UNIVERSITY OF PENNSYLVANIA

SCHOOL OF SOCIAL POLICY & PRACTICE

SOCIAL WORK PROGRAM
SW 798 – 001
Spring, 2017

Psychodynamic Theory and Clinical Social Work Practice

I. COURSE PURPOSE

The purpose of this course is to review the evolution of psychodynamic theory and
consider key concepts in psychoanalysis, ego psychology, object relations theory, self-
psychology, attachment theory, relational and intersubjective theories and current
findings in cognitive neuroscience relevant to psychodynamic psychotherapy.
Participants will explore human psychological functioning as explained by these various
psychodynamic theories and through the biopsychosocial lens that informs social work
practice. Students will examine how factors such as race, class, gender, culture and
biology are interwoven with often unconscious, internal psychological determinants,
creating the complexities of human behavior that challenge us in our clinical work. Case
presentations by students, the instructor and guest lecturers will demonstrate how
concepts from psychodynamic theory can be applied to social work practice with diverse
clients in varied settings.

II. COURSE OBJECTIVES

1. Gain an understanding of the key concepts of psychodynamic theory including

psychoanalytic theory, ego psychology, object relations theory, self-psychology,
attachment theory, relational and intersubjective theories.

2. Evaluate how each theory fits with social work’s biopsychosocial perspective.

3. Examine how human behavior can be understood as the interactions of the internal
psychological life of the individual with such factors as race, class, gender, culture and
biology.

4. Critically assess the empirical literature that supports psychodynamic therapies as

evidence-based.

5. Consider the extent to which these theories can adequately address the needs of
diverse populations.

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6. Develop a sense of which psychodynamic theories will be useful to you in your
clinical social work practice and why.

III. COURSE REQUIREMENTS

Expectations
Students are expected to be active participants in their own learning. Students are
therefore expected to attend each class, arrive on time to class, and be in attendance for
the full class. In the event that you are unable to attend class for any reason, please notify
your instructor and propose how you will make up the content you missed. Excessive
absenteeism (i.e., missing more than two classes) is a serious problem that the
instructor will handle by meeting with the student and determining whether the
student's educational adviser should be notified. Excessive absenteeism could result
in course failure.

Students are expected to: (A) participate substantively in class discussions (B) read on a
weekly basis and come to class prepared to apply and discuss the reading assignments;
(C) submit assignments by the due date and in accordance with the specified format.

Laptops and cell phones must be put away during class.

PowerPoints will be posted on Canvas the day before or the day of the class meeting.

Grades will be based on the following assignments:

Class attendance, participation & preparedness 20%

Oral and written case presentation 20%

Reflective essays 30%

Final Paper 30%

Readings
Students will read required class assignments from the assigned texts and/or articles. In
addition, students are expected to critically analyze the professional literature they
review.

Required Text

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Berzoff, J., Flanagan, L. M. & Hertz, P. (Eds.). (2011). Inside out and outside in:
Psychodynamic clinical theory and psychopathology in contemporary multicultural
contexts. (4th ed.). New York: Roman & Littlefield.

All other required readings will available on Canvas.

IV. ASSIGNMENTS

Format for Written Assignments

All papers must be typewritten, in 12-point font, double-spaced, page-numbered, with 1"
margins at the left, right, top and bottom. The cover page (not included in the page limit)
should include the title of the paper, students’ name, professor’s name and date
submitted. Papers must be proofread carefully for clarity, organization, spelling,
punctuation, and other potential errors before submission.

In-text citations following APA style guidelines are required for all written
assignments, with the specific source including authors’ last names and year of
publication, regardless of whether you are paraphrasing or using specific quotes. Direct
quotes must have the specific source as above but with page number(s). A list of
references cited or consulted must be included at the end of each paper in proper
APA bibliographic form.

I. CASE PRESENTATION: Case presentations provide students with the experience of

organizing their thoughts and questions about their clinical work, orally and in writing; of
hearing about the clinical work of their fellow students; and of learning how to comment
on each other’s clinical work in a thoughtful, rigorous and supportive manner. Presenting
and commenting on cases prepare students to identify the kind of help they need in their
clinical practice and how to assist colleagues when they have clinical dilemmas.

