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FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE
Relational Practice with Children, Adolescents and Adults
SWGS6433
TEXTS
Required:
Brandell, J. & Ringel, S. (2007). Attachment and dynamic practice. New York: Columbia
University Press.
Davies, D. (2004). Child development: A practitioner’s guide, Second Edition. New York:
Guilford Press.
Coursepak for SWGS6433. Note: Readings in this Coursepak will be marked with a C. They
will also be found on e-reserve.
Recommended Books:
Aiello, T. (1999). Child and adolescent treatment for social work practice: A relational
perspective for beginning clinicians. New York: Free Press.
Akhtar, S. & Kramer, S. (1997). The seasons of life: Separation-individuation perspectives.
Northvale, NJ: Jason Aronson.
Altman, N. (1995). The analyst in the inner city: Race, class & culture through a psychoanalytic
lens. Hillsdale, NJ: Analytic Press.
Applegate, J. & Bonovitz, J. (1995). The facilitating partnership. Northvale, NJ: Jason Aronson.
Barron, J. & Sands, H. (1996). Impact of managed care on psychodynamic therapy. Madison,
CT: International Universities Press.
Basch, M. (1988). Understanding psychotherapy. New York: Basic Books
(1995). Doing brief psychotherapy. New York: Basic Books.
Bellak, L. (1987). Ego function assessment: A manual. Larchmont, NY: C.P.S. Inc.
Berlin, L., Ziv, Y., Amaya-Jackson, L. & Greenberg, M. (2005). Enhancing early attachments:
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Theory, research, intervention and policy. New York: Guilford.
(1992). Handbook of intensive brief and emergency psychotherapy. 2nd Edition.
Larchmont, NY: C.P.S. Inc.
Blanck, G. & Blanck, R. (1974). Ego psychology: Theory and practice, New York: Columbia
Univ. Press.
Blos, P. (1967). The second individuation process of adolescence. The Psychoanalytic Study of
the Child. 22:162-168.
Bowlby, J. (1982). Attachment. New York: Basic Books.
(1975). Separation: Anxiety and anger. New York: Basic Books.
Brazelton, T. B. (1992). Touchpoints: Your child’s emotional and behavioral development.
Reading, MA: Addison Wesley.
Brenner, C. (1995). An elementary textbook of psychoanalysis. Garden City, NY: Doubleday.
Chethik, M. (2000). Techniques of child therapy: Psychodynamic strategies. New York:
Guilford.
Chodorow, N. (1978). The reproduction of mothering. Berkeley: University of California Press.
Coch, D., Fischer, K. & Dawson, G. (Eds.) (2007). Human behavior, learning, and the
developing brain: Typical development. New York: Guilford.
Davies, J. & Frawley, M. ((1994). Treating the adult survivor of childhood sexual abuse. New
York: Basic Books.
Elson, M. (1986). Self psychology in clinical social work. New York: W.W. Norton.
Erikson, E. (1963). Childhood and society. New York: W. W. Norton.
Freud, A. (1965). Normality and pathology in childhood. New York: International Universities
Press.
(1966). The ego and the mechanisms of defense. New York: International Universities
Press.
Freud, S. (1949). An outline of psychoanalysis. New York: W. W. Norton.
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Gil, E. (1991). The healing power of play: Working with abused children. New York: Guilford.
(1996). Treating abused adolescents. New York: Guilford.
Gilligan, C., Lyons, N. & Hanmer, T. (Eds). Making connections: The relational world of
adolescent girls at Emma Willard School. Cambridge: Harvard University Press.
Goldstein, E. (2001). Object relations theory and self psychology in social work practice. New
York: Free Press.
Goldstein, E. & Noonan, M. (1999). Short term treatment and social work practice. New York:
Free Press.
Goldstein, E. (1995). Ego psychology and social work practice. New York: The Free Press.
Greenberg, J. & Mitchell, S. (1983). Object relations in psychoanalytic theory. Cambridge:
Harvard University Press.
