
1.Identify one psychodynamic technique (about one-two sentences noting some of the actual words used by
the therapist) AND then connect this technique to something from psychodynamic theory (about one or two
sentences)
Example (that was not actually used in the video): One technique used was working in the therapeutic
relationship. John did this when he said: “What do you think I think of you?” This connects to relational
theory, which states that by exploring what is happening in the therapy relationship a client can have more
insight about their relational patterns and then work on building new patterns with the therapist.
2. Identify another psychodynamic technique (about one-two sentences noting some of the actual words
used by the therapist) and then connect this technique to something from psychodynamic theory (about
one-two sentences)
3. Discuss what is useful about the psychodynamic approach and when you might see yourself using it in the
future (3-4 sentences)
The video can be found by going to the Widener Library Webpage, then clicking databases, and then on the
dropdown menu selecting psychotherapy.net. Once you’re at the psychotherapy.net page you can search
under “approaches” for psychodynamic or use the search feature to find the video by Sommers-Flanagan
titled “Counseling and Psychotherapy Theories in Context and Practice.”
Watch the “Introduction” and the chapter “Psychoanalytic Approaches.” In addition, we recommend that you
pause the video at 6:04 and 17:57 to write down the specific things that they tell you to look for in the two
sections. This will help you identify them later. This project is worth 10% of the student grade and is due on
October 22nd.
To access psychotherapy.net you will likely have to login to the Widener library and you may not have done
that before. Your username is your full name as it is written on the front of your student ID card (including
middle initial if it is on there). The password is the full set of numbers above the barcode on the back of your
ID card. Being able to utilize the Widener library on your computer is going to be very important over the
course of your academic career, and you might benefit from accessing these pages while you are actually in
the library so that you can get support from a librarian if you have any trouble accessing the info.
Exam 1 will be due the night before class, Wednesday September 30th by midnight
Exams EST. Exam 2 will be due Wednesday October 28th by midnight EST. The exams will
consist of some combination of definitions, short-answer questions, and essays based
on vignettes. Each exam is worth 25% of the final grade.
6
DPSY 504 Fall 2020
Instead of a final exam, students will work in groups to apply psychodynamic theory to
Final a case. Students will be assigned to groups and must work together to answer
Presentation questions and present the information to the class. Groups will be assigned in class and
students will be asked to rate themselves and their group members’ engagement with
the project. Overall, the final presentation is worth 20% of the student grade.
Discussion 10%
Quizzes 10%
Video Project 5%
Rest/Self-Care Project 10%
Exam 1 25%
Exam 2 25%
Final Presentation 15%
Total 100%
Minimal Level of Achievement (MLA) Required for Mastery
The exams and final presentation all require a minimal level of achievement of 80%. Scores below this level
will require additional remediation until the minimal level of achievement is required.
Extra Credit Learning Accommodations
Students will be offered extra credit, with a In accordance with the Americans with Disabilities
maximum of 3 points per student. Students Act, any student has the right to request a
have the option to: reasonable accommodation of a disability.
•Write a 1-2 page summary of any Accommodations can be requested through
recommended/supplemental article on Academic Support Services, Student Accessibility
psychodynamic psychotherapy (1 point). If Services. Please note that you will need to present
there is something outside of the articles documentation of your disability to this office. It is
recommended here that you would like to important to make this request as soon as possible
read and write about, just email Dr. Slater so that they can make the necessary arrangements.
about it before beginning.
•Attend any relevant conference, seminar
or presentation and write-up a 1-2 page
evaluation of the event (2 points). The
Philadelphia Society for Psychoanalytic
Psychology (PSPP) has workshops,
lectures, and training events locally
(www.pspp.org). Also the annual Schulman
Symposium is offered by Widener on
October 25th 1-4. It will be about offering
psychoanalysis outside of individual
therapy and in the community.
7
DPSY 504 Fall 2020
Module 1: Introduction and the Formation of a Contemporary
Psychoanalysis
Week Date Topic Readings Due
1 8/27 Introduction Shedler: That Was Then, This is Now.