Students will choose cases from their current field placement or past clinical experience
and will present them, using one or more psychodynamic theories as a framework for
understanding the case. Students will be randomly paired for oral case presentations and
one student will present a clinical case and the other will comment on the case. Each pair
will decide who will present a case and who will act as case discussant. The student
presenting the case will choose a client to present using the guidelines below. The
commenting student will address the presenter’s questions and offer her or his insights
and suggestions. She or he will assist the case presenter in organizing the details of the
case and together the pair will decide which aspects of the case are most salient and
should be included in the presentation.

On the Monday prior to the oral presentation the presenters will post on Canvas the
following information, being very careful to protect confidentiality: (1) agency setting –
type of agency, not the exact name of the agency (2) identifying data, making sure to use
pseudonyms (3) the presenting problem including referral source and precipitant for
seeking help (4) pertinent history (5) Succinct case formulation and a description of the

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psychodynamic theory that has helped you understand the client. In the oral part of the
presentation, the student presenting the case will address the following four questions:
1) What has worked well in your treatment of your client? 2) What is not working well?
3) What are you learning from your client? 4) What do you need help with? The student
who is the case discussant will address clinical questions, offer resource suggestions
and/or suggest a theoretical framework for understanding the client. All members of the
class are required to read the written case summary prior to the oral presentation,
so it will not be necessary to review that information during class time. Each
presentation is limited to 35 minutes. During the first 10 minutes, the student whose
case is the focus of the presentation will give a very brief summary of the background
information and then address the above four questions. During the second 10 minutes,
the student who is commenting on the case will present her or his comments. During the
third 15 minutes, discussion will be open to the whole class.

Confidentiality Statement: In all instances when case material is discussed, omit

clients’ names and disguise all other pertinent identifying data so as to protect client
confidentiality.

II. REFLECTIVE ESSAYS: Students will prepare 3 reflective essays, completed by the
end of the day of class for weeks 4 (4/08), 7 (3/01) and 10 (3/29). These essays will be
no longer than 1 or 2 double-spaced pages. The essays will be submitted through
Canvas. The essays are confidential and will only be read by the instructor. The essays
will include:
1. Reflection on class discussions and case presentations or a case from your field
placement. Students may also reflect on a relevant personal situation.
2. Critical reaction to at least one of the theories covered in the course so far that you
found useful in understanding the situation described in part one of the essay OR a
critique of one of the theories covered in class that you had difficulty applying to the
clinical case/situation described in part one of your essay. Be specific about what in the
theory makes sense to you and has been useful or what aspects of a theory you disagree
with. Use at least one reading from the class to support/illustrate the points you are
making in your essay, and cite the reference, using APA format. The reflective essays are
intended to help you become more aware of your values, beliefs and assumptions, to help
you develop your critical analysis skills when reading theory and practice literature and
to integrate class readings and discussions into your social work practice.

III. Final Paper. The final paper is due by the end of the last day of class. It should
be 10 to 12 pages long, not including references. The subject of the paper will be a case
from your field placement or past clinical practice. You may write about the same client
whom you presented to class in your oral case presentation. The paper will be divided
into four parts:
Part I. Include information about your agency setting and identifying data of your client,
making sure to use pseudonyms. Describe the presenting problem including referral
source and precipitant for seeking help. Give pertinent history and a provisional DSM-V
diagnosis.

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Part II. Describe why you chose this case as the basis for the paper. Was this a
particularly problematic case, did the you feel especially connected to the client or
successful in the treatment, are you concerned about termination, do you have questions
about the case? All of the above?
Part III. The next section of the paper will be a partial process recording of a session that
illustrates your reasons for choosing the case. It should be one or two pages long, in the
form of a dialogue, and be an example of either what you are struggling with in the case
and/or ways in which you have felt connected to and helpful to your client.
Part IV. Describe your theoretical framework for understanding your client. Which of
the psychodynamic theories covered in class helped you in your work with this client and
why? You can use more than one psychodynamic theory.
Part V. Describe the interventions you have chosen with this client and why.
Part VI. Describe your countertransference reactions to the client. How did you manage
your countertransference and what helped you to understand your various reactions to
your client? If this was a difficult case, what kind of self-care strategies did you employ?