Grossmann, K., Grossmann, K. & Waters, E. (2006). Attachment from infancy to adulthood.
New York: Guilford.
Guntrip, H. (1973). Psychoanalytic theory, therapy and the self. New York: Basic Books.
Harter, S. (1999). The construction of the self: A developmental perspective. New York:
Guilford.
Herman, J. (1992). Trauma and recovery. New York: Basic Books.
Johnson, C. (Ed). (1991). Psychodynamic treatment of anorexia and bulimia. New York:
Guilford.
Jordan, J. (1997). Women’s growth in diversity. New York: Guilford.
Jordan, J., Kaplan, A., Miller, J., Stiver, I. & Surrey, J. (1991). Women’s growth in connection.
New York: Guilford.
Jordan, J., Walker, M. & Hartling, L. (2004). The complexity of connection. New York: Guilford.
Kohut, H. (1977). The restoration of the self. New York: International Universities Press.
Lax, R., Bach, S. & Burland, J. (1980). Rapprochement: The critical subphase of separation3
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individuation. New York: Jason Aronson.
Lazarus, L. (1991). Elderly. In H. Jackson (Ed), Using self psychology in psychotherapy,
Northvale, NJ: Jason Aronson, pp.135-149.
Mahler, M., Pine, F., & Bergmann, A. (1975).The psychological birth of the human infant. New
York: Basic Books.
Martin, D. (2003). Clinical practice with adolescents. Pacific Grove, CA: Brooks/Cole.
McWilliams, N. (1999). Psychoanalytic case formulation. New York: Guilford.
(2004). Psychoanalytic psychotherapy: A practitioner’s guide. New York:
Guilford.
Messer, S. & Warren, C. (1995). Models of brief psychodynamic therapy. New York: Guilford.
Mishne, J. (2002). Multiculturalism and the therapeutic process. New York: Guilford.
(1993). The evolution and application of clinical theory: Perspectives from four
psychologies. New York: The Free Press.
(1986). Clinical work with adolescents. New York: The Fress Press.
Mufson, L., Moreau, D., Weissman, M. & Klerman, G. (1993). Interpersonal Therapy for
Depressed Adolescents. New York: Guilford.
Natterson & Friedman (1995). A primer of clinical intersubjectivity. NY: Jason Aronson.
Pine, F. (1990). Drive, ego, object and self: A synthesis for clinical work. New York: Basic
Books.
(1985). Developmental theory and clinical process. New Haven: Yale University Press.
Rholes, W. & Simpson, J. (2004). Adult attachment: Theory, research and clinical implications.
New York, Guilford.
Rutan, J. & Stone, W. (2001). Psychodynamic group psychotherapy. New York: Guilford.
Safran, J. & Muran, D. (2000). Negotiating the therapeutic alliance: A relational treatment
guide. New York: Guilford.
Sarnoff, C. (1976). Latency. New York: Jason Aronson.
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(1987). Psychotherapeutic strategies in the latency years. New York: Jason Aronson.
Psychotherapeutic strategies in late latency through early adolescence.
Northvale, NJ: Jason Aronson.
Scharff, D. & Scharff, J. (1987). Object relations family therapy. Northvale, NJ: Jason Aronson.
St. Clair, M. (2004). Object relations and self psychology. Belmont, CA: Brooks/Cole.
Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.
Stolorow, R. & Lachmann, F. (1980). Psychoanalysis of developmental arrests. New York:
International Universities Press.
Stolorow, R., Brandchaft, B. & Atwood, G. (1987). Psychoanalytic treatment: An intersubjective
approach. Hillsdale, NJ: The Analytic Press.
Teyber, E. (2000). Interpersonal process in psychotherapy. Belmont, CA: Wadsworth.
Wachtel, P. (1993). Therapeutic communication. New York: Guilford.
Webb, N. (1996). Social work practice with children. New York: Guilford.
White, M. & Weiner, M. (1986). The theory & practice of self psychology. New York: Brunner
Mazel.
Winnicott, D. W. (1975). Through paediatrics to psycho-analysis. New York: International
Universities Press.
