Universität Wien
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190073 SE Processes of Development in Counseling and Psychotherapy (2022S)

Psychoanalytische Kinderpsychotherapie und beratende Elternarbeit

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. 17:45 - 19:15 Digital (Kickoff Class)
  • Saturday 12.03. 09:00 - 12:30 Seminarraum 4 Sensengasse 3a 1.OG
  • Sunday 13.03. 09:00 - 17:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Saturday 21.05. 14:00 - 18:30 Seminarraum 4 Sensengasse 3a 1.OG
  • Sunday 22.05. 09:00 - 17:00 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Starting in Vienna in the 1920s, Anna Freud’s first tentative attempts at observing children became a crucial component of the ‘double approach’ which integrated direct child observation with psychoanalytic reconstruction. This enabled the detailed study of unfolding developmental processes and the construction of a theory of normative as well as pathological child development. Her identification of disturbances that were developmental rather than neurotic led to the broadening of child analysis. The distinction between these two childhood pathologies led her to postulate that different therapeutic techniques were required for each. She thought that 'pure analysis' (classical psychoanalytic techniques) was appropriate and helpful for childhood neurosis, while 'child analysis' or what became known as 'developmental help' or 'developmental therapy' was appropriate and helpful for children with developmental psychopathology. Since children, especially young children, are still dependent on their parents, working with the parents is an essential part of child psychotherapy.ZieleThis seminar aims to support students to gain an in depth understanding of Anna Freud’s developmental approach and the structuring of the psyche. Students learn to distinguish developmental disorders from neurotic disorders. By considering clinical examples, students will learn to distinguish classical psychoanalytic techniques from developmental therapy techniques. A special focus will be the therapeutic parent-toddler groups as an example of psychoanalytic intervention that is predominantly developmental therapy and that involves the parent and child.Methode 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

Freud, A. (1992). The unconscious. In The Harvard lectures (Chapter 1 pp 5-19). London: Karnac.Freud, A. (1992). Ego and id. In The Harvard lectures (Chapter 2 pp 21-35). London: Karnac.Freud, A. (1965). The psychoanalytic view of childhood: long-distance and close-up. In Normality and Pathology in Childhood (Chapter 1 pp 3-24). London: Hogarth.Edgcumbe, R. (1965). The history of Anna Freud’s thinking on developmental disturbances. Bulleting of the Anna Freud Centre, 18:21-34. Available on PEP archiveHurry A. (1998). Psychoanalysis and developmental therapy. In: Psychoanalysis and developmental therapy. Psychoanalytic Monograph 3, AFC and UCL (Chapter 2 pp 32 -73). London: Karnac Books.Published in German by Brandes & Apsel VerlagFreud, A. (1965). The relations between child analysis and adult analysis. In Normality and Pathology in Childhood (Chapter 2 pp 25-53). London: Hogarth.Freud, A. (1965). The therapeutic possibilities. In Normality and Pathology in Childhood (Chapter 6 pp 213-235). London: Hogarth.Edgcumbe, R. (2000) Psychopathology and therapeutic techniques. In Anna Freud. (Chapter 7 pp 160-195) London: RoutledgeZaphiriou Woods, M and I-M Pretorius (2016) Observing, playing and supporting development: Anna Freud’s parent-toddler groups past and present. Journal of Child Psychotherapy, 42(2): 135-151. Additional optional literature:Freud, A. (1973) A psychoanalytic view of developmental psychopathology. In Psychoanalytic Psychology of Normal development. (Chapter 4 pp 57-74) London: Hogarth.Edgcumbe, R. (1983). Anna Freud Child Analyst. Int. J. Psycho-Anal. 64:427-433Midgley, N. (2012) Child analysis and developmental therapy. In Reading Anna Freud (Chapter 10 pp 145-165). London: New Library of Psychoanalysis.Zaphiriou Woods, M and I-M Pretorius (Eds) Parents and toddlers in groups: a psychoanalytic developmental approach. Routledge: London and New York (2011)Also published in German as:Eltern-Kind-Gruppen: Psychoanalytische Entwicklungsfroschung un Praxisbeispiele. Brandes & Apsel Verlag, Frankfurt am Main (2013)Pretorius, I-M (2006) This is not about a game of chess - Analysis of a pre-adolescent boy who was highly resistant to therapy. Child Analysis, 17: 81-107

Association in the course directory

M7.3

Last modified: Th 11.05.2023 11:27