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Psychodynamic Therapies 2017/2018

  • 4 ECTS
  • Taught in Portuguese
  • Continuous Assessment


1. Know the unity and multiplicity of psychoanalytic / psychodynamic theoretical system.
2. Critically evaluate the contribution of Freud, Jung and Adler for the constitution of psychoanalysis and psychodynamic therapies.
3. Relate and contrast the various post-Freudian generations to deepen the meaning of heterodoxies and theoretical inflections within psychoanalysis.
4. Understanding of the theoretical and practical point of view, the psychodynamic concepts related to psychological functioning (either the normal or pathological), therapeutic techniques and socio-emotional development processes.
5. Training skills interview practice, diagnosis and psychodynamic therapy with children and adults with special emphasis on dynamic brief interventions.
6. Evaluate the theoretical and epistemological foundations of Dynamic Therapies as well as its efficacy, empirically validated.

Recommended Prerequisites

Students are supposed to master fundamental knowledge on Psychoanalysis and psychodynamic theories of personality.

Teaching Metodology

We will use lecturing methods with an inductive approach for theoretical issues, articulated with individual research on clinical texts of the main psychodynamic authors. Deepening of the contents will be made through case studies (both actual and hypothetical cases), complemented with theoretical and empirical-clinical research carried out by students. As for the training of interview , diagnostic and therapeutic planning skills, we will engage in role-play exercises and analysis of clinical videos with simulation of clinical supervision and intervision meetings.

Body of Work

1.Freud's psychological subject
1.1 Psychic apparatus: topological model
1.2 Psychosexual development: stages and processes
1.3 Psychodynamic psychopathology: etiology and diagnosis
1.4 Psychoanalytic Therapy: Principles and techniques
2.Jung and Spielrein: individual and collective Unconscious
3.Adler: psychoanalysis of interpersonal relations
4.Child Psychoanalysis
4.1 A.Freud, Klein, and Winnicott
4.2 Attachment and Object Relations: Fairbairn, Bowlby, Ainsworth, Guntrip
5.Self and intersubjectivity: Kohut, Stern
6.Group psychodynamic therapy: Moreno and Bion
7.Lacan: return to Freud and theoretical revolution
8.Feminist Psychoanalysis: Horney, Irigaray and Kristeva
9.Psychoanalysis and critique of culture: Sullivan and Fromm
10.Theoretical and epistemological assessment of Psychoanalysis
10.1 Popper and Grunbaum
10.2 Historical truth and narrative truth: ethical and clinical implications
11.Therapeutic effectiveness: meta-analytic studies
12. Case studies

Recommended Bibliography

Baker, K., & Brandell, J. (Eds.)(2013).Child and adolescent psychotherapy and psychoanalysis. NY: Routledge.
Binder, J. L., (2010).Key competencies in brief dynamic psychotherapy. NY: Guilford.
Chemama, R. (dir.)(1993).Dictionnaire de la psychanalyse. Paris: Larousse.
Coburn, W. (2014).Psychoanalytic Complexity. NY: Routledge.
Freud, S. (1996).Obras completas de Sigmund Freud. Rio de Janeiro: Imago.
Lacan, J. (1986).Os escritos técnicos de Freud. Lisboa: D.Quixote.
Malpique, C.(2010).Pais/filhos em consulta psicoterapêutica. Porto: Afrontamento.
Marcelli, D., & Braconnier, A.(2005).Adolescência e psicopatologia. Lisboa: Climepsi.
Sayers, J.(1993).Mothers of Psychoanalysis. NY:Norton.
Sharp, D.(1997).Léxico junguiano. SPaulo: Cultrix.
Summers, R.,& Barber, J.(2010).Psychodynamic therapy. NY: Guilford.
Symington, J. & Symington, N.(2014).Pensamento clínico de Bion. Lisboa: Climepsi.
Winnicott, D.(2005).Playing and reality. NY:Routledge.