(1979). The maturational processes and the facilitating environment. New
York: International Universities Press.
Wolf, E. (1988). Treating the self. New York: Guilford.
(Note: Additional recommended articles will be listed by topic.)
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COURSE REQUIREMENTS
Instructional Expectations
To successfully complete this course, students will be expected to participate in 15 class
sessions of one hour and fifty minutes each and 10 hours of guided instruction.
Guided Instruction:
Students will be able to select from the following list of activities:
Observe an infant or toddler together with a parent or caregiver for one hour. Write a 1-2
page description of your observations (Total = 2 hours).
Observe a group of pre-school children for one hour. Write a 1-2 page description of your
observations (Total = 2 hours).
Observe a group of school-age children for one hour. Write a 1-2 page description of your
observations (Total = 2 hours).
Interview a school-age child or an adolescent for one hour. Write a 1-2 page description of
your observations. (Total = 2 hours).
Interview your supervisor or another experienced clinician and ask them to describe examples
from their practice with adults that illustrate attachment, object-relations, self psychological
or any other relational theory. Write a 1-2 page summary of your interview. (Total = 2
hours).
Interview your supervisor or another experienced clinician and ask them to describe examples
of practice with children or adolescents from a relational perspective. Write a 1-2 page
summary of your interview (Total = 2-3 hours).
View a video, either from the audio-visual collection at Fordham or a commercially available
film, that illustrates practice principles with children, adolescents or adults from a relational
perspective. Write a 1-2 page summary of your observations. (Total = 2-3 hours).
Assignments
There will be four types of assignments:1) 5 logs on readings to be specified during the
semester; 2) a final paper (due at the last class); 3) an in-class quiz; and 4) the summaries of
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guided instruction (described above). The logs will be 2-3 pages each, briefly summarizing –
and highlighting - the main points of the reading. The outline for the paper will be distributed in
class.
Grading
Grading will follow the guidelines of the GSSS. The logs will account for 30% of the
grade, the final assignment for 40%, the quiz for 10%, the summaries of guided instruction for
10%, and the student’s relevant contribution to class discussion for 10%.
Consultation with Professor
Will be indicated at the first class.
COURSE OUTLINE
I. Introduction: Background of Relational Practice
Required:
Brandell & Ringel, Chapters 2 & 3.
Recommended:
Mishne, J.(1993). The evolution and application of clinical theories, Chapter 3.
II. Attachment
Required:
Davies, Introduction and Chapter 1. BE PREPARED TO DISCUSS THE CASE OF ERICA.
Brandell & Ringel, pp.79-104.
C Fraiberg, S., Adelson, E. & Shapiro, V. (1980). Ghosts in the nursery.
NOTE: LOG #1 IS DUE. YOU CAN WRITE ABOUT EITHER THE CASE OF KELLY AND
HER MOTHER FROM DAVIES OR THE “GHOSTS” ARTICLE (ABOVE).
Recommended:
Lewis, M., Feiring, C. & Rosenthal, S. (2000). Attachment over time. Child Development, 71,
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707-720.
Cooper, M, Shaver, P. & Collins, N. (1998). Attachment styles, emotion regulation and
adjustment in adolescence. Journal of Personality and Social Psychology, 74(5), 1380-1397.
Arbona, C. & Power, T. (2003). Parental attachment, self-esteem and antisocial behaviors among
African American, European American, and Mexican American adolescents. Journal of
Counseling Psychology, 50(1), 40-51.
III. Brain Development
Required:
Davies, Chapter 2. BE PREPARED TO DISCUSS THE CASES OF DEONTE MOORE,
YASMIN AND ZUZAN AND THE ROMANIAN ORPHANS.
Brandell & Ringel, pp.100-102.
Recommended:
Siegel, D. (1999). The developing mind: How relationships and the brain interact to shape who
we are. New York: Guilford.
IV. Risk and Protective Factors in Childhood
Required:
Davies, Chapters 3 & 4. BE PREPARED TO DISCUSS THE CASE OF ALEX.
