Doctoral Program in Clinical Psychology

82907. Theory I: Integrative Foundations of Psychotherapy, Prof. P. Wachtel Spring 2017 Tuesday 2-3:50

Professor: Paul L. Wachtel, Ph.D Email: pwachtel@ccny.cuny.edu, paul.wachtel@gmail.com Phone: (212) 650-5660 Office NAC 8/129 Day and Time: Tuesday 2-3:50 Office Hours: Tuesdays 10 to 12 or By appointment Course Description This course aims to contradict your expectations. It is the first in the program’s theory series, but it is not an “introductory” course. It is a course which attempts to offer an overview of the major points of view in our field, but it is not a “survey” course. Both terms usually imply a kind of simplifying gloss, a spoon feeding of baby food until you are developed enough to eat heartier fare. My aims for this course, however, are much more ambitious. In order to approach the quite varied and at times even contradictory-seeming perspectives in our field from an integrative vantage point, you need in some ways to understand each of the major points of view more deeply than most of their proponents do. You need to get beyond their jargon and their buzz-words and see the substance behind them (and, where appropriate, the lack of substance that is hidden by the jargon). It is only when you understand in great depth the core assumptions of each point of view that you can begin to see clearly where they fit together and where they diverge. Equally importantly, you need to understand the ways in which those assumptions are rooted in values, assumptions, and predilections that are non-empirical but powerfully influential as well as the ways in which they are rooted in different sets of observations that tend to be highlighted by each theoretical perspective. As we will see, proponents of each viewpoint remain committed to their point of view (and opposed to other points of view) in good measure because they each focus upon a different portion of the potentially available observations that are relevant to understanding personality or the therapeutic process. Moreover, as we will see, this commitment is maintained because, in turn, finding their presuppositions seemingly “confirmed” by the particular observations to which their attention is directed, they continue to practice, or to conduct their research, in ways that lead to still more of the very kinds of observations that persuade them to do so still again. A key aim of this course is to enable you to better understand how this self-fulfilling process operates and to be in a better position to think integratively about the range of views and theories in our field. In addressing the challenges that the diversity of viewpoints in our field present, we will consider a range of questions such as: What do proponents of each point of view take to be the essence of their approach? How does each point of view tend to be caricatured or

misperceived by proponents of other points of view? Where are potential convergences and overlaps concealed by the rather different vocabularies employed in each theoretical domain? What observations are most central in persuading proponents of each viewpoint that theirs is the correct approach? How do their clinical and research practices narrow or skew their field of vision in ways that are likely to generate still more of the same kinds of observations and to “protect” them from the observations that are central to theorists and therapists of other persuasions. I will argue that many of the seemingly radical differences between theoretical and therapeutic approaches in our field do not so much reflect real substantive differences about matters that can be resolved by better observations and gains in knowledge as they reflect what is closer to ethnic conflict. That is, psychoanalysts view cognitive-behavioral therapists and cognitive-behavioral therapists view analysts through the lens of stereotypes and “us-them” thinking. Often, much the same kind of thing goes on as well within each large grouping – contemporary Freudians and relationalists, for example, viewing each other through much the same kind of stereotyping and caricaturing. Goals/Objectives The overall aim of the course is to develop your understanding of the way the key approaches to psychotherapy in our field have evolved, to evaluate their often unstated assumptions, their basis in clinical observation and systematic research, and their compatibilities and incompatibilities. We will focus as well on the concrete challenges of actually doing psychotherapy and, through the use of video tapes, role-playing, and other means, enable students to be more skilled and confident in conducting clinical interviews, establishing a therapeutic relationship, and promoting the process of therapeutic change. Course Requirements (1) Weekly email responses to readings (10 % of grade) Each week I want each of you to email me – no later than two days before the scheduled class – at least one question or comment about the assigned readings for that week. You can simply describe a statement or term you don’t understand or would like clarification about; you can question or challenge a point (or, of course, more than one point) in any of the assigned readings, with the idea that I will discuss your challenge to the paper in class. Because your class is larger than previous classes, I am concerned that your having to read so many comments could be burdensome on top of what I realize is a heavy reading list. So in the service of kindness to your fellow students, PLEASE LIMIT YOUR EMAILS TO ONE PARAGRAPH. This will also (usefully) require you to consider what is the really most important issue you want to point to, rather than roaming all over the place. You needn’t worry about being “politic” about what you challenge. First of all, some of the papers are ones that I disagree with myself, and am asking you to read because they represent prominent views that need to be examined closely, not because I endorse them. More

