COURSE SYLLABUS: PSYCHODYNAMIC THEORIES
Location: Heredia, Costa Rica
Partner Institution: Latin University of Costa Rica (Universidad Latina de Costa Rica)
Course Title (English): Psychodynamic Theories
Course Title (Spanish): Teorias Psicodinamicas I
Sessions Offered: Semester
Instructional in: Spanish
Classroom Contact Hours: 45
College Credit (Semester Credit Hours): 3 credit hours
College Credit (Quarter Units): 4 quarter units
Prerequisites: Advanced Spanish I
Course Code: BPS06
Course Description
It is essential for psychology professionals to understand the historical, social and political context in which psychoanalysis developed. Students will learn about the history of psychology and Freud’s psychoanalytic approach. They will analyze and form opinions about Freud’s theories and those that developed as a result of psychoanalysis. Students will discover how theories crossover and diverge from Freud’s theory and their impact on psychology today, with a particular focus on Costa Rica.
Course Objectives
General Objectives
- Develop a broad view of the history and development of psychoanalysis.
- Understand the particularities of the history of psychoanalysis.
- Consider how psychoanalytic discourses crossover.
- The students should understand Freud's psychoanalytic theory.
- The student should understand the psychoanalytic theories that diverge from Freud's theory.
- The applicability of such knowledge in the current bio-psycho-axio-social context.
- The history of psychoanalysis in Costa Rica.
- Understand the practical application with a visit to a psychiatric hospital.
Specific Obejctives
- Revise how working hypothesis are created to avoid making references to a constituted truth.
- Promote the flow of creativity and exploration by limiting exaggerated use of the memory.
- Establish and implement practical reasoning for different psychoanalytic trends.
- Encourage the use of range of criteria for different lines of psychoanalytic thought, in this case the psychoanalysis of scientific development.
- The applicability of psychoanalysis in psychology today.
- A guided visit to a psychiatric hospital. Meetings with the Attending Head of Psychopathology and Neuropsychiatric Psychoanalysis and his team of professionals. Participation in occupational therapy and human rights work in Costa Rica.
- Different movements in psychoanalysis where they diverge and where they meet.
Course Methodology
Lectures and readings. Research projects, presentations, groups for reflection and discussion. Visit to a psychiatric hospital.
Through theoretical and practical work students will understand the theory of psychoanalysis, its foundations and the different schools of thought it generated. Also they will learn about its functionality today in the Costa Rican context.
Educational Resources
The community and the Gesell dome; as well as the usual classroom resources, television, DVD, projector, computers and Internet.
Course Schedule
FIRST UNIT
Synthesis of the History of Psychology. The Development of Psychoanalysis
Introduction:
Brief historical review, the Golden Age of Greece, rationalism and René Descartes, empiricism, the creation of human sciences.
The birth of scientific psychology:
Antecedents, scientific psychology, psychology at the beginning of the century.
Scientific thought:
Traditional science, criticism of traditional science, the concept of rupture, the concept of epistemological obstacle, opinion, basic experience, previous knowledge, the concept of paradigm.
Psychological methods:
Psychology's methodological problem, natural sciences, human sciences, introspection method, objective method, experimental method, variables, phenomenology, clinical method, clinical psychology's historical antecedents.
SECOND UNIT
History and Problems with Psychoanalysis
Family, Madness and Society:
The asylum: a patient trapped in a double bind. History of the social segregation of madness. Madness in Ancient Greece. Middle Ages: witches, sorcerers and possession by the devil, exorcising the possessed, the inquisition or the madman on the bonfire. The Renaissance and the madman in the basement. Enlightenment or the obscurantism of madness. Pinel: Liberty and equality. The madman between statistics and diagnosis. 20th Century: electroshock, psychopharmacology and psychotherapy. The paradigm of the asylum or the bastion of confinement. Moral treatment. Design of asylums.
THIRD UNIT
Psychology: the Schools, Synthesis
Behaviorism:
Watson's behaviorism, historical antecedents of behaviorism, reflexology, antecedents on animal behavior, scientific bases of behaviorism, conditioning, basic emotions, neo-behaviorism, criticism of behaviorism, learning, types of learning, molar behavior according to Bleger. Introduction: areas of behavior, the concept of the molar behavior camp, characteristics of molar behavior, purpose, motivation, objective, the meaning of molar behavior, the structure of molar behavior.
Gestalt psychology:
Introduction, phenomenology, antecedents, the birth of Gestalt psychology, Wertheimer's experiments, Gestalt laws, Bender-Gestalt Test, the thinking of Gestalt psychology, the social and Gestalt, (Kart Lewin) motivation, motivation and publicity, subliminal perception.
Cognitive psychology:
Rupture with behaviorism, antecedents of cognitive psychology, communication theory, cybernetics, psycholinguistics, practical problems, analogy mind – computer, methods used, the perceptive process, the point of view of cognitive psychology, perception and concepts, perception is selective, the hypothesis, perception as interference.
