History of Psychoanalytic Psychotherapy Sigmund Freud and his contributions The structure and process of the unconscious Key role of early childhood.

History of Psychoanalytic Psychotherapy

Sigmund Freud and his contributions The structure and process of the unconscious Key role of early childhood experiences in

shaping personality Creation of a distinctive methodology for

psychological treatment of mental disorders The recognition that the patient’s character is

central to understanding psychic symptomatology

Variations of Psychoanalysis

Harry Stack Sullivan – Interpersonal Theory of Psychiatry

Heinz Kohut – Self Psychology

Habib Davanloo and David Malian – Short-Term Psychodynamics

Otto Kernberg – Transference-Focused Therapy

Anna Freud and Melanie Klein – Child Therapists

Key Aspects of Personality Development

Free association

Topographical contours Unconscious, preconscious, conscious

Tripartite model of the human psyche Id, ego, superego

Therapeutic Elements

Transference: tendency to utilize internal relational schematic representations to orient our interactions with others

Interpretations are made regarding the unconscious based on free associations

Countertransference: feelings aroused in the analyst as his or her unconscious takes in and responds to the patient’s transference

Theory of Psychotherapy

Main goal: to overcome developmental obstacles and personality patterns that interfere with a person’s ability to function at their highest level

Assessment of ego-functions

Process Psychoanalysis: 4 to 5 weekly sessions over 3

to 5 years Short-term psychodynamic psychotherapy: 4

to 80 weekly session

Most Popular Currently Practiced Psychoanalytic

Variants Structural-Drive Theory

Unconscious drives Defense mechanisms

Relational Psychoanalysis Object relations Interpersonal theory Attachment theory

Self-Psychological Theory

Multiperspective Approach

Strategies and Interventions

Restructuring methods

Focus attention on the interpersonal therapy process

Engage in activities that directly disrupt what has been procedurally learned