For parts IV, V, and VI, cite specific readings from the course that you found helpful in
understanding your client, in deciding which interventions to use, in identifying your
countertransference reactions and thinking about self-care. Be specific about how the
readings were helpful. You should include 5-7 references.

If you are having difficulty coming up with a case for either your case presentation or
final paper, please speak to the professor. A case does not necessarily have to be a
client. You can write and present about an organization you have been part of or a
situation you have experienced. If you are not planning to write about a client, please
discuss your topic idea with the professor.

STATEMENT ON ACADEMIC INTEGRITY

Students are expected to conduct themselves consistent with the University of

Pennsylvania’s Code of Academic Integrity, which represents standards regarding
plagiarism, multiple submissions and other actions. Students are expected to be
familiar with the Code, which can be found at
http://www.vpul.upenn.edu/osl/acadint.html

V. SCHEDULE OF TOPICS, READINGS AND ASSIGNMENTS

Week #1: Jan 18 -. Introduction to Course. Is Psychodynamic

Psychotherapy Evidence Based?

Introduction to course and explanation of assignments.

Discussion of readings.

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Required readings:

Berzoff, J., Flanagan L. M, & Hertz, P. (2011). Why Psychodynamic Theories? Why a
Biopsychosocial Context? In J. Berzoff, L.M. Flanagan & P. Hertz, (Eds.),
Inside out and outside in: Psychodynamic clinical theory and psychopathology in
contemporary multicultural contexts. (3rd ed., pp. 1 - 17). New York: Roman &

Burkeman, O. (2016, January 7). Therapy wars: The revenge of Freud. The Guardian.
Retrieved at http://www.the guardian.com/science/2016/jan/07/therapy-wars-
revenge-of-frued-cognitive-behavioral-therapy.

Seligman, M. E. P. (1995). The effectiveness of psychotherapy: The consumer reports

study. American Psychologist, 50, 965-974.

Shedler, J. (2010). The efficacy of psychodynamic psychotherapy. American

Psychologist, 65, 98-109.

Recommended Reading:

Littlefield.Leichsenring, F., & Rabung, S. (2008). Effectiveness of long-term

psychodynamic psychotherapy: A meta-analysis. Journal of the American
Medical Association, 300, 1551-1565.

Week # 2: Jan 25 - Freud’s Psychoanalytic Concepts

Discussion of readings.

Case presentation by instructor.

Required Readings:

Berzoff, J. (2011). Drive and Beyond: Freud’s psychoanalytic concepts. In J. Berzoff, L.

M. Flanagan & P. Hertz (Eds.), Inside out and outside in: Psychodynamic clinical
theory and psychopathology in contemporary multicultural contexts. (3rd ed.,
pp.18 - 49). New York: Roman & Littlefield.

Freud, S. (1914). Remembering, repeating and working-through. The standard edition of

the complete psychological works of Sigmund Freud, 12, 147-156. London:
Hogarth Press

Applegate, J. S. (2000). Theory as story: A postmodern tale. Clinical Social Work

Journal, 28,141-153.

Suggested Reading:

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Russell, P.L. (2006). The Theory of the crunch. Smith College Studies in Social Work,
76, 9-26.

Week #3: Feb 1 - Structural Theory. Will the Real Freud Please Stand
Up?

Required Readings:

Shamess, G. (2011). Structural theory. In J. Berzoff, L.M. Flanagan & P. Hertz (Eds.),
Inside out and outside in: Psychodynamic clinical theory and psychopathology in
contemporary multicultural contexts. (3rd ed., pp. 50 - 63). New York: Roman &
Littlefield.

Danto, E. A. (2008). “A new sort of salvation army’”: Historical perspectives on the

confluence of psychoanalysis and social work. Clinical Social Work Journal, 37,
67-76.
Lynnn, D.J. & Vaillant, G. E. (1998). Anonymity, neutrality, and confidentiality in the
actual methods of Sigmund Freud: A review of cases, 1907-1939. American
Journal of Psychiatry, 155, 163 – 171.

Week # 4: Feb 8 - Ego Psychology

* Reflective Essay Due*

Case presentation by students

Discussion of readings.