important, you needn’t worry even if you challenge a view I myself hold strongly. In fact, that is what I welcome and value most in our class discussions. You will find that the students I favor are not the ones who try to be clones of my view (and then try to be clones of other faculty members with different views when they are in their classes) but rather the students who, whatever conclusions they finally reach, probe, challenge, and make me — and all of us – think. The contribution of this activity to your grade will depend on the quality of your reflections and comments. But in order to get a good grade for the course, you also need to participate each week, with a maximum of two responses that are delayed past the time of the class associated with the readings. (2) Regular attendance and participation in class discussions (10 % of grade) (3) Course Paper (80 % of grade) First state the general theoretical perspective that at this point most seems to guide your thinking about clinical matters. Provide more than just a label (psychoanalysis, relational theory, CBT, DBT, etc), but at least a page or so of jargon-free prose that captures the key framework that guides your thinking. Put differently, for this part of the paper, state as clearly as you can your own theory of therapy at this point in your development – that is, your understanding of what are the central processes or events that yield therapeutic change. If you think that different kinds of processes or experiences are relevant for different types of patients or different types of presenting complaints, indicate that. Then discuss which aspects of that point of view seem to you most solidly grounded and defensible and which aspects seem to you most questionable or in need of revision or refinement. Do address seriously the strengths and well grounded elements but devote more of your effort to the weaknesses – the ways in which certain clinical observations or systematic empirical research raise questions about your assumptions; the ways in which assertions are made by proponents of this point of view without really addressing these relevant sources of observation; the ways in which its theory is vague, or contradictory, or otherwise problematic. I want you to be grandiose without being pretentious. That is, I do not want you just to review what others have said, but to make your own contribution. That is the “grandiose” part. At the same time, I do not want you to do this by using a lot of jargon and overly abstract or obscure language. I want you to write in clear, accessible, concrete prose. That is the “unpretentious” part. This is not easy. But you were chosen for this program because you seemed to us potentially capable of such contributions. I want you to excite me when I read your papers. The paper should be about 20 pages double spaced (please no playing around with font sizes, using 1 1/2 or 2 1/2 spaces instead of double, changing the margin settings, etc; I’ve used all those tricks myself).

I want you to work very hard on the paper – and to work very hard in the course generally. But I also want – perhaps even more – for you to have fun. Our very first task together will be to create an atmosphere in which we can have intense exchanges while feeling safe, secure, and respected. It will be the responsibility of each of you (as it will be of me) to stick your neck out, play with ideas openly, take risks, think hard. But it will also be your responsibility (and, most certainly mine) to make sure that everyone in the class feels listened to and respected in their struggle with ideas. If we succeed together, it will not feel humiliating to be confused, to not know something, to ask a “stupid” question. Instead, it will feel like you are fulfilling your responsibility to advance our knowledge together by being the one to dare to ask the question that probably half the class would have loved to ask but felt hesitant to Weekly Reading Assignments I will arrange for most of the papers you will have to read to be available to you via dropbox. In the case of books that are still in print and under copyright, you will need to purchase the book. For the Freud readings in the first few weeks, I will not be listing specific publishers or editions. Freud’s work is available in many inexpensive paperback editions from a variety of publishers. Some of these paperbacks are slim volumes that contain single works of Freud, but others combine a number of different papers or monographs. Because you are likely to read other works of Freud in the course of your training, but the degree and specifics of your interest will vary, I leave it to you to select the specific paperback editions that you feel best meet your needs, current and future. Some portion of the readings consists of several books from which we will read different chapters in different weeks. I will give the full bibliographic reference the first time the book appears in the reading list along with an abbreviation in parentheses. Future references to the book further down in the reading list will refer to it just by the abbreviation. Please note that each week, in addition to the assigned readings, there are also listed additional optional readings. I am aware that the assigned readings themselves constitute a heavy commitment, and thus that for most of you, reading the optional readings as well will probably be too much, given your other courses and commitments in the program. But I list these additional readings because they are useful resources for further delving into the topic in the future, and because you may want to look at some of them right now if there is a theme or topic that particularly interests you or in the process of writing your paper.