NOTE: LOG #2 IS DUE. WRITE ABOUT THE CASE OF ALAN EMERY IN DAVIES.
Recommended:
Bacon, H. & Richardson, S. (2001). Attachment theory and child abuse: An overview of the
literature for practitioners. Child Abuse Review, 10, 377-397.
Erikson, E. (1963). Childhood and society.
V. Infants and Toddlers
Required:
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Davies, Chapters 5 & 6. BE PREPARED TO DISCUSS THE CASE OF JULIE BRYAN.
Davies, Chapters 7 & 8. BE PREPARED TO DISCUSS THE CASES OF MARCEL AND
KAITLIN.
Recommended:
Oppenheim, D. & Goldsmith, D. (2007). Attachment theory in clinical work with children. New
York: Guilford.
Mahler, M. The psychological birth of the human infant.
Stern, The interpersonal world of the infant.
VI. Preschool and Middle Childhood
Required:
Davies, Chapters 9 & 10. BE PREPARED TO DISCUSS THE CASES OF CARLOS AND
KATY.
Davies, Chapters 11 & 12. BE PREPARED TO DISCUSS THE CASES OF MICHAEL AND
STACEY.
Brandell & Ringel, pp.103-134.
Recommended:
Webb, N. (1996). Social work practice with children.
Gil, E. (1991). The healing power of play: Working with abused children.
Kerns, K. & Richardson, R. (2005). Attachment in middle childhood. New York: Guilford.
Lieberman, M., Doyle, A. & Markiewicz, D. (1999). Developmental patterns in security of
attachment to mother and father in late childhood and early adolescence: Associations with peer
relations. Child Development, 70, 202-213.
Sarnoff, C. (1987). Psychotherapeutic strategies in the latency years.
Psychotherapeutic strategies in late latency through early adolescence.
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VII. Video to be shown in class.
VIII. Adolescents and Adults
Required:
Brandell & Ringel, Chapters 6 & 7.
CSable, P. (2008), What is adult attachment?
IX & X. British and American Object Relations Theory and Practice
Required:
CWinnicott, D., The capacity to be alone.
The theory of the parent-infant relationship
The development of the capacity for concern.
Hate in the countertransference.
CApplegate, J.(1993). Winnicott and clinical social work.
NOTE: LOG #3 IS DUE. WRITE ABOUT ONE OF WINNICOTT’S PAPERS OR THE
APPLEGATE ARTICLE (ABOVE).
Recommended:
Applegate, J. (1997). The holding environment: An organizing metaphor for social work theory
and practice. Smith College Studies in Social Work, 68(1).
Goldstein, E. (1995). Chapters 3-6.
Guntrip, H. (1975). My experience of analysis with Fairbairn and Winnicott. International
Review of Psychoanalysis, 2(145), 145-156.
Mishne, J. (1993). Evolution and application of clinical theory, Chapters 4 & 5.
Blanck, G. & Blanck, R. (1974). Ego psychology: Theory and practice, Chapter 7.
Bellak, L., Ego function assessment: A manual, pp.1-44.
XI. Practice Principles of Self Psychology
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Required:
Brandell & Ringel, pp.73-78.
CChernus, L. (1988). Why Kohut endures.
CMcWilliams (1999). Psychoanalytic case formulation, Chapter 9: Assessing self-esteem.
NOTE: LOG #4 IS DUE. WRITE ABOUT THE Brandell & Ringel READING, THE
CHERNUS ARTICLE OR THE MCWILLIAMS CHAPTER.
Recommended:
Banai, E., Mikulincer, M. & Shaver, P. (2005). “Selfobject” needs in Kohut’s self psychology:
Links with attachment, self-cohesion, affect regulation and adjustment. Psychoanalytic
Psychology, 22(2), 224-260.
Baker, H. & Baker, M. (1987). Kohut’s self psychology: An overview. American Journal of
Psychiatry, 144(1), 1-9.