Required Readings:

Freud, A. (1966). The ego and the mechanisms of defense. New York: Norton. pp. 42-
53.

Vaillant, G. E. (2000). Adaptive mental mechanism: Their role in positive psychology.

American Psychologist, 55, (1), 89-98.

Shamess, G. & Shilkret, R. (2011). Ego Psychology. In J. Berzoff, L. M. Flanagan &

Hertz, P. (Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts. (3rd ed., pp. 64-99).
New York: Roman & Littlefield.

Week # 5: Feb 15 - Psychosocial Development: The Theory of Erik

Erickson

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Case presentation by students.

Discussion of case and readings.

Required Readings

Berzoff, J. (2011). Psychosocial ego development: The theory of Erik Erikson. In J.

Berzoff, L. M. Flanagan & P. Hertz (Eds.), Inside out and outside in:
Psychodynamic clinical theory and psychopathology in contemporary
multicultural contexts. (3rd ed., pp. 100 - 122). New York: Roman & Littlefield.

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens
through the twenties. American Psychologist, 55, 269-480.

Henig, R. M. (2010, August 22). What is it about 20 – somethings? New York Times
Magazine, 28.

Gilligan, C. (1982). In a different voice: Psychological theory and women’s

development. Cambridge, MA: Harvard University Press. (pp.5- 23)

Week # 6: Feb 22 - Object Relations Theory

Case presentation by students.

Discussion of case and reading.

Required Readings

Flanagan, L.M. (2011).Object relations theory. In J. Berzoff, L. M. Flanagan & P. Hertz

(Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts (3rd ed., pp. 123 -165).
New York: Roman & Littlefield.

Abrams, J. (2009). What’s reality got to do with it? : Projective processes in adult
intimate relationships. Psychoanalytic Social Work, 16, 126-138.

Applegate, J. S. (2002). Parallel paths: A personal journey to Winnicott and beyond.

Psychoanalytic Inquiry, 22, 510 – 518.

Winnicott, D. W. (1953). Transitional objects and transitional phenomena: A study of

first not-me possessions. In Playing and reality, London: Tavistock.

Week #7: March 1 - The Theory of Self Psychology

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*Reflective Essay Due*
Case presentation by students.

Discussion of case and readings.

Required Readings

Flanagan, L.M. (2011). The theory of self psychology. In J. Berzoff, L. M. Flanagan & P.
Hertz (Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts (3rd ed., pp. 166 - 195).
New York: Roman & Littlefield.

Goleman, D. (1988, November 1). Narcissism looming larger as root of personality woes.
New York Times. Retrieved Feb 15, 2013 from
http://www.nytimes.com/1988/11/01/science/narcissism-looming-larger-as-root-
of-personality-woes.html?pagewanted=all&src=pm

Kohut, H. & Wolf, E. (1978). The disorders of the self and their treatment: An outline.
International Journal of Psycho-Analysis, 59, 413-425.

Week #8: March 15 - Attachment Theory

Case Presentation by students

View film: John, Aged 17 Months, for 9 Days in a Residential Nursery

Discussion of case, film and readings.

Required Readings

Shilkret, R. & Shilkret, C. (2011). Attachment theory. In J. Berzoff, L. M. Flanagan & P.

Hertz, (Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts (3rd ed., pp. 196 – 219).
New York: Roman & Littlefield.

Bowlby, J. (1977). The making and breaking of affectional bonds. British Journal of
Psychiatry, 130, 201-210.

Slade, A. (2000). The development and organization of attachment: Implications for

psychoanalysis. Journal of the American Psychoanalytic Association, 48, 1147-
1174.

Week #9: March 22 - Relational and Intersubjective Theories Part I

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Case Presentation by students

Discussion of case and readings.

Required Readings

Berzoff, J. (2011). Relational and Intersubjective Theories. In J. Berzoff, L. M. Flanagan

& P. Hertz, (Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts. (3rd ed. pp. 249 – 268).
New York: Roman & Littlefield.

Ornstein, E. D. & Ganzer, C. (2005). Relational social work: A model for the future.
Families in Society, 86, 565-572.

Tronick, E. Z. (1989). Emotions and emotional communication in infants. American

Psychologist, 44, 112-119.