Week 1. Psychotherapy in context: The historical roots and social and cultural foundations of psychotherapy

In this introductory section of the course, we will look at the origins of psychotherapy in long established cultural and religious traditions (and at how modern, scientifically rooted psychotherapy both follows and departs from those early practices), and also more generally at the relation of psychotherapeutic practice and theory to its cultural context. (In our class discussion, I will draw upon both the assigned readings and the additional optional readings in order to contextualize and expand on our discussion. The additional readings really are optional – I do have at least a dim hold on the reality principle! They are largely designed to provide you with resources to follow up on topics you find of particular interest, whether during the semester or later. But I will draw on them in my own participation in our class discussions.) We will look as well at the reverse perspective – that is, not only the ways in which culture has shaped our theories and therapeutic practices, but also the ways in which our theories of therapy and personality can be used to shed light on significant cultural and social issues. The observations we make as psychotherapists and the theories on which our practices are based can tell us important things about the culture we live in and the assumptions and experiences it privileges or prioritizes. In both respects, the aim is to alert us, as best we can, to the blinders and tunnel vision that inevitably afflict us. This, indeed, is an aim of the entire course. It is the tunnel vision afflicting theorists and therapists of all orientations that makes integration of their varying ideas and practices important, as they overlook important contributions from outside their intellectual and theoretical community, thereby building their theories and practices on a narrower foundation than is optimal and leaving room for creative new syntheses of a wider set of observations and methods.

Nwoye, A. (2010). A psycho-cultural history of psychotherapy in Africa. Psychotherapy and Politics International, 8(1): 26–43. Cushman, P. (1990). Why the self is empty: Toward a historically situated psychology.

American Psychologist, 45, 599-611. Benish, S. G., Quintana, S. & Wampold, B. E. (2011). Culturally adapted psychotherapy

and the legitimacy of myth: A direct-comparison meta-analysis. Journal of Counseling Psychology, May 23, 2011.

Wampold, B. E. (2007). Psychotherapy: The humanistic(and effective) treatment. American Psychologist, 62, 857-873. Optional Additional Readings and Resources for Further Study: The central theme of the additional readings for this unit is that you are not being trained just to be psychotherapists. These readings should stimulate you to think about how else your skills and knowledge as a psychologist can be used to help people beyond direct clinical practice.

Frank, J. D. & Frank, J. B. (1991). Persuasion and Healing, 3rd Edition. Baltimore: Johns Hopkins Univ. Press. Chapters 3, 4, 5, 7 Wachtel, P. L. (1983) The Poverty of Affluence: A Psychological Portrait of the

American Way of Life. New York: Free Press, Wachtel, P. L. (1999). Race in the Mind of America: Breaking the Vicious Circle

between Blacks and Whites. New York: Routledge. Wachtel, P. L. (2003). Full pockets, empty lives: A psychoanalytic exploration of the contemporary culture of greed. American Journal of Psychoanalysis, 63, 101-120. Woolfolk, R. L. The value of psychotherapy. New York: Guilford.

Week 2. The Origins of Modern Psychotherapy: Freudian psychoanalysis: From Trauma to Fantasy In order to know how to integrate features of one approach with those of others and to probe for what is compatible and what incompatible, it is necessary to understand deeply the core assumptions and hidden axioms that have accumulated over the years and that have often continued to direct thinking and practice even after they have “officially” been revised and members of that orientation think they have move beyond them. A central aim of this and the next few sections of the course will be to enable you to examine closely those core assumptions and their continuing impact on contemporary theory and practice. Freud, S. On the psychical mechanism of hysterical phenomena (1893) Freud, S. The defence neuro-psychoses (1894) Freud, S. The aetiology of hysteria (1896) Freud, S. Letter to Wilhelm Fliess, September 21, 1897 Wachtel, P. L. (1997). Psychoanalysis, behavior therapy, and the relational world. (PBTRW) Washington, DC: APA Books Chapters 2-3 Optional Additional Readings and Resources for Further Study: Eagle, M. & Wolitzky, D. L. (1997). Psychoanalytic theories of psychotherapy. In P. L.Wachtel & S. B. Messer (Eds.), Theories of Psychotherapy: Origins and Evolution, pp. 39-96.