Beebe, B. & Lachman, F. (1998). Co-constructing inner and relational processes: Self and mutual
regulaton in infant research and adult treatment. Psychoanalytic Psychology, 15(4), 480-516.
Mishne, J. (1993). The evolution and application of clinical theories, Chapter 6.
Pessein, D. & Young, T. (1993). Ego psychology and self psychology in social work practice.
Clinical Social Work Journal, 21(1), 57-70.
Leone, C. (2001). Toward a more optimal self-object milieu: Family psychotherapy from the
perspective of self psychology. Clinical Social Work Journal, 29(3), 269-289.
Elson, M. (2001). Silence, its use and abuse: A view from self psychology. Clinical Social Work
Journal, 29(4), 351-360.
Perez Foster, R. (1999). An intersubjective approach to cross-cultural clinical work. Smith
College Studies in Social Work, 69, 269-291.
Garrett, C. & Weisman, M. (2001). A self psychological perspective on chronic illness. Clinical
Social Work Journal, 119-132.
XI. Relational Practice in Action
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Required:
CBrown, K. & Sorter, D. (2008)., Voice and cure: The significance of voice in repairing early
patters of disregulation.
CMcWilliams, N. (2003). Chapter 9.
CLevy, K., Clarkin, J., Yeomans, F., Scott, L., Wasserman, R. & Kernberg, O. (2006). The
mechanisms of change in the treatment of borderline personality disorder with transference
focused psychotherapy. Journal of Clinical Psychology, 62(4), 481-501.
Recommended:
Fonagy, P. & Bateman, A. (2006). Mechanisms of change in mentalization-based treatment of
BPD. Journal of Clinical Psychology, 62(4), 411-430.
Goldstein, E. (1995), Chapters 7-9, 12.
Martin, D. (2003). Clinical practice with adolescents.
Edwards, J. & Bess, J. (1998). Developing effectiveness in the therapeutic use of self. Clinical
Social Work Journal, 26(1), 89-105.
Pearlman, L. & Courtois, C. (2005). Clinical applications of the attachment framework:
Relational treatment of complex trauma. Journal of Traumatic Stress, 18(5), 449-459.
Herman, J. (1992). Trauma and recovery.
Gil, E. (1996). Treating abused adolescents.
XII. Practice using Integrated Relational Theories
Required:
CFarber, S., (2008). Dissociation, traumatic attachments and self-harm: Eating disorders and
self-mutilation.
CPine, F. (1985). The interpretive moment.
NOTE: LOG #5 IS DUE. WRITE ABOUT EITHER THE PINE ARTICLE OR THE FARBER
ARTICLE (ABOVE).
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Recommended:
St. Clair, M. (2004). Object relations and self psychology. Chapter 10.
Wachtel, P. (1993). Therapeutic communication.
XIII. Women’s Relational Theory
Required:
CMiller, J. (1988). Connections, disconnections and violations.
CSurrey, J., Kaplan, A. & Jordan, J. (1990). Empathy revisited.
CWalker, G. (1995). Supportive counseling for HIV-infected women.
Recommended:
Jordan, J., Women’s growth in diversity, Chapters 1-4.
Collins, B. (1993). Reconstructing codependency using self-in-relation theory. Social Work, 38,
470-476.
Jordan, J., Kaplan, A., Miller, J., Stiver, I. & Surrey, J. (1991). Women’s Growth in Connection.
XIV. Relational Approaches to Brief Treatment
Video to be seen and discussed in class.
Recommended:
Goldstein, E. & Noonan, M. (1999). Short term treatment and social work practice.
Basch, M. (1995). Doing brief psychotherapy.
Gardner (1991). Application of self psychology to brief psychotherapy. Psychoanalytic
Psychotherapy, 8, 477-500.
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FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE
Guide for Grading Policy and Recommended Grade Equivalents
95-100
A
90-94
A-
87-89
B+
83-86
B
80-82
B-
76-79
C+
70-75
C
Below 70
F
Students With Disabilities
Any student with a documented disability (e.g. physical, learning, visual, hearing, psychiatric, etc.) and who has
registered with the Office of Disability Services at 718-817-0655 may be entitled to accommodations. Students
should register with the Office of Disability Services at the beginning of the semester.
