Psychodynamic Approaches to Diversity (18:821:569:01) Instructor: Anita McLean,Ph.D., Psy.D.

Spring, 2014

Course Objectives: Developing cultural awareness and competencies in working across cultural differences arising from race, gender, sexual orientation, religion, spiritual beliefs and other aspects of identity are increasingly being recognized as professional imperatives for a psychologist. Arguably, all of our work is influenced by these broad dimensions of culture and increasing awareness and proficiency in addressing cultural diversity improves the delivery of services. This course seeks to increase awareness and knowledge of issues of difference and build multicultural understanding and competencies for those seeking to apply a psychoanalytic/psychodynamic sensibility to their work. The course will, at the very least, meet APA's Commission on Accreditation's (CoA's) requirements for an Individual-Cultural Diversity (ICD) course. That is, by the end of the course, students will demonstrate: 1. Self-awareness of their own ICD situation, and their attitudes toward others, relative to dimensions of ICD, and 2. Knowledge of the literatures on ICD and how ICD issues apply to all psychology work (assessment, treatment, research, and relationships with colleagues). However, the course has more ambitious goals. It is also expected that students will develop a critical and creative stance toward enhancing effectiveness in cross-cultural encounters and develop an appreciation for: (i) the different aspects of culture broadly defined that influence us in fundamental ways (ii) the impact of culture on the notion of self and the impact of self on others (iii)the impact of culture on interpersonal relationships and the relationship within the context which we deliver services (iv) role of culture on the tools of our trade and the explicit and implicit cultural biases in our assumptions, models, methods, and interventions (v) impact of cultural biases on different population groups living in the US (vi) the role of culture in the articulation of our own professional identity as psychologists (vii) the need for working across difference and ways of modifying services for effective crosscultural (viii) the importance of both individual change as well as systemic change to enhance cultural competence It is expected that students will gain theoretical and experiential knowledge in working with issues of diversity and begin to increase cultural competency in applying this knowledge to aspects of their professional activities.

Course structure: This course is a semester long. Each week, the first part of the class will be spent on didactic presentations, discussion of relevant concepts and ideas, and a discussion the readings and related topics for the week. Students will be expected to present to the class two readings of their choice over the course of the semester on a rotating basis. The second half of the class time will be devoted to experiential work in which the students will discover and share their own cultural identity and its implications for their professional activities and relationships. It is expected that all students will engage in the process with respect for themselves and others, maintaining safety and an open, accepting and non-judgmental stance focused on learning and growth of the self as a professional psychologist. Emphasis will be on self-learning rather than on teaching, converting or judging others. We will respect each person’s developmental trajectory recognizing that we are all at different points in our development and that we all learn differently. Course Requirements: Class participation is essential in course such as this. In addition, to active participation students are expected to: 

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Present and then write up reflections on own cultural identity (35% of grade): write-up (due 1 week after class presentation) and should comment on/incorporate material encountered in the readings as it relates to the experiential material expressed. You are encouraged to use movies, music, literature, art, clinical material or other creative ways of bringing alive your presentation. Present and then write up reflections on other’s cultural identity – lessons learned (35% of grade): This requires a presentation of an interview with someone different from one’s self along some dimension of cultural identity; write up (due 1 week after class presentation) and should comment on/incorporate material encountered in the readings as it relates to the experiential material expressed. You are encouraged to use movies, music, literature, art, clinical material or other creative ways of presenting your learning to the class. Presentation of the assigned readings (10%). Research/clinical paper on a therapeutic or other professional activity issue (20% of grade): due at the end of class 15 and subsequent to a brief presentation in class. It is expected that the topic of the research paper will be approved by the instructor before the student begins the project. Details of these assignments will be discussed further in class

Contacting me: I can be reached via email at [email protected]. You can also leave me a voice mail or text message at 732-319-9104. I encourage all students to stay in close touch and keep me informed of their needs and reactions throughout the course so that we can address your learning objectives in the best way possible. I am open to modifying the class structure and syllabus within reason to co-create a class that meets your learning needs.

A helpful reference: Ethnicity & Family Therapy. Guilford Press, 2005: 3rd edition. Edited by Monica McGoldrick, Joe Giordano & Nydia Garcia Preto.