Mitchell, S. & Black, M. (1996). Freud and Beyond. New York: Harper Collins, Chap 1 Wachtel, P. L. (2003). The surface and the depths: The metaphor of depth in

psychoanalysis and the ways in which it can mislead. Contemporary Psychoanalysis, 39, 5-26.

Week 3. The Original Core of Freudian Technique: Origins of the “Default Position” and its Impact on Therapeutic Practice to this Day. Note: although the impact of the ideas discussed here is most obvious in the realm of psychoanalytic approaches, in our class discussions we will also look at ways in which it subtly influenced cognitive-behavioral and experiential approaches as well.

Freud, S. (1912). Recommendations for physicians on the psycho-analytic method of treatment

Freud, S. (1913). Further recommendations in the technique of psycho-analysis: On beginning the treatment; the question of the first communications; the dynamics of the cure

Freud, S. (1914). Further recommendations in the technique of psycho-analysis: Recollection, repetition and working through

Wachtel, P. L. (2008). Relational theory and the practice of psychotherapy. (RTPP) New York: Guilford. Chapters 1 and 8.

Wachtel, P. L. (2011). Therapeutic Communication, Second edition. (TC), New York: Guilford. Chapter 2

Westen, D. (1989). Are "primitive" object relations really preoedipal? American Journal of Orthopsychiatry. 59, 331-345.

Optional Additional Readings and Resources for Further Study: Lohse, B. & Newton, P. (1996). Unorthodox Freud. New York: Guilford.

McWilliams, N. (2004). Psychoanalytic Psychotherapy. New York: Guilford. Gill, M. M. (1954). Psychoanalysis and exploratory psychotherapy. Journal of the American Psychoanalytic Association, 2, 771-797. Gill, M. M. (1984). Psychoanalysis and psychotherapy: A revision. International Review of Psycho-Analysis, 11, 161-179. Hoffman, I. Z. (1983). The patient as interpreter of the analyst’s experience. Contemporary Psychoanalysis, 19, 389-422. Hoffman, I.Z. (1996). The intimate and ironic authority of the psychoanalyst's presence. Psychoanalytic Quarterly, 65, 102-136. Wachtel, P. L. You can’t go far in neutral. In Action and Insight, chapter 11 Weiss, J. (1998). Patients' Unconscious Plans for Solving Their Problems. Psychoanalytic Dialogues, 8, 411-428

Compare with Wachtel, P. L. & DeMichele, A. (1998). Unconscious plans, or unconscious conflicts? Psychoanalytic Dialogues, 8, 429-442.

Alexander, F. & French, T. (1946). New York: Ronald Press This enormously important book, though now old enough to collect social security, is still in the process of being assimilated by the psychoanalytic community after years of rejection and misunderstanding (see RTPPP, pp. 220-230. It is now out of print, but I have a photocopy of some of the key chapters for any of you who want to explore it further.

Week 4. A Widening Perspective: Taking into Account Defenses and Character Freud, S. The Ego and the Id Optional Additional Readings and Resources for Further Study:

Shapiro, D. (1965). Neurotic styles. New York: Basic Books.

Shapiro, D. (1989). Psychotherapy of Neurotic Character. New York: Basic Books. Erikson, Erik. Childhood and Society. New York: Norton.

Freud, Anna The Ego and the Mechanisms of Defense. New York: International Universities Press. Reich, W. Character Analysis . New York: Noonday, parts I and II

Greenson, R. (1967). Technique and Practice of Psychoanalysis. New York: International Universities Press.

Mitchell & Black , Freud and Beyond, Chapter 2 Eagle, M. R. (2011). From classical to contemporary psychoanalysis: A critique and

interpretation. New York: Routledge. Week 5. The Relational Turn RTPP, Chapters 2, 3, 4, 6 PBTRW, Chapters 4, 5, 15

Mitchell, S.A. (1984). Object relations theories and the developmental tilt. Contemporary

Psychoanalysis, 20, 473-499. Optional Additional Readings and Resources for Further Study: I am listing more additional readings here than in most sections because (a) the relational point of view is probably the most prominent and widely held perspective in contemporary American psychoanalysis and (b) it is surprisingly underrepresented in our program. I do regularly teach an integrative-relational practicum and, in some years, a course in relational theory. But the overall thrust of the psychodynamic thinking you will learn in the program is not from a relational vantage point. These readings should be a useful resource when you begin to explore the foundations of relational theory more deeply.

