Psychodynamic Psychotherapy Johns Hopkins

Psychodynamic Psychotherapy Johns Hopkins – Syllabus

This one credit, Psychodynamic Psychotherapy – Johns Hopkins course, is devoted to teaching mental health counseling graduate students the basic concepts of psychodynamic psychotherapy.  A special focus is placed on understanding the dynamic unconscious, transference, countertransference, defense mechanisms and case conceptualization. An array of “hands on” approaches including, role play and videos, help explicate these concepts.

This is a 2 day, Saturday, course is  from 9:00 – 4:30 with a hour break for lunch. It meets at the Johns Hopkins Columbia campus.

The course is open to Johns Hopkins graduate students in mental health counseling as well as others:   Those interested should contact the mental health counseling program in the Johns Hopkins School of Education.

Learn more about the Johns Hopkins instructor, Dr. Lynn Friedman, in this Johns Hopkins article.

Psychodynamic Psychotherapy Syllabus

Here’s the psychodynamic psychotherapy Johns Hopkins course syllabus from last year.

Course Description: This course provides a rudimentary framework for beginning to learn and apply the primary tenants of a psychodynamic counseling approach. What are the key concepts of psychodynamic counseling? How do psychodynamic counselors approach and structure a psychodynamic interaction?

This class will have three foci. First, it will describe and demonstrate several key psychodynamic concepts, including: the unconscious, transference, countertransference, conflict, and defense. Second, it will examine the therapeutic frame for psychodynamic counseling. That is, it will examine how counselors establish a structure for an effective psychodynamic therapy. Specifically, we will discuss, conveying an analytic attitude (a non-judgmental atmosphere which encourages curiousity about one’s inner workings), confidentiality, safety, appointment setting, patient and therapist lateness and no shows, establishing and setting fees and attention to boundaries. Third, we will examine the question of for whom psychodynamic therapy and/or psychoanalysis is the treatment of choice. And, we will talk about steps that students can take to become more proficient psychodynamic counselors.

Role play demonstrations, interviews with real psychoanalysts, working in dyads, hearing case material, clinical readings, didactic exercises and in-class discussions are used to help students develop a preliminary understanding of psychodynamic concepts and therapy. The primary focus is of this course to help the counselor to develop a preliminary understanding of how this approach is used in the treatment setting.

Course Objectives:

• The counselor will learn what is meant by the unconscious and about the notion of unconscious conflict and will be able to give examples of it.
• The counselor will learn about transference and be able to give examples of it.
• The counselor will learn about countertransference and will be able to give examples of it.
• The counselor will learn about resistance and defense and will be able to give examples of it.
• The counselor will develop an understanding about what is meant by the therapeutic frame.
• The counselor will read about, talk about (with experienced analysts) and discuss in class many of the critical ingredients of the therapeutic frame, including: establishing a safe, open and confidential atmosphere, boundaries around time and money, separating one’s own needs from those of the patient, and, related concepts.
• The counselor will develop a bit of exposure as to how psychodynamic clinicians conceptualize patient psychodynamics.
• The counselor will maintain confidentiality
• The counselor will become familiar with the question of: for whom is psychodynamic therapy and/or psychoanalysis appropriate and useful and for what sorts of people or problems is it not useful?
• The counselor will demonstrate their understanding of these concepts in class and in the assignments.
• The counselor will learn what steps they can take if they wish to learn more about this way of thinking when they graduate.