Chapter 2 (34 p)
2 9/3 Introduction 1.Summers and Barber: Chapter 1 Why 1.Quizes for
Dynamic Psychotherapy? (15 p) weeks 1 and 2
2.Berzoff, Flanagan, & Hertz: Chapter 1 2.Watch video
Why Psychodynamic Theories? Why lectures
a Biopsychosocial Context? (16 p) 3.Attend the
3.Shedler: The Efficacy of discussion time or
Psychodynamic Psychotherapy (10p; make one discussion
Total Pages: 41) post on Canvas
4.Rest Intentions
3 9/10 History Tummala-Narra: A Historical Overview 1.Reading Quiz
and Critique of the Psychoanalytic 2.Watch video
Approach to Culture and Context, Parts lectures
1&2 (29p) 3.Attend the
discussion time or
make one discussion
post on Canvas
4 9/17 Contemporary 1.Berzoff: Relational and Intersubjective 1.Reading Quiz
Relational Theories (20 p) 2.Watch video
Psychoanalysis 2.Layton: Relational theory in socio- lectures
historical context (20 p; Total Pages: 3.Attend the
40) discussion time or
make one discussion
post on Canvas
5 9/24 Social and 1.Berzoff: Ch 11 Psychodynamic 1.Reading Quiz
Cultural Theories and Gender 2.Watch video
Analysis 2.In Berzoff: Chapter 12 Mattei and lectures
Rasmussen Coloring Development: 3.Attend the
Race and culture in Psychodynamic discussion time or
Theories (Total pages: 40) make one discussion
post on Canvas
8
DPSY 504 Fall 2020
Module 2: The Therapeutic Relationship and Therapeutic Change
Week Date Topic Readings Due Wed by midnight
EST
6 10/1 Transference and 1.Freud: Dynamics of 1.Reading Quiz
Countertransference Transference (10 p) 2.Watch video lectures
2.Gabbard: A Contemporary 3.Attend the
Model of Countertransference discussion time or
(10 p) make one discussion
3.Pogue-White: Surviving Hating post on Canvas
and Being Hated (20 p; Total 4.Exam 1
pages 40)
7 10/8 Conceptualization 1. Introduction: Psychodynamic 1.Reading Quiz
Diagnostic Manual (10p) 2.Watch video lectures
2. Bornstein: From Symptom to 3.Attend the
Process: Case Formulation, discussion time or
Clinical Utility, and PDM-2 make one discussion
(5p) post on Canvas
3. Dresser & Fors: An
Appreciation and Critique of
PDM-2’s Focus on Minority
Stress Through the Case of
Frank (4p)
4. Summers and Barber: Ch 7
Psychodynamic Formulation
(16 p; Total Pages: 35)
8 10/15 Goals, Tasks, and 1. Summers and Barber: Ch 4 The 1.Reading Quiz
Bond in therapy Therapeutic Alliance (19p) 2.Watch video lectures
2. Summers and Barber: Ch 8 3.Attend the
Defining a Focus and Setting discussion time or
Goals (19p; Total Pages: 38) make one discussion
post on Canvas
9 10/22 Basic Therapy 1. McWilliams: Ch 6 Basic 1.Reading Quiz
Processes and Change Therapy Processes (31p) 2.Watch video lectures
2. Summers and Barber: Ch 10 3.Attend the
Change (21p; Total Pages 52) discussion time or
make one discussion
post on Canvas
4.Video Project
9
DPSY 504 Fall 2020
Module 3: Basic Conceptualization and Treatment, by DSM Diagnosis
Week Date Topic Readings Due the night before
class by midnight
EST
10 10/29 Personality Disorders In Berzoff - Ch 16 Hertz & Hertz: 1.Reading Quiz
Personality Disorders, with a 2.Watch video
Special Emphasis on Borderline lectures
and Narcissistic Syndromes (48 p) 3.Exam 2
11 11/5 Mood Disorders In Berzoff – Ch 17 Berzoff & 1.Reading Quiz
Mendez: Mood Disorders, with a 2.Watch video
Special Emphasis on Depression lectures
and Bipolar Disorder (42 p) 3.One Presentation
12 11/12 Anxiety In Berzoff: Chapter 18 Anxiety and 1.Reading Quiz
Its Manifestations (26 p) 2.Watch video
lectures
3.One Presentation
13 11/19 Presentations Two Presentations
14 12/3 Presentations Two Presentations
The Psychodynamic Interest Group at IGCP meets twice per semester. You can email Dr.