Aron, L. (1996). A meeting of minds: Mutality in psychoanalysis. Hillsdale, NJ: Analytic Press.

Benjamin, J. (1990). An outline of intersubjectivity. Psychoanalytic Psychology, 7 (Supplement):, 33-46. Benjamin, J. (2004). Beyond doer and done to: An intersubjective view of thirdness. Psychoanalytic Quarterly, 73, 5-46.

Bromberg, P. M. (1998a). Standing in the spaces : Essays on clinical process, trauma, and dissociation. Hillsdale, NJ : Analytic Press.

Davies, J. M. (1994). Love in the afternoon: A relational reconsideration of desire and dread in the countertransference. Psychoanalytic Dialogues, 4, 153-170.

Hoffman, I. Z. (1998). Ritual and spontaneity in psychoanalysis. Hillsdale, NJ: Analytic Press. Fosshage, J. L. (2003). Fundamental pathways to change: Illuminating old and creating\

new relational experience. International Forum of psychoanalysis, 12, 244-251 Fosshage, J.L. (2003b). Contextualizing Self Psychology and Relational Psychoanalysis. Contemporary Psychoanalysis, 39, 411-448.

Frank, K. A. (2009). Psychoanalytic participation. Hillsdale, NJ: Analytic Press.

Ghent, E. (1989). Credo: The dialectics of one-person and two-person psychologies. Contemporary Psychoanalysis, 25, 169-211. Lyons-Ruth, K. (1998). Implicit relational knowing: Its role in development and psychoanalytic treatment. Infant Mental Health Journal, 19(3), 282-289. Lyons-Ruth, K. (1999). The two-person unconscious: Intersubjective dialogue, enactive relational representation, and the emergence of new forms of relational organization. Psychoanalytic Inquiry, 19, 576-617. Maroda, K. J (1999). Seduction, surrender, and transformation : emotional engagement in the analytic process Hillsdale, NJ : Analytic Press. Maroda, K. J.(2004). The power of countertransference : Innovations in analytic technique (2nd ed., rev. and enl). Hillsdale, NJ : Analytic Press.

Mitchell, S. A. (1988). Relational concepts in psychoanalysis. Cambridge, MA: Harvard University Press. Mitchell, S. A. (1993). Hope and dread in psychoanalysis. New York: Basic Books. Mitchell, S. A. (1997). Relationality: From attachment to intersubjectivity. Hillsdale, NJ: Analytic Press.

Orange, D. M,, Atwood, G. E. & Stolorow, R. D. (1997). Working intersubjectively: Contextualism in psychoanalytic practice. Hillsdale, NJ: Analytic Press. Renik, O. (1993). Analytic interaction: Conceptualizing technique in light of the analyst’s irreducible subjectivity. Psychoanalytic Quarterly, 62, 553-571. Renik, O. (1999b). Playing one's cards face up in analysis: An approach to the problem of self-disclosure. Psychoanalytic Quarterly, 68, 521-539. Safran, J. and Muran, J. C. (2000). Negotiating the Therapeutic Alliance : A Relational Treatment Guide. New York: Guilford

Stern, D. B. (1997). Unformulated experience. Hillsdale, NJ: Analytic Press. Stern, D. N., Sander, L. W., Nahum, J. P., Harrison, A. M., Lyons-Ruth, K., Morgan, A. C., Bruschweiler-Stern, N. and Tronick, E. Z. (1998). Non-interpretive mechanisms in psychoanalytic therapy: The ‘something more’ than interpretation. International Journal of Psychoanalysis , 79, 903-921. Stolorow, R. D. & Atwood, G. E. (1997). Deconstructing the myth of the neutral analyst: An alternative from intersubjective systems theory. Psychoanalytic Quarterly, 66, 431-449 .

