Ruth Grossman Dean's Contemporary Psychodynamic Theory
References Dean, R. (2002). TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY FOR CONTEMPORARY SOCIAL WORK PRACTICE. Smith College Studies in Social Work, 73(1), 11-27. Retrieved from SocINDEX with Full Text database.
Smith Studies in Social Work, 73{\), 2002
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY
FOR CONTEMPORARY SOCIAL WORK PRACTICE
Ruth Grossman Dean, PhD
Abstract
Psychodynamic theories, once an essential part of social work education but recently neglected, have been reinvigorated in recent years through contributions from social constructionism, infant research, and intersubjectivity.
These theories, with their emphasis on multiple perspectives, context, and collaborative relationships allow for important considerations …show more content…
He delineates the process through which students move back and forth between field experiences and conceptualizations as they develop a capacity for reflective thinking and practice. This occurs best in a learning climate that encourages students to formulate tentative hypotheses about human behavior and client situations. Formal theories offer structure and substance to students' speculations. While students learn to use theories to help them think about clinical experiences, it is also important that they learn to question their hypotheses and theories and view them as partial and provisional explanations (Goldstein, 2001).
This questioning is the hallmark of reflective thinking and "few would disagree that the reflective (and one may add, the analytical) thinker is the ideal product of education" (Goldstein, p. 17). In other words, students
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY 13 become reflective practitioners through critical reflection on theoretical concepts and practice.
Psychodynamic theory has been part of the conceptual base of social work since the early days of the profession. As Freudian theory took hold in this country in the 1920s, it was quickly adopted by one faction …show more content…
Because emotional and physical survival depends on it, the infant is highly motivated to preserve primary attachments and engage with other persons in interactions that guide knowing and learning (Slade, 2000: Trevarthen, 2001, p. 95).
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY 17
Regularly occurring and stable pattems of defense and affect regulation develop in infants in response to caregivers' actions as an interactive process of mutual attunement unfolds. These pattems become models for negotiating relationships. "Collaborative dialogue, then, is about getting to know another's mind and taking it into account in constructing and regulating interactions" (Lyons-Ruth, 1991, p. 583). The process of mutual attunement gives the growing child a sense of effectiveness that is a powerful motivator. At the same time, disruptions in the working out of this mutual attunement are inevitable and occur regularly. If they are not too frequent and overwhelming, they help to push the baby toward greater forms of social activity and self-regulation. Through working to influence the caregiver, the baby broadens and strengthens interactive
Smith Studies in Social Work, 73{\), 2002
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY
FOR CONTEMPORARY SOCIAL WORK PRACTICE
Ruth Grossman Dean, PhD
Abstract
Psychodynamic theories, once an essential part of social work education but recently neglected, have been reinvigorated in recent years through contributions from social constructionism, infant research, and intersubjectivity.
These theories, with their emphasis on multiple perspectives, context, and collaborative relationships allow for important considerations …show more content…
He delineates the process through which students move back and forth between field experiences and conceptualizations as they develop a capacity for reflective thinking and practice. This occurs best in a learning climate that encourages students to formulate tentative hypotheses about human behavior and client situations. Formal theories offer structure and substance to students' speculations. While students learn to use theories to help them think about clinical experiences, it is also important that they learn to question their hypotheses and theories and view them as partial and provisional explanations (Goldstein, 2001).
This questioning is the hallmark of reflective thinking and "few would disagree that the reflective (and one may add, the analytical) thinker is the ideal product of education" (Goldstein, p. 17). In other words, students
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY 13 become reflective practitioners through critical reflection on theoretical concepts and practice.
Psychodynamic theory has been part of the conceptual base of social work since the early days of the profession. As Freudian theory took hold in this country in the 1920s, it was quickly adopted by one faction …show more content…
Because emotional and physical survival depends on it, the infant is highly motivated to preserve primary attachments and engage with other persons in interactions that guide knowing and learning (Slade, 2000: Trevarthen, 2001, p. 95).
TEACHING CONTEMPORARY PSYCHODYNAMIC THEORY 17
Regularly occurring and stable pattems of defense and affect regulation develop in infants in response to caregivers' actions as an interactive process of mutual attunement unfolds. These pattems become models for negotiating relationships. "Collaborative dialogue, then, is about getting to know another's mind and taking it into account in constructing and regulating interactions" (Lyons-Ruth, 1991, p. 583). The process of mutual attunement gives the growing child a sense of effectiveness that is a powerful motivator. At the same time, disruptions in the working out of this mutual attunement are inevitable and occur regularly. If they are not too frequent and overwhelming, they help to push the baby toward greater forms of social activity and self-regulation. Through working to influence the caregiver, the baby broadens and strengthens interactive