Sanjay Nath to get on the listserv and stay connected to other students interested in
psychodynamic ideas
If you love this stuff and want more…
here are some supplemental/extra readings
Introduction:
Not Your Parents’ Psychoanalysis (2p)
Usher: Understanding the Language of Psychodynamic Psychotherapy (26p)
Freud and Classical Psychoanalysis:
Frosh: Schools of Psychoanalysis (6p)
Freud: Mourning and Melancholia (15 p)
Frosh: The Appeal of Psychoanalysis (13p)
Mitchell and Black: Preface (9p)
Mitchell and Black: Ch 1 The Classical Tradition
Mitchell and Black: Ch 2 Ego Psychology
Trauma and Childhood Sexual Abuse in Psychoanalysis by Davies & Frawley (6p)
10
DPSY 504 Fall 2020
The Psychodynamic Sensibility, relational dynamics
Maroda: Ch 1 Emotional Engagement and Mutual Influence (25p)
Object Relations:
Mitchell and Black: Ch 4 Melanie Klein and Contemporary Kleinian Theory (27p)
Mitchell and Black: Ch 5 The British Object Relations School: Fairbairn and Winnicott (26p)
Beginning Treatment
McWilliams: Ch 3 The Therapist’s Preparation
McWilliams: Ch 4 Preparing the Client
Formulation
Summers and Barber: Chapter 5 and 6 Core Psychodynamic Problems
Race
Race, Self Disclosure, and “Forbidden Talk”: Race and Ethnicity in Contemporary Clinical
Practice by Kimberlyn Leary
Unraveling Whiteness. Psychoanalytic Dialogues by Melanie Suchet
Psychoanalytic Theory and Cultural Competency in Psychotherapy, by Pratusha Tummala-Narra
Grading System:
A (Excellent) 4.0 points
A- 3.7
B+ 3.3
B (Good) 3.0
B- 2.7
C+ 2.3
C (Average) 2.0
F (Failure) 0.0
I (Incomplete) 0.0
W (Withdraw without prejudice) 0.0
P/NP (Pass/No Pass)** 0.0
AU (Audit-no credit) 0.0
**only for courses offered on a Pass/No Pass basis
NOTE: Individual instructors may elect, at their discretion, not to use plus/minus grades.
Incomplete Policy: The grade of an “I” is given when a student has not completed course
requirements because of excusable reasons. A student who receives a grade of incomplete must
11
DPSY 504 Fall 2020
arrange to make up all deficiencies with the instructor issuing the grade. University policy is that
an incomplete course must be completed within one calendar year or it automatically converts to
an “F”. The student is responsible for following up on incompletes.
Attendance: Students are expected to attend all classes on time. Missing more than two
classes is a serious loss of learning opportunity and should be accompanied by a note from
doctors or relevant evidence that the missed classes were beyond the student’s control. Snow
Cancellations: Decided by the President by 6:30AM and announced on KYW Radio as College
#461. You may also call (610) 499-4000.
Disabilities Policy (ADA): Widener University and The Institute support ADA policies and
make all reasonable accommodations for persons with disabilities. In accordance with the
American Disabilities Act, any student has the right to request a reasonable accommodation of a
disability (e.g., longer time on an examination). However, this request must be made well in
advance of the requested accommodation and request should be submitted, with the instructors’
knowledge, to the Accessibilities Services Program, 610-499-4179.
12