Stolorow, R. D., Orange, D. M. and Atwood, G. E. (2001). World horizons: A post- Cartesian alternative to the Freudian unconscious. Contemporary Psychoanalysis., 37:43-61 Week 6. Treating and conceptualizing anxiety: Convergences and divergences between Psychoanalytic and Behavioral Approaches Freud, S. Inhibitions, Symptoms, and Anxiety TC, Chapter 5 RTPP, Chapter 9

PBTRW , chapters 6, 8, 9 Barlow, D. H., Allen, L. B., & Choate, M. L. (2004). Toward a unified treatment for

emotional disorders. Behavior Therapy, 35, 205-230. Boisseau, C. L., Farchione, T. J., Fairholme, C. P., Ellard, K. K., & Barlow, D. H. (2010)

The development of the unified protocol for the transdiagnostic treatment of emotional disorders: A case study. Cognitive and Behavioral Practice, 17, 102-113. Optional Additional Readings and Resources for Further Study: Dollard, J. & Miller, N. (1950). Personality and Psychotherapy. New York: McGraw-

Hill, chapters 10-13, 22 Foa, E.B, & Kozak, M.J. (1986) Emotional processing of fear: Exposure to corrective

information. Psychological Bulletin, 99, 20-35. Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and

panic (2nd ed). New York: Guilford Press. Richard, D. & Lauterbach, D. (2006). Handbook of exposure therapies. New York:

Academic Press. Deacon, B.J. & Abromowitz, J.S. (2004) Cognitive and behavioral treatments for anxiety disorders: A review of Meta-analytic findings. Journal of Clinical Psychology, 60, 429-441. Week 7 From behavior therapy to cognitive and cognitive-behavioral therapy Video: The case of Richard – sessions with Aaron Beck and Donald Meichenbaum PBTRW, Chapter 16

Leahy, R. L.. (2007). Emotional schemas and resistance to change in anxiety disorders. Cognitive and Behavioral Practice, 14, 36-45. Leahy, R. L. (2008). The therapeutic relationship in cognitive-behavioral

therapy. Behavioural and Cognitive Psychotherapy. 36(6), 769-777. Optional Additional Readings and Resources for Further Study:

Wachtel, P. L. (2011). Inside the session: What really happens in psychotherapy. Washington, DC: American Psychological Association, Chapter 1.

Leahy, R. L. & Sookman, D. (Eds.) Treatment Resistant Anxiety Disorders: Resolving Impasses to Symptom Remission. New York: Routledge.

Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema Therapy: A Practitioner’s Guide. New York: Guilford.

Beck, J. S. (2005). Cognitive Therapy for Challenging Problems: What to Do When the Basics Don't Work. New York: Guilford.

Week 8. Affect, Acceptance, and Construction: The continuing evolution of CBT and the Convergence with Psychodynamic, Experiential, and Systemic Therapies Linehan, M. (1998). An illustration of dialectical behavior therapy. In Session: Psychotherapy in Practice, 4 (2), 21-44. Turner, R. M., Barnett, B. E. & Korslund, K. E. (1998) The application of dialectical

behavior therapy to adolescent borderline clients. In Session: Psychotherapy in Practice, 4 (2), 45-66. Hayes, S. C. (2004). Acceptance and commitment therapy and the new behavior

therapies: Mindfulness, acceptance, and relationship. In Hayes, S. C.., Follette, V. M. & Linehan, M. M. (Eds.) Mindfulness and Acceptance: Expanding the Cognitive-Behavioral Tradition,. New York: Guilford.

Neimeyer, R. & Mahoney, M. (1999). Constructivism in psychotherapy. Washington, DC: APA Books, Chapters 2, 3, 5, 9,14 (out of print - chapters to be distributed) Schechter, M. (2007). The patient's experience of validation in psychoanalytic treatment. Journal of the American Psychoanalytic Association, 55:105-130. Optional Additional Readings and Resources for Further Study: Mahoney, M. J. (Ed.) (1995). Cognitive and constructive psychotherapies:

Theory,research, and practice. New York: Springer. Neimeyer, R. A. (2009). Constructivist Psychotherapy: Distinctive Features.

Washington, DC: APA Books. Neimeyer, R. A. & Mahoney, M. J. (eds.) Constructivism in psychotherapy.

Washington, DC: APA Books. Hoffman, I.Z. (1991). Toward a social-constructivist view of the psychoanalytic

situation. Psychoanalytic Dialogues, 1, 74-105. Hoffman, I.Z. (1992). Some practical implications of a social-constructivist view of the psychoanalytic situation. Psychoanalytic Dialogues, 2, 287-304. Week 9. Integrating psychodynamic exploration and active intervention PBTRW, Chapters 7-11, 14 Wachtel, P. L. (1991). From eclecticism to synthesis: Toward a more seamless psychotherapeutic integration. Journal of Psychotherapy Integration, 1, 43-54. OptionalAdditional Readings and Resources for Further Study:

Shapiro, F. (1999). Eye movement desensitization and reprocessing (EMDR): Clinical and research implications of an integrated psychotherapy treatment. Journal of Anxiety Disorders, 13, 35–67.

