Universität Wien

190074 SE Counseling and Counseling Research (2022S)

Psychoanalytische Zugänge zur Untersuchung von Beratungs- und Therapieprozessen

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 04.03. 16:00 - 17:30 Digital (Kickoff Class)
  • Friday 11.03. 09:00 - 17:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Friday 11.03. 17:30 - 19:30 Hörsaal 1 Sensengasse 3a 1.OG
    Seminarraum 4 Sensengasse 3a 1.OG
  • Saturday 12.03. 14:00 - 18:30 Seminarraum 4 Sensengasse 3a 1.OG
  • Friday 20.05. 09:00 - 18:00 Seminarraum 7 Sensengasse 3a 2.OG
  • Saturday 21.05. 09:00 - 13:00 Seminarraum 7 Sensengasse 3a 2.OG

Information

Aims, contents and method of the course

Anna Freud’s first tentative attempts at observing children in the 1920s in Vienna, became a crucial component of the ‘double approach’ which integrated direct child observation with psychoanalytic reconstruction. This 'double approach' gave rise to Anna Freud’s developmental perspective. In setting out principles for assessing childhood disturbance, she shifted the emphasis from clinical symptomatology to interference with normal development. She asserted that the psychopathology of children could only be correctly evaluated against an understanding of age-appropriate or normative development in many areas of psychological growth. She conceptualised the Developmental Lines as a set of useful markers of a child’s normative progress across the whole spectrum of development, against which, pathology could be distinguished. Although the Lines emphasise observable behaviour, they also spell out the internal psychological development required to achieve each step on the Line. Along with the Developmental Lines, she established the Provisional Diagnostic Profile as a multi-perspective framework for assessing all areas of the child’s development, normative as well as pathological functioning. Colleagues of Anna Freud’s modified and updated the Profile to include child development research, neuroscience and attachment theory.ZieleThis seminar aims to support students to gain an in depth understanding of Anna Freud’s developmental approach and the Developmental Lines. Students learn the structure of the Provisional Diagnostic Profile and Anna Freud’s categories of diagnosis. By considering clinical examples, students will learn to apply the Developmental Lines and to construct a Provisional Diagnostic Profile, showing their relevance and usefulness to contemporary clinical practiceMethode der LehrveranstaltungThe following methods will enable the students to engage with the contents of the seminar:- Introduction to the theory through presentations- Short archive video clips of Anna Freud and colleagues discussing their work as well as contemporary video clips- Time allocated for questions and discussions- Continuous feedback

Assessment and permitted materials

- Reading and preparation of literature- Participants will be required to formulate one question or comment which is to be posted on Moodle to form the starting points of discussions in the seminars- Active participation during the seminar- Mandatory attendance - Seminar paper or seminar reflexion

Minimum requirements and assessment criteria

- Mandatory attendance (maximum time of absence: two 'sessions' of 90 minutes. Attention: blocked course) - Active participation during the sessions (20 points)- Contributing to the discussion by formulating one question or comment posted on Moodle to stimulate the discussion (20 points)- Active participation in group work (20 points)- Seminar paper or seminar reflexion (40 points)- The seminar is held in English and the assignments are also required to be carried out in EnglishPunkte- Sehr Gut: > 80 points- Gut: 70-79 points- Befriedigend: 60-69 points- Genügend: 50-59 points- Nicht Genügend: 49- < points

Examination topics

Slides, presentations and work assignments can be found on Moodle

Reading list

For seminar 1 and 2 (12-13.3.2022):Edgcumbe, R. (1983). Anna Freud Child Analyst. International Journal of Psycho-Analysis. 64:427-433Freud, A. (1965). The assessment of normality in childhood, Part II: the concept of developmental lines. In Normality and Pathology in Childhood (Part of chapter 3 pp 62-87). London: HogarthAlso available asFreud, A. (1963) The concept of developmental lines. The Psychoanalytic Study of the Child, vol. XVIII, pp 245-265Also available on PEP archiveEdgcumbe, R. (2000). Anna Freud: A view of development, disturbance and therapeutic techniques (part of Chapter 6 pp 114-130). London: Routledge.Midgley, N. (2012). Developmental psychopathology. In Reading Anna Freud (Chapter 9 pp 130-144). London: New Library of Psychoanalysis.For seminars 3 and 4 (21-22.5.2022):Freud, A. (1965). Assessment of pathology: Assessment by development and its implications. In Normality and Pathology in Childhood (Part of chapter 4 pp 123-147). London: Hogarth.Edgcumbe, R. (2000). Anna Freud: A view of development, disturbance and therapeutic techniques (part of Chapter 5 pp 83-113). London: Routledge.Davids, J. and Green, Viviane and Joyce, A. and McLean, D. (2017). Revised provisional diagnostic profile: 2016. Journal of Infant, Child, and Adolescent Psychotherapy. 16:2, 149-157.Midgley, N. (2012). The assessment and diagnosis of childhood disturbance. In Reading Anna Freud (Chapter 8 pp 118-129). London: New Library of Psychoanalysis.Additional optional literature:Pretorius, I-M. and Malberg, N. (2017). (Eds): Anna Freud’s Legacy: The Revised Provisional Diagnotic Profile (2016): Historical Backdrop and Contemporary Integration. Journal of Infant, Child, and Adolescent Psychotherapy.16:2, 127-186.Pretorius, I-M. (2017). Abklärung eines dreijährigen Knaben durch das 2001 überarbeitete vorläufige diagnostische Profil von Anna Freud. Jahrbuch der Kinder- und Jugendlichen-Psychoanalyse (S.123-137). Brandes & Apsel Verlag: Frankfurt am Main.Pretorius, I-M. (2013). Psychoanalytische psychotherapie eines präödipalen knaben: werden und los lassen, Übergangsprozesse für charmante Prinzen und ihre Therapeutinnen. Jahrbuch der Kinder- und Jugendlichen-Psychoanalyse, (S. 200-221). Brandes & Apsel Verlag, Frankfurt am Main.

Association in the course directory

WM-M15

Last modified: Th 11.05.2023 11:27