DPP 760: Depth Approaches to
Psychopathology
PhD Depth Psychology with an Emphasis in Psychotherapy
Spring 2010 Mikita Brottman, Ph.D.
Email: mbrottman@pacifica.edu
Office hours: By Appointment
Phone: 805-649-8851
COURSE SYLLABUS
“The Gods have become diseases”
--C.G. Jung,
"Commentary on 'The Secret of the Golden Flower’"
A. Course Description
This course will consider some of the major
so-called psychopathologies from a Jungian point of view. We will
address their psychodynamics, their developmental antecedents, and
their archetypal underpinnings. We will think about some of the
ways in which creativity and psychological pain can illuminate one
another, and how the clinician can understand (and fail to understand)
psychological suffering. We will consider some of the ethical questions
that arise in these circumstances. We will discuss what Jung’s
insights can bring to the relationship between psychopathology and
emotional experience, and consider the ways in which the work of Jung
can help us to understand what takes place in the therapeutic
situation. We will also address the insights that the reading and
writing of case studies can give us into the human condition,
suffering, and our responsibility to one another, particularly when
such studies encourage us to develop and nurture observation, analysis,
empathy, and self-reflection, all of which are essential for the
practice of psychotherapy, to which language and narrative are
fundamental. The advantages and disadvantages of the Jungian
perspective will be discussed, and we will also examine some of the
ways in which psychopathology is derived from culture and is colored by
culture.
B. Course Learning Objectives
After completing this course, students should be
able to:
1. Analyze the phenomenology of the major psychotic
disorders.
2. Evaluate the difference between neurosis,
personality disorder, and psychosis from a Jungian perspective.
3. Formulate a Jungian “diagnosis” of a
given individual, based on an understanding of their
personality structure.
4. Question their current moral and ethical
assumptions.
5. Lose sleep over the inhuman taxonomies of the
medical system.
6. Discover the inadequacies of most attempts to
categorize human suffering.
7. Apply theoretical constructs to clinical case
examples by integrating Jungian
with information about the presentation of specific
individuals.
8. Analyze various texts (visual and material as
well as written) and develop ideas about their moral and ethical
implications.
C. Course Schedule and Reading
Session I: Hermes
Psychotic disorders (schizophrenia, mania, bipolar
disorder, chronic anxiety)
Read Samuels: Introduction, Chapter 2, Chapter 9,
Chapter 6.
Session II: Eros
Disorders of Sexuality (sadism, masochism, fetishes
and phobias)
Read Samuels: Chapter 12, Chapter 13, Chapter 14.
Session III: Narcissus
Disorders of the Self (eating disorders, narcissism,
delusion, paranoia)
Read Samuels: Chapter 3, Chapter 5, Chapter 7,
Chapter 11.
D. Course Requirements
Students will be expected to complete all assigned readings, engage in
discussion about the readings during class meetings, and develop the
capacity for critical thinking about the ideas presented.
Reflections on assigned readings: Students should be prepared to engage
in class discussion and as they consider the ways in which disorders
affect the individual, the family, and the wider community.
Synthesis of material: Students should demonstrate an ability to link
clinical observations with descriptive formulations about various
disorders through participation in class discussion, and their own
writing. Clinical material will be provided by the instructor, and may
be offered by students. Critical and original thought:
Students will be encouraged to develop qualities of curiosity, critical
analysis, and creative thinking in the process of assimilating the
information presented in the course. The final essay will offer an
opportunity for students to convey a thorough understanding of the
material, as well as the student's own analysis and assessment of the
ideas presented.
A 10-15 page case study (or two 5-7 page case studies) should be
submitted that describes any character, living or dead, fictional or
non-fictional, using both Jungian theory. Describe his or her
behavior and its underlying dynamics, and where possible include the
developmental antecedents of the character’s development. For
this assignment, think of movie or literary characters, famous
historical personalities,
politicians, characters from mythology or fairy tales, or a client with
whom you have worked.
If you choose to write two 5-7 page papers, they should be submitted by
e-mail a week before the next session. You can e-mail them to
mbrottman@pacifica.edu. Documents
should be sent as pdfs. The 10-15 page assignment (or an Incomplete
Form) must be postmarked on or before August 4, 2010. E-mail the
paper to the instructor at mbrottman@pacifica.edu, or mail to the
following address, with the course name and number marked on the
envelope.
Mikita Brottman
2265 Burnham Road
Ojai, CA 93023
E. Required Reading
Samuels, Andrew. Psychopathology:
Contemporary Jungian Perspectives. London,
Karnac, 2000. ISBN 978-0946439676
Additional material to be posted
on Docutek.
F. Suggested Reading
Gabbard, G.O. (2000).