1. Definitions and Framework: Class 1 Required Reading o APA guidelines: American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377-402. Optional Readings o Smith, T. B., Constantine, Dunn, Dinehart, & Montoya, (2006). Multicultural education in the mental health professions: A meta-analytic review, Journal of Counseling Psychology, 53, 132-145. o Sue, D.W, Arredondo, P., and McDavis, R.J.,(1992) Multicultural Counseling Competencies and Standards: A Call to the Profession, Journal of Counseling and Development, VOL. 70

2. Self and Identity Considerations

Classes 2-7

o Cultural and Ethnic Identity: A psychic structure Required Readings Class 2 o Cushman (1995), The self in western society, appendix in Constructing the Self, Constructing America. Addison- Wesley Publishing Co, pp 357-87. o Akhtar, S. (1999). Immigration and Identity: Turmoil, Treatment and Transformation, Northvale, N.J.: Jason Aronson, pp. 45-74. o Roland, A. Cultural Pluralism and Psychoanalysis, pp. 3-21 Required Readings Class 3 o Akhtar (1995): A Third Individuation: Immigration, Identity, And The Psychoanalytic Process, Journal of the American Psychoanalytic Association, 43:1051-1084 o Franklin, A.J., Carter, R., & Grace, C. (1993). An integrative approach to psychotherapy with Black/African Americans. In G.Stricker & J.R. Gold (Eds.), Comprehensive handbook of psychotherapy integration, pp.465-479. New York: Plenum Press. o Atkinson D.R., G. Morton and D.W. Sue (1998). Within group differences among racial/ethnic minorities. Counseling American Minorities. McGraw Hill:New York. Pp19-39 o Optional Reading o Alderfer, C. (1996). Embedded intergroup relations and racial identity development theory. In C. Thompson & R. Carter (Eds.), Applications of racial identity development theory: Individual, group, and organizational interventions. Hillsdale, NJ: Lawrence Erlbaum Associates

o Franklin-Jackson, D., & Carter, R. T. (2007). The relationships between racerelated stress, racial identity, and mental health for Black Americans. Journal of Black Psychology, 33, 5-26 o Roland A., (2003) Psychoanalysis Across Civilizations: A Personal Journey, The Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry June, Vol. 31, No. 2, pp. 275-295 o White, C. Culture, Influence and the I-ness of me. Psychoanalytic Dialogues. 2004, Vol. 14 Issue 5, p653-691. 

Class and identity Class 4 Required Reading o Young-Breuhl (2006), Coming of Age in New York city: Two homeless boys Psychoanalytic Quarterly, LXXV. o Holmes, D. E., (2006). The Wrecking Effects of Race and Social Class on Self and Success. Psychoanalytic Quarterly, 75:215-235 o Warner, S.L., (1991). Psychoanalytic Understanding and Treatment of the Very Rich. Journal of American Academy of Psychoanalysis, 19:578-594

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Bicultural/Multicultural Identity Class 5 Required Reading o RoseMarie Pérez Foster. (1996). The Bilingual Self: Duet in Two Voices. Psychoanalytic Dialogues, 6:99-121 o LaFromboise, T; Coleman, H. L.; Gerton, J (1993), Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin vol 114(3), 395-412. o Bodnar, S. (2004). Remember Where You Come From: Dissociative Process in Multicultural Individuals. Psychoanalytic Dialogues, 14:581-603

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Gender and identity Required Reading Class 6 o Jacobo, M.C. (2001). Revolutions in Psychoanalytic Theory of Lesbian Development: Dora to Dykes and Back Again Psychoanalytic Psychology, 18:667-683. o Phillips S. H., (2001). The Overstimulation of Everyday Life: I. New Aspects of Male Homosexuality Journal of the American Psychoanalytic Association, 49:1235-1267 o Streitmatter, J., (1993) Gender differences in identity development: An examination of longitudinal data. Adolescence, Vol 28(109), pp. 55-66. o Ehrensaft, D., (2011),Boys will be Girls and Girls will be Boys: Children Affect Parents as Parents Affect Children in Gender Nonconformity, Psychoanalytic Psychology, Vol. 28, No. 4, 528–548

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Required Reading

Class 7

o Archer , S (1989) Gender differences in identity development: issues of process, domain and timing Journal of Adolescence, Volume 12, Issue 2, Pages 117–138 o Schwartz and Montgomery ( 2002), Similarities or Differences in Identity Development:The Impact of Acculturation and Gender on Identity Process and Outcome, Journal of Youth and Adolescence, Vol. 31, No. 5, pp. 359–372 o Lingiardi V, and Capozzi, P. (2004). Psychoanalytic attitudes towards homosexuality:An empirical research. International Journal of Psychoanalysis Volume 85, Issue 1, Pages: 137–157.