FOURTH UNIT
Psychology: Psychoanalysis and Neo-Analytic Schools
Psychoanalytic school:
Freud's biography, hypnosis, pressure technique, free association, psychiatric equipment: first topography, conscious, pre-conscious and unconscious, metapsychological aspects, the four principles of psychoanalysis, the processes, introduction, laws of the primary process: condensation and displacement, laws of the secondary process, law of identity, law of contradiction, law of excluded middle, principle of sufficient reason, repression, sexuality in psychoanalytic theory, introduction, libido: meaning, characteristics, instinct and libido, types of libido, psychosexual development., fixation, dreams.
Neo-analytic and culturalist schools of thought:
Introduction, individual psychology, A. Alder, analytical pyschology, G. Jung, culturalists, similarities and differences with psychoanalytic theory, neo-psychoanalysis, Karen Horney, freedom, Erich Fromm, Harry S. Sullivan, re-reads by J. Lacan and M. Klein.
FIFTH UNIT
Freud, History and Development of Psychoanalysis
Freud's first works:
Writings about cocaine:
S. Freud and Cocaine. The Cocaine Episode. Über Coca, contribution to knowledge about the effects of cocaine. About the General Effect of Cocaine. Erythroxylum coca and its derivatives.
Psychology for neurologists project:
The quantitate conception, neuron doctrine, contact barriers, biological perspective, the problem with quantity, pain, the problem with quality, consciousness, functioning of equipment, neural pathways, experience of pleasure, experience of pain, affective, desiderative states, introducing the concept of ego, the primary and secondary process, cognitive thought and the process of reproduction, memory and judgment, thought and reality, primary processes sleeping and dreaming, dream analysis, dream consciousness.
Interpreting dreams:
Oneiric interpretation, dreams as a realization of desire, the psychology of processes: forgetting dreams, regression.
Three Essays on the Theory of Sexuality:
Sexual Aberrations and Infantile Sexuality.
SIXTH UNIT
Freud is dead. Long live Freud! Historical catalog of psychoanalysis its start to date.
Course Schedule
WEEK 1
OBJECTIVE: General introduction to the course. Impart the contents of the first unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS | |
Organize the course and reading for the program. First unit subjects: Psychology, introduction, the birth of scientific psychology, scientific thought, psychological methods. | Answer student's questions. Impart the contents of the first unit of the program. | Question students about what has been learnt in class. | Assign readings. Summarize the class and present readings. |
WEEK 2
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the second unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Second unit subjects: Family, madness and society. | Answer student's questions. Impart the contents of the second unit of the program. | Ask questions about the previous class. Question students about what has been learnt in class. | Assign readings. Summarize the class and present readings. |
WEEK 3
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the third unit of the program. Students should develop an opinion on what they have learnt.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Third unit subjects: Behaviorism, Gestalt psychology, cognitive psychology. | Answer student's questions. Impart the contents of the third unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 4
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the fourth unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fourth unit subjects: Psychoanalytic, neo-analytic and culturalist schools of thought. | Answer student's questions. Answer questions about the midterm. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 5
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the fourth unit of the program. Students should develop an opinion on what they have learnt. Revision of subjects covered for the first midterm.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fourth unit subjects: Psychoanalytic, neo-analytic and culturalist schools of thought. | Answer student's questions. Answer questions about the midterm. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 6
MIDTERM EXAM I
WEEK 7
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the fifth unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fourth unit subjects: Psychoanalytic, neo-analytic and culturalist schools of thought. | Answer student's questions. Answer questions about the midterm. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 8
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the fifth unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fifth unit subjects: Writings about cocaine, interpreting dreams. Three Essays on the Theory of Sexuality. | Answer student's questions. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 9
OBJECTIVE: Students combine theory with practice. Visit a psychiatric hospital.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Everything covered theoretically in class is seen in practice. | Guided visit, and an explanation given by therapeutic staff at the psychiatric hospital. | Participate in the visit. Carry out practical work. Connect theory and practice. | Visit a psychiatric hospital. |
WEEK 10
OBJECTIVE: Guide and encourage the student's individual personalities. Students should develop an opinion on what they have learnt. Revision of subjects covered for the second midterm.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Presenting projects.
| Guide the presentations and coordinate the round table. Answer questions about the midterm. | Presentation and round tables on the practical projects. | Projector and any other materials the student needs for the presentation. |
WEEK 11
MIDTERM EXAM II
WEEK 12
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the fifth unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fifth unit subjects: Writings about cocaine, interpreting dreams, Three Essays on the Theory of Sexuality. | Answer student's questions. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 13
Offer guidance to students on what has been covered so far. Impart the contents of the fifth unit of the program.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Fifth unit subjects: Writings about cocaine, interpreting dreams, Three Essays on the Theory of Sexuality. | Answer student's questions. Impart the contents of the fourth unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 14
OBJECTIVE: Offer guidance to students on what has been covered so far. Impart the contents of the third unit of the program. Students should develop an opinion on what they have learnt. Revision of subjects covered for the final exam.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Guidance on the reading from the previous class. Sixth unit subjects: Freud is dead, long live Freud! Psychoanalytic lines of thought, Lacan, Klein, Anna Freud, Jung, Adler, Karen Horney, psychoanalysis and ideology, psychoanalysis and public hospitals. | Answer student's questions. Answer questions about the final exam. Impart the contents of the third unit of the program. Promote and provide elements for constructing opinions on what has been explained in class regarding the subjects covered. | Ask questions about the previous class. Question students about what has been learnt in class. Develop an opinion on what has been learnt. | Assign readings. Summarize the class and present readings. |
WEEK 15
Final Exam.