Wachtel, P. L. (2002). EMDR and psychoanalysis. In F. Shapiro (Ed.), EMDR as an

integrative psychotherapy approach: Experts of diverse orientations explore the paradigm prism (pp. 123-150).. Washington, DC: American Psychological Association.

Arkowitz, H. (1997). Integrative theories of therapy. In Wachtel & Messer (Eds.) , Theories of Psychotherapy: Origins and Evolution.(pp. 227-288)

Frank, K. A. (1990). Action techniques in psychoanalysis. ContemporaryPsychoanalysis, 26, 732-756.

Frank, K. A. (1992). Combining action techniques with psychoanalytic therapy. International Review of Psycho-Analysis, 19, 57-79.

Gold, J. (1996). Key Concepts in Psychotherapy Integration. New York: Plenum. Other valuable resources containing a large number of articles and chapters relevant to issues of psychotherapy integration are: (1) all issues of the Journal of Psychotherapy Integration (2) Norcross, J. & Goldfried, M. (2005). Handbook of Psychotherapy Integration, 2nd Edition. New York: Oxford University Press (3) Gold, J. & Stricker, G. (Eds.) (2006), Case Studies in Psychotherapy Integration. Washington, DC: APA Books (4) Bresler, J. & Starr (K.) (Eds.) (2015). Psychotherapy integration and relational psychoanalysis (pp. 282-302). New York: Routledge. Week 10: Integrating Systemic and Emotion-Focused Approaches Video: Dawn : Sessions with Paul Wachtel and Leslie Greenberg

PBTRW, Chapter 17 RTPP, chapter 10

Pos, A. e. & Greenberg, L. S. (2007). Emotion-focused therapy. The transforming power of affect. Journal of Contemporary Psychotherapy. Special Issue: Contributions of humanistic psychotherapies to the field of psychotherapy, 37(1), 25-31.

Elliot, R. & Greenberg, L. S. (2007). The essence of process-experiential/emotion- focused therapy. American Journal of Psychotherapy; 61, 3, 241-254.

Greenberg, L. S. & Goldman, R. N. (2008). The dynamics of emotion, love and power in an emotion-focused approach to couple therapy. Person-Centered and Experiential Psychotherapies. 7(4), 279-293.

Optional Additional Readings and Resources for Further Study:

Fraenkel, P. & Pinsof, W. M. (2001). Teaching family therapy-centered integration: Assimilation and beyond. Journal of Psychotherapy Integration, 11(1), 59-85.

Wachtel, E. F. & Wachtel, P. L. (1986). Family dynamics in individual psychotherapy: A guide to clinical strategies. New York: Guilford.

Wachtel, E. F. (1994). Treating troubled children and their families. New York: Guilford.

Gerson, M. J. the embedded self: An integrative psychodynamic and systemic perspective on couples and family therapy, second edition. New York: Routledge.

Greenberg, L. S. (2011). Emotion-focused therapy.. Washington, DC: American Psychological Association.

Greenberg, L. S. & Goldman, R. N. (2008). Emotion-focused couples therapy: The\ dynamics of emotion, love, and power. Washington, DC,: American Psychological Association.

Week 11. “The Talking Cure” – What Do We Say? How Do We Establish Appropriate Rapport?

In discussing the issues in these last few weeks of the course, in addition to the readings we will also draw upon close scrutiny of a video of my session with a patient named Louise. For those interested, further discussion of this session and others, and further illustration of the ways that the principles examined in the last five units are manifested in the transcripts of therapy sessions can be found in Wachtel, P. L. (2011). Inside the session: What really happens in psychotherapy. Washington, DC: APA Books.

TC, chapters 1, 5, 6 Wile, D. B. (1984). Kohut, Kernberg, and accusatory interpretations. Psychotherapy: Theory, Research and Practice, 21, 315-329.

Optional Additional Readings and Resources for Further Study: Wile, D. B. (1985) Psychotherapy by precedent: Unexamined legacies from pre-1920 psychoanalysis. Psychotherapy, 22, 793-802. Safran, J. and Muran, J. C. (2000). Negotiating the therapeutic alliance : A relational treatment guide. New York: Guilford, chapters 1 and 2 Horvath, A. O. & Greenberg, L. S. (Eds.) (1994). The Working Alliance: Theory, Research, and Practice. New York: Wiley.