Week #10: March 29 - Relational and Intersubjective Theories Part II

*Last Reflective Essay Due*

Case presentation by students

Discussion of case and readings.

Required Readings

Davies, J. M. (2004). Whose bad objects are we anyway?: Repetition and our elusive
love affair with evil. Psychoanalytic Dialogues, 14, 711-732.

Russell, P. (2006) The compulsion to repeat. Smith College Studies in Social Work, 76,
33-49.

Stolorow, R. D. (1994). The intersubjective context of intrapsychic experience. In R.D.

Stolorow, G. E. Atwood & B. Brandchaft (Eds.), The intersubjective perspective
(pp. 3-14). Northvale, NJ: Jason Aronson.

Week #11: April 5 - Transference and Countertransference

Case presentation by students

Discussion of case and readings.

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Freud, S. (1958/1993). Observations on transference-love: Further recommendations on
the technique of psycho-analysis III. Journal of Psychotherapy Practice and
Research, 2, 171-180.

Goldstein, E. G. (1997). To tell or not to tell: The disclosure of events in the therapist’s
life to the patient. Clinical Social Work Journal, 25, 41- 58.

Ringel, S. (2009). The monster within: Countertransference reflections on a gay

adolescent’s struggle with sexual identity. Clinical Social Work Journal, 37, 112-
118.

Schamess, G. (2011). Mutual Transformation in Psychotherapy. Clinical Social Work

Journal, 40, 10-22.

Week #12: April 12 - Psychodynamic Theory and Gender

Case presentation by students

Discussion of case and readings.

Required Readings

Berzoff, J. (2011). Psychodynamic theory and gender. In J. Berzoff, L.M. Flanagan, & P.
Hertz, (Eds.), Inside out and outside in: Psychodynamic clinical theory and
psychopathology in contemporary multicultural contexts. (3rd ed. pp. 269- 285).
New York: Roman & Littlefield.

Brizendine, L. (2006). The female brain (pp. 11-29). New York: Broadway Books.

Faludi, S. (2013, April 15). Death of a revolutionary. The New Yorker, (52- 61).

Franke-Ruta, G. (2013). Why isn’t better education giving women more power? The
Atlantic, 311,(3), 28-29.

Patterson, C. J. (1995). Sexual orientation and human development: An overview.

Developmental Psychology, 31, 3-11.

Week #13: April 19 - Race and Culture in Psychodynamic Theories

Case presentation by students

Discussion of case and readings.

Required Readings

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Mattei, L. (2011). Coloring Development: Race and Culture in Psychodynamic Theories.
In J. Berzoff, L. M. Flanagan & P. Hertz, (Eds.), Inside out and outside in:
Psychodynamic clinical theory and psychopathology in contemporary
multicultural contexts. (3rd ed. pp. 286 - 307). New York: Roman & Littlefield.

Ringel, S. (2000). Close encounters: Exclusion and marginalization as an intersubjective

experience. Smith College Studies in Social Work, 71, 51-59.

Tosone, C. (2005). The guijin therapist and the nature of therapeutic truth: A relational
perspective. Clinical Social Work Journal, 33, 9-19.

Week #14: April 26 - Applying Theory to Practice

*Final Paper Due*

Discussion of readings

Final words

Required Readings

Berzoff, J., Flanagan, L.M., & Hertz, P. (2011). The Bridge: From Theory to Practice. In
J. Berzoff, L. M. Flanagan & P. Hertz, (Eds.), Inside out and outside in:
Psychodynamic clinical theory and psychopathology in contemporary
multicultural contexts. (3rd ed. pp. 308 – 317). New York: Roman & Littlefield.

McWilliams, N. (2004). Psychoanalytic psychotherapy. New York: Guilford. (pp. 27 –

45)

Applegate, J. S. (2004). Full circle: Returning psychoanalytic theory to social work

education. Psychoanalytic Social Work, (11) pp. 23- 36.

Note: This syllabus is meant as a guide. Additional readings and exercises may be
assigned as learning needs arise.

Acknowledgments: Thanks to Lina Hartocollis and Jeffrey Applegate for their help in
designing this syllabus

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