Complementary Bibliography

Bateman, A., Brown, D., & Pedder, J. (2003).Princípios e prática das psicoterapias. Lisboa: Climepsi.
Bateman, A. & Holmes, J. (1998). Introdução à psicanálise. Lisboa: Climepsi.
Bion, W. (1965). Transformations. London: Karnac.
Braconnier, A. (2000). Psicologia dinâmica e psicanálise. Lisboa: Climepsi.
Horney, K. (1967). Feminine Psychology. NY: Norton.
Lacan, J. (1978). Le séminaire: Livre II, Le moi dans la théorie de Freud et dans la technique de la psychanalyse. Paris: Seuil.
Laplanche, J. e Pontalis, J.-B. (1985). Vocabulário de Psicanálise. Lisboa: Moraes Editores.
Mijolla, A. & Mijolla-Mellor, S. (2002). Psicanálise. Lisboa: Climepsi.

Weekly Planning

1st WEEK
1. The psychological subject according to Freud
1.1 Psychic apparatus: the two topological models
1.2 Phases of psychosexual development: stages and processes

2nd WEEK
1.3 Psychodynamic psychopathology: etiology and diagnosis
1.4 Psychoanalytic Therapy: Principles and techniques

3rd WEEK
2. Jung and Spielrein: individual and collective Unconscious
3. Adler: psychoanalysis of interpersonal relations

4th WEEK
4. Child Psychoanalysis:
4.1 A. Freud, Klein Winnicott
4.2 Attachment and Object Relations: Fairbairn, Bowlby, Ainsworth, Guntrip

5th WEEK
5. Psychoanalysis of self and intersubjectivity: Kohut, Stern
6. Psychodynamic therapy in groups: Moreno and Bion

6th WEEK
7. Lacan: return to Freud and theoretical revolution
8. Feminist psychoanalysis: Horney, Irigaray and Kristeva

7th and 8th WEEK
Simulation exercises of psychodynamic therapeutic consultations

9th WEEK
9. Psychoanalysis and critique of culture: Sullivan and Fromm
10. Theoretical and epistemological evaluation of Psychoanalysis
10.1 Criticism of Popper and Grunbaum

10th WEEK
10.2 The historical truth and narrative truth: ethical and clinical implications

11th WEEK
11. The therapeutic effectiveness: meta-analysis studies
12. Case studies

12th WEEK
12. Case studies (cont.)

13th-15th WEEK
Presentation of theoretical and empirical research carried out by students

Demonstration of the syllabus coherence with the curricular unit's objectives

In line with the hierarchy of objectives, we will proceed to a selection and sequencing of contents that begin by addressing the "orthodox", Freudian conception of the psychic apparatus, psychosexual development, psychopathology, and therapeutic intervention, relating Freud's model with the first generation of psychoanalysis, especially the two most striking and fertile dissenting personalities, Jung and Adler. On this historical and theoretical basis, which meets objectives 1-3, we will develop a more systematical study of the major psychodynamic schools to provide students with cognitive and operational tools for psychodynamic therapy practice, whether with children or with adults (Objectives 4-5). Finally, the last course program topics are devoted to the theoretical and practical assessment of dynamic therapies, including ethical issues, with a view to acquiring consulting skills.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

Through a lecturing method we aims to consolidate knowledge on the history of psychodynamic movement, its main concepts, the conceptualization of mental illness, as well as the technical and therapeutic processes. With the presentation and discussion of in-depth theoretical research and clinical cases it is intended that students develop skills in order to criticize and apply theoretical principles. Finally, by analyzing videos, transcripts of consultation, and by engaging in role-play exercises, we aim to train the practical, key skills for psychodynamic therapeutic intervention.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Adapting to new situationsYesYes
Analytical and synthetic skillsYesYes
Balanced decision makingYesYes
Commitment to effectivenessYesYes
Commitment to qualityYesYes
Ethical and responsible behaviourYesYes
Event organization, planning and managementYesYes
Foreign language proficiencyYes 
Information and learning managementYesYes
IT and technology proficiencyYes 
Problem Analysis and AssessmentYesYes
Relating to othersYesYes
Research skillsYesYes
Understanding multiculturalism and valuing diversityYesYes
Written and verbal communications skillsYesYes
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