Norcross, J. C.. (2002) (Ed.), Psychotherapy relationships that work: Therapists contributions and responsiveness to patients. New York: Oxford University Press. Norcross, J. C. (2010). The therapeutic relationship. In Duncan, B. L., Miller, S. D., Wampold, B. E., & Hubble, M. A. (es.), The heart and soul of change: Delivering what works in therapy (2nd ed.). (pp. 113-141). Washington, DC: American Psychological Association. Special issue: Evidence-based psychotherapy relationships. Psychotherapy (March 2011, Vol. 48, No. 1) Week 12. Facilitating change by building on the patient’s strengths TC, chapters 9, 10 Linehan, M. (1994) Acceptance and change: The central dialectic in psychotherapy. In N. Jacobson, V. Follette, & M. Dougher (Eds.), Acceptance and change in psychotherapy. Reno, NV: Context Press, 73-86. Wachtel, E. F. (2001). The language of becoming: Helping children change how they

think about themselves. Family Process, 40, 369-384.

OptionalAdditional Readings and Resources for Further Study: Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2003). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Gendlin, E. (1998). Focusing-oriented psychotherapy: A manual of the experiential

method. New York: Guilford. chapters 2-5 Cordova, J. & Kohlenberg, R. (1994). Acceptance and the Therapeutic Relationship. In N. Jacobson, V. Follette, & M. Dougher (Eds.), Acceptance and change in

psychotherapy. Reno, NV: Context Press,. Greenberg, L. (1994). Acceptance and Experiential Therapy. In N. Jacobson, V. Follette, & M. Dougher (Eds.), Acceptance and change in psychotherapy. Reno,

NV: Context Press,. Jacobson, N. S. & Christensen, A. (1996). Integrative couple therapy: Promoting acceptance and change. New York: Norton. Week 13 – Attribution, Reframing, and the Reconfiguration of Meaning TC, chapters 11, 12 Optional Additional Readings and Resources for Further Study: Schafer, R. (1992). Retelling a life: Narration and dialogue in psychoanalysis. New York: Basic Books. Spence, D. P. (1984). Narrative truth and historical truth. New York: W. W. Norton. White, M. & Epston, D.(1990). Narrative Means to Therapeutic Ends. New York:

Norton. White, M. (2007). Maps of narrative practice. New York: Norton. Angus, L. E. & McLeod, J. (2003). The handbook of narrative and psychotherapy: Practice, theory and research. Thousand Oaks, CA: Sage. Week 14- Anonymity vs. Self-disclosure TC. Chapter 13. RTPP, Chapter 11 Renik, O. (1995). The ideal of the anonymous analyst and the problem of self-

disclosure. Psychoanalytic Quarterly, 64:466-495 Renik, O. (1999). Playing one's cards face up in analysis. Psychoanalytic Quarterly,

68:521-539 Optional Additional Readings and Resources for Further Study:

Frank, K. (1999). Psychoanalytic Participation. Hillsdale, NJ: Analytic Press, Chapters 6-8.

Burke, W. (1992). Countertransference disclosure and the asymmetry/mutuality dilemma. Psychoanalytic Dialogues, 2, 241-271.

Burke, W. & Tansey, M. (1991). Countertransference disclosure and models of therapeutic action. Contemporary Psychoanalysis, 27, 351-384.

Week 15 . Resistance and the process of working through TC, chapter 14

RTPP, Chapter 12 Aron, L. (1991). Working through the past--working toward the future. Contemporary

Psychoanalysis, 1991, 27, 81-109. Recommended Additional Readings and Resources for Further Study: In Session: Psychotherapy in Practice (1995), Vol. 2, No. 1. Special issue on “Resistance

to Change in Psychotherapy” Greenson, R. (1967). The problem of working through. In Greenson, Explorations in Psychoanalysis (p. 255-267). Madison, CT: International Universities Press. Fosha, D. (2000). The transforming power of affect: A model for accelerated change.

New York: Basic Books. Wachtel, P. L. (2009). Knowing oneself from the inside out, knowing oneself from the

outside in: The “inner” and “outer” worlds and their link through action. Psychoanalytic Psychology, 26, 158-170.