Assignment 1: Applying Current Literature to Clinical Practice
Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide.
Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
Provide an overview of the article you selected.
What population is under consideration?
What was the specific intervention that was used?
Is this a new intervention or one that was already used?
What were the author’s claims?
Explain the findings/outcomes of the study in the article.
Include whether this will translate into practice with your own clients. If so, how? If not, why?
Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.
Support your position with evidence-based literature.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.
Check for plagiarism
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
COUPLE PSYCHOANALYTIC PSYCHOTHERAPY AS THE TREATMENT
OF CHOICE: Indications, Challenges and Benefits
Berta Aznar-Martínez, PhD, Carles Pérez-Testor, PhD, MD, Montserat Davins, PhD, and Inés Aramburu, PhD
Universitat Ramon Llull
Including couple treatment in psychoanalysis has required the setting of new parameters beyond the classical psychoanalytical setting, in which the treatment is individual. This article aims to define the clinical criteria for, and benefits of, recommending couple treatment rather than individual psychoanalysis or psy- chotherapy, and to identify the challenges and demands that this has entailed for psychoanalysis, from the standpoint of the analysis itself and also that of the therapeutic relationship. Couple therapy is a very complex endeavor since a host of factors must be borne in mind. The present paper discusses the specific features of these factors and how they influence the diverse mechanisms in the analytical relationship. A clinical vignette is included in order to demonstrate the mechanisms that influence therapeutic work in couple psychoanalytic treatment.
Keywords: couple psychotherapy, therapeutic relationship, transference, coun- tertransference, psychoanalysis, conjoint treatment
In psychoanalysis, couple treatment has required the setting of new parameters beyond the classical psychoanalytical setting. Thanks to the contributions of Dicks (1967), Pichon Riviere (1971), and Kaës (1976), who might be seen as representatives of the leading psychoanalytical schools (English, Argentine, and French, respectively) in the fields of
This article was published Online First March 23, 2015. Berta Aznar-Martínez, PhD and Carles Pérez-Testor, PhD, MD, Facultat de Psicologia,
Ciències de l’Educació i de l’Esport Blanquerna and Institut Universitari de Salut Mental Vidal i Barraquer, Universitat Ramon Llull; Montserat Davins, PhD, Institut Universitari de Salut Mental Vidal i Barraquer, Universitat Ramon Llull; Inés Aramburu, PhD, Facultat de Psicologia, Ciències de l’Educació i l’Esport Blanquerna and Institut Universitari de Salut Mental Vidal i Barraquer, Universitat Ramon Llull.
This article is based upon work supported by the agreement between the Universitat Ramon Llull and the Departament d’Economia i Coneixement de la Generalitat de Catalunya.
Correspondence concerning this article should be addressed to Berta Aznar-Martínez, PhD, FPCEE Blanquerna. C/Císter 34. 08022. Barcelona, Spain. E-mail: bertaam@blanquerna.url.edu
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