Teaching Pragmatic Psychodynamic Psychotherapy to Graduate Social Work Students

Debora Schneller, Rana Duncan-Daston, & Cynthia SchulzRadford University

Teaching Pragmatic Psychodynamic Psychotherapy to Graduate Social Work Students

Debora Schneller, Rana Duncan-Daston, & Cynthia SchulzRadford University

Abstract

• A social work elective was developed that focused on teaching fundamental concepts of psychodynamic psychotherapy

• Drawing on Kolb’s theory of experiential learning, the course integrated theory and practice. Students learned the pragmatic psychodynamic psychotherapy model and applied theoretical constructs through multiple components:

• *Developing a case study for a role-play and a psychodynamic formulation for the case;

*Conducting a videoed role-play of an assessment and an intervention session;

*Journaling about how they were applying course concepts

• Outcomes were positive overall. Self-efficacy was developed on every identified competency.

• Suggestions are provided to strengthen course outcomes based on the data collected.

Teaching Challenges

• Limited space in curriculum for psychotherapy electives• Demonstrate relevance of psychodynamic theory to modern

social work practice• Demonstrate that although psychodynamic psychotherapy is

one of a plurality of approaches, it is one that makes unique contributions

• Create a supportive learning environment to lower anxiety and learn how to apply a complex approach

Pedagogical Concerns & Theory

• Instructors must create a safe, containing environment in which it is acceptable to experiment and make/analyze mistakes

• Major concepts within psychoanalytic theories should be explained and applied to practice situations

• One study showed that students found it helpful to observe an experienced therapist, over a period of time (Goin, Burgoyne, Kline,Woods, & Peck.(1976)

• Kolb’s experiential learning recommends that learners need four particular aspects of learning in order to be most effective: “concrete experience, abstract conceptualization, reflective observation, active experimentation” (paraphrased,1984, p. 30).

Results

• Improved self-efficacy at the six week mark:• establishing a holding environment, • conducting an assessment • identifying relevant problems• recognizing strengths and defenses• creating a psychodynamic formulation • monitoring counter-transference • recognizing transference:

• Competencies for which the students took longer:• using clarification and interpretation• recognizing how to clarify boundaries• planning for termination.

• Required the full eleven weeks:• goal setting.

• Representative qualitative statements about the course include:

• “I gained a new perspective into traditional therapy”• “This might be the most helpful theory or practice

class I have had”• “...It has intrigued me to learn more about this

theory and consider it for future practice”• “ (The) psychodynamic approach is about treating

and understanding the actual problem, not just the manifest symptoms. I think, long term, this is about as important as any other aspect of social work.”

• “I felt like (this is) the foundation for all other models and techniques I have learned. If I had taken this course earlier on, I would have gotten more out of the other theory and practice classes.”

Conclusion & Implications

• Limitation of the study is that it is not possible to generalize due to the small sample size

• Positive student response overall - combining experiential pedagogical strategies and Summer and Barbars’ pragmatic model (2010) enabled these graduate social work students to experience self-efficacy in the identified core competencies

• Pedagogical strategies that were valued: the book was well received; discussion of application of psychodynamic concepts in Master videos and “In Treatment” video series involving sessions in two cases (carefully selected); creating a unique case study; videoed role-plays (applied Kolb’s theory well) and detailed instructor feedback; psychodynamic formulation assignment

• Pedagogical changes moving forward: a specific assignment about defenses; an assignment to deepen the experience of the client role in the role-plays; adding a book by current social work writers who focus on integrating multiculturalism into psychodynamic practice.

Methodology

• Quasi-experimental design-using pre-test/post-test measure with a sample of eight graduate-level MSW students

• Qualitative data was also collected on the last day of class. Method of Analysis• A nonparametric related sample analysis (Wilcoxon) was used

to compare student self-efficacy.

Competency Class1-6

p< .05

Class7-11

p< .05

Class1-11

p< .05

Establish a holding environment

.010 NS .018

Conduct assessment from psychodynamic perspective

.011 .026 .017

Identify psychodynamic problems

.011 NS .018

Appreciate strengths

.027 NS .046

Recognize the clinical presentation of defenses

.048 NS .017

Create a psychodynamic formulation

.018 .018 .017

Engage in goal setting that strengthens the therapeutic alliance

NS NS .042

Explore options for change through clarification and interpretation

NS .038 NS

Monitor counter-transference

.011 NS .017

Recognize the clinical presentation of transference

.011 NS .017

Recognize when boundaries are required

NS .026 .018

Assess progress and prepare for termination

NS .027 .018