Psychodynamic Psychiatry. Washington, D.C. American
Psychiatric Press.
McWilliams, N. (1994).
Psychoanalytic Diagnosis. Guilford Press, New York, NY.
Steinberg, W. (1990). Circle of
Care. Inner City Books, Toronto.
G. Assessment
The written assignment will comprise 100% of your grade. Papers will be
assessed according to the following graded criteria:
90-100 points: A
Demonstrates a thorough and accurate understanding of theories
presented and their underlying philosophical assumptions and also
engages in original critical interpretation not only of the cultural
phenomena under investigation but of the value of Jung’s work as
well. Excellent work with sources and high level writing
skills
75-89 points: B
Demonstrates strong understanding of theories and shows originality of
thought. Strong work with sources and good writing skills and
creative self-expression.
60-74 points: C
Demonstrates general understanding of material and accurate use of
theory when applied, but there are many problems with writing skills
and expression.
Under 60 points: D-F
Inadequate work in one or more dimensions (theory, content, research,
writing)
Incompletes: Students are allowed four incompletes per academic
year. Students must submit a request for an incomplete on or before the
assignment due date. Incomplete work for this class is due postmarked
on or before When you complete the paper send it directly to the
faculty and include a Grade Change Form.
H. Relationship between Program Learning Outcomes and Course Learning
Objectives
The Course Learning Objectives address a subset of DPP’s Program
Learning Outcomes. The Program Learning Outcomes designated to be
covered in this course are listed below. The chart below correlates the
Program Learning Outcomes with the Course Learning Objectives, and
indicates the methods used to assess student learning for each course
objective.
The Program Learning Outcomes for this course are:
1. Critically examine the historical, cultural, and philosophical
traditions that inspired the origins of depth psychology and fuel its
ongoing development.
2. Appraise the key theories and traditions in contemporary depth
psychology, such as the work of Freud, Jung, and the theories of object
relations, existential, feminist, Kohutian, intersubjectivist,
archetypal and relational schools of thought.
3. Differentiate one’s own way of knowing from pertinent
cultural, philosophical, and historical contexts.
4. Demonstrate multi-cultural sensitivity in judging different schools
of psychological thought.
5. Discriminate among multiple perspectives of meaning in clinical work.
6. Evaluate the relationship of depth psychology to realms of human
discourse including mythology, sacred traditions, and religious
experience.
7. Examine the relationship between depth psychology and culture
including politics and economics; art, literature, poetry, and dance;
ecology and eco-psychology; anthropology and social studies; medicine
and biology.
8. Contrast literal modes of thought and expression from
symbolic-metaphorical consciousness.
9. Critically assess current approaches to the practice of
psychotherapy and their important historical antecedents as they inform
one’s own practice as a psychotherapist.
10. Demonstrate the ability to evaluate case material and write up a
case from one’s own psychotherapeutic practice using depth
psychological concepts and theories, and demonstrate the ability to
work clinically with unconscious material personally and in one’s
psychotherapeutic practice.
Relationship between Program Learning Outcomes, Course Learning
Objectives, and Assessment:
1, 2, 3, 5 Evaluate the difference between neurosis,
personality disorder, and psychosis from a Jungian
perspective. Final Paper
6,10 Analyze the phenomenology of the major psychotic
disorders Class discussion
1,2,3, Lose sleep over the inhuman taxonomies of the
medical system. Class discussion
8, 9 Discover the inadequacies of most attempts to
categorize human suffering. Class discussion
6,9 Question current moral and ethical
assumptions. Final Paper
9, 10 Formulate a Jungian “diagnosis” of
a given individual, based on an understanding of
their personality structure
Final Paper
4, 5 Apply theoretical constructs to clinical case
examples by integrating Jungian ideas with information about the
presentation of specific individuals.
Final Paper
8,9,10 Analyze various texts (visual and
material as well as written) and develop ideas about their moral and
ethical implications. Final Paper
Honesty and Plagiarism Policy
Pacifica expects all students to complete assignments in accordance
with the Honesty Policy published in the Student Handbook.
Plagiarism from any source (i.e., book, internet, fellow student,
newspaper, etc.) is a serious breach of academic honesty, subject to
dismissal from Pacifica Graduate Institute. It is assumed that
students will do separate written work for each course. If you
wish to use similar material for different courses, you must first
obtain explicit permission from your instructors.
Self disclosure
Assignments and class discussions, which offer the opportunity for
self-disclosure, may generate anxiety. There is no requirement
that you disclose your personal history and your grade will not be
affected by your decisions not to disclose. An alternative
activity will be planned in lieu of the disclosure. It is,
however, important to note that these disclosures may offer
opportunities to expand how you understand human behavior and that
anxiety is often a prerequisite for personal transformation.
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