OBJECTIVE: Evaluate the course with the students.
CONTENTS COVERED | TEACHER'S ACTIVITIES | STUDENT'S ACTIVITIES | RESOURCES AND ASSIGNMENTS |
Evaluate the course. Give grades. Evaluate the teacher. | Give grades Supervise. Evaluate. | Receive grades and projects. Active participation. | Students receive projects and grades. |
Course Evaluation
Midterm I 20%
Midterm II 20%
Final Exam 30%
Research work 15%
Readings and quizzes 10%
Professional Attitude 5%
Rules, Conduct, Guidelines, Special Recommendations
Classes start on time. Arriving more than 10 minutes late is equivalent to being tardy. Three tardies equal one absence. Students who arrive more than 30 minutes late are marked absent. A student who accumulates three (3) or more absences fails the course.
All assignments must be handed in on the due date.
Exams must be taken on the assigned date and will only be made up in case of documented emergencies. If an emergency occurs, it is the student’s responsibility to communicate with the professor and make arrangements.
There is a 17,000 colon charge for make-up tests/activities which require the professor´s presence.
The University provides, upon request, appropriate academic adjustments for qualified students with disabilities. Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Academic Coordinator as soon as possible to request an official letter outlining authorized accommodations. Approved accommodations will not change the basic elements of the course/class.
Bibliography (Text and Materials)
Unit I
- Coscio, R.; Sanchez; J. Manual de Psicología (Psychology Manual). Ed. Tyché. Point 2 pp. 19 - 78; Point 6 pp. 99 - 122; Point 7 pp. 123 - 1136. Point 8 pp. 137 - 149.
Unit II
- Ceberio, M.; Linares, J. Locura, Marginación y Libertad (Madness, Marginalization and Freedom). Mar. pp. 19 - 89. Ecua. Bs. As. 2000.
Unit III
- Coscio, R.; Sanchez; J. Manual de Psicología (Psychology Manual). Ed. Tyché. Point 6 pp. 99 - 122; Point 7 pp. 123 - 1136. Point 8 pp. 137 - 149.
Unit IV
- Coscio, R.; Sanchez; J. Manual de Psicología (Psychology Manual). Ed. Tyché. Point 10 pp. 187 - 197. Point 11 pp. 237 - 270. Bs. As. 2000.
Unit V
- Freud.S; Escritos sobre cocaine (The Cocaine papers). Introduction. Chapters 1, 2, 3, 4 and 5, pp.13 - 79. Chapter 5, pp. 91- 122; Chapter 11, pp. 155 - 162; and pp. 169 - 196. Ed. Anagrama. 2004.
- Freud.S; Obras Completas tomo I, Proyecto para una psicología para neurólogos (Complete Works, Volume I, Project for a Psychology of Neurologists). pp. 209 - 247. Ed. Biblioteca Nueva.
- Freud.S; Obras Completas tomo I. La interpretación de los sueños (Complete Works, Volume I, The Interpretation of Dreams). pp. 406 - 446 and 656 - 680. Ed. Biblioteca Nueva.
- Freud.S Obras Completas tomo II. Tres ensayos para una teoría sexual (Complete Works, Volume II, Three Essays on the Theory of Sexuality). pp. 1169 - 1215. Ed. Biblioteca Nueva.
Unit VI
- Fischer; H. Conceptos Fundamentales de Psicopatológia tomo VII (Fundamental Concepts in Psychopathology, Volume VII). Chapter I, pp. 15 - 34 CEA. Bs.As. 2003.
- Cardozo. R.P.L. La Gran Siete (The Big Seven). 2006. Unpublished. Chapters on Lacan, Klein, Ana Freud, Jung the dissidents in psychoanalysis.
- Fischer; H. Conceptos Fundamentales de Psicopatológia tomo III (Fundamental Concepts in Psychopathology, Volume III). Chapter I, pp. 19 - 26. Chapter II, pp. 27 - 32 CEA. Bs.As. 2003.
Complementary texts
- Fischer; H. Conceptos Fundamentales de Psicopatológia tomo II (Fundamental Concepts in Psychopathology, Volume II). pp. 15 - 22. CEA. Bs.As. 2003.
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(Translation of the syllabus from the Universidad Latina, Heredia)
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