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What is Plagiarism?
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Plagiarism is a form of academic dishonesty, which involves using someone else’s written
work or even ideas without giving proper credit or presenting as one’s own, work that has
been partially or wholly prepared by someone else. “Someone else” may be another student,
a published author, a professor, a friend, or a business or on-line service that sells or
distributes such papers or materials. These ideas and words can come from an Internet source,
a newspaper article, an unpublished dissertation, a conference presentation, the popular press
and scholarly journals as well as other sources.
The nature of the “work” most commonly plagiarized is written work. However, it also can
be ideas, concepts, organizational structure, data sets, electronic media, logos and other
graphics.
Plagiarism is considered a form of fraud or lying. One does not have to intentionally attempt
to deceive the reader to be guilty of plagiarism. Plagiarism also can happen inadvertently by
not knowing how and when to cite sources.
Plagiarism prevents students from learning new material and skills. It cheats students of
learning opportunities by not allowing them to be challenged and to grow intellectually.
Examples of plagiarism include:
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Copying someone else’s text verbatim, without using quotation marks and giving credit to the
source. It is no defense to claim one has “forgotten” to do so.
Paraphrasing someone else’s work without giving him or her credit.
Rewriting borrowed material by simply dropping a word here and there, substituting a few
words for others, or moving around words or sentences, without giving proper credit.
With the advent of the Internet, plagiarism has taken two forms:
- Buying a term paper and trying to pass it off as one’s own. [These are
relatively easy to spot.]
- Downloading or cutting and pasting text directly from on-line sources without
giving proper credit.
Copying a classmate’s work or using a former student’s paper. Even copying one sentence
constitutes plagiarism.
Making up a citation or making up data.
Can one plagiarize one’s self?
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Yes! Typically, self-plagiarism takes one of two forms.
- Either the person submits work for a course that was written for a previous course, or she
or he turns in the same paper (or sections of the paper) for two different courses
simultaneously.
Self-plagiarism is considered as serious as plagiarizing someone else’s work.
What are the penalties for plagiarism?
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Plagiarism is not only a serious academic offense, it is also considered to be a breach of
professional ethics. Consequently, the penalties can be quite severe.
The student who plagiarizes can receive a failing grade not only for the assignment, but also
for the entire course. This is up to the discretion of the professor teaching the course.
The matter may also referred to Dean Susan Egan at Lincoln Center. In Tarrytown, the matter
may be referred to Dean Jane Edwards. The Deans determine what other actions to take,
including whether dismissal of the student from the program is warranted. Please refer to the
GSSS Student Handbook for an explanation of the consequences of plagiarism.
Why do some students plagiarize if it can potentially cost them their careers?
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Most students who do plagiarize are not secure with either their knowledge of the material or
their writing skills. They fear receiving a bad grade for the assignment. They consider
themselves as good or excellent students. The thought of receiving a bad grade is emotionally
threatening.
Many students who plagiarize are overwhelmed and have not allotted enough time to
research and write the paper.
Some students who plagiarize do so to save time and effort.
They do not realize that many professors have electronic search engines designed to detect
plagiarism.
How can you maintain your academic integrity and avoid plagiarism?
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Plan your time wisely. Give yourself ample time to research and write your first draft of your paper.
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Know when to use quote marks, single quote marks, and when you may simply give the name
of the author and the date of publication of the source. This means you have to know the
difference between a paraphrase and a quotation. There is a distinct difference.
Have someone who is familiar with academic writing read early drafts of your paper.
Buy a copy of the American Psychological Association’s Publication Manual. This manual
contains the standards that faculty at GSSS adhere to when writing and publishing papers.
Attend APA writing workshops offered at GSSS.
Use the writing clinic at GSSS.
When in doubt as to whether or not you are citing a source properly, consult your course
instructor.
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