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The therapist’s self: Required Reading Class 8 o Salman Akhtar,(2006). Technical Challenges Faced by the Immigrant Psychoanalyst, Psychoanalytic Quarterly, 75:21-43 o Altman (2006) Whiteness, Psychoanalytic Quarterly, 75:45-72 o Boyd-Franklin, N. (2003). The therapist’s use of self and value conflicts. In Black families in therapy: Understanding the African American experience. New York: Guilford Press. Chapter 9, pp. 177-203.

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Class 9 Race and Privilege Required Reading o McIntosh, P. (1998). White Privilege: Unpacking the invisible knapsack. In M. McGoldrick (Ed.) Re-visioning family therapy: Race, culture, and gender in clinical practice (pp. 147-152). NY: The Guilford Press. o Altman, N. (2000). Black and White Thinking: A Psychoanalyst Reconsiders Race. Psychoanalytic Dialogues, 10(4): 589-605. Optional Reading o Louis A. Sass—Commentary: Some Reflections on Racism and Psychology o Carter, R. T., Helms, J. E., & Juby, H. L. (2004). The relationship between racism and racial identity for White Americans: A profile analysis. Journal of Multicultural Counseling and Development, 32, 2-17.

Class 10 3. Individualism vs interdependence: Required Reading o Tata, S.P. & Leong, F. (1994). Individualism-collectivism, social-network orientation, and acculturation as predictors of attitudes toward seeking professional psychological help among Chinese Americans. Journal of Counseling Psychology, 41(3), 280-287. o Kang, Min, Jin (2003) Personality and Social Psychology Bulletin, Vol. 29 No. 12, December 2003 1596-1608 o Triandis, H. C. (1989). The self and behavior in different cultural contexts. Psychological Review, 96, 506-520.

o Leary, M. R. (2002). When selves collide: The nature of the self and the dynamics of interpersonal relationships. In A. Tesser, D. A. Stapel, & J. V. Wood (Eds.), Self and motivation (pp. 119-146). Washington, DC: American Psychological Association. 4. Other cultural considerations: Religion, Ability Class 11 Required Reading o Adams, M. V. (2006). The Islamic cultural unconscious in the dreams of a contemporary Muslim man. Journal of Jungian Theory and Practice 8(1), 31-40. o Tummala-Narra, P. (2009). The relevance of a psychoanalytic perspective in exploring religious and spiritual identity in psychotherapy. Psychoanalytic Psychology, 26(1), 8395. o Topel, E. & Lachmann, F. M. (2008). Life begins on an ant farm for two patients with Asperger’s syndrome. Psychoanalytic Psychology, 25(4), 602-617. 5. Cultural competency in service delivery – how to work across difference; 

Therapy Implications: Class 12 &13 Required Reading Class 12 o  Apprey, M. (2006). Difference and the awakening of wounds in intercultural psychoanalysis. Psychoanalytic Quarterly, LXXV(1), 73-93

o Suchet, Melanie. (2010) Face to face. Psychoanalytic Dialogues. Mar/Apr2010, Vol. 20 Issue 2, p158-171 o Raul Moncayo (1998). Cultural Diversity and the Cultural and Epistemological Structure of Psychoanalysis: Implications for Psychotherapy With Latinos and Other Minorities, Psychoanalytic Psychology, 15:262-286 o Smith, B., and Tang, N (2006), Different Differences: Revelation and Disclosure of Social Identity in the Psychoanalytic Situation, Psychoanalytic Quarterly, Volume LXXV, Issue 1, pages 295–321. Required Reading

Class 13

o Hamer, F. M., (2002). Guards at the Gate: Race, Resistance, and Psychic Reality Journal of the American Psychoanalytic Association, 50:1219-1237 o Layton, L. (2006). Racial identities, racial enactments, and normative unconscious processes. Psychoanalytic Quarterly, LXXV(1), 237-269. o Movahedi, S. and G Homayounpour.(2012). The couch and the chador. The International Journal of Psychoanalysis, Volume 93, Issue 6, Pages: 1357–1375. o Akhtar, S. (1999). Immigration and Identity: Turmoil, Treatment and Transformation, Northvale, N.J.: Jason Aronson, pp. 109-137 Optional Reading o Perez-Foster, R. (2001). When immigration is trauma: Guidelines for the individual and family clinician. American Journal of Orthopsychiatry, 71(2), 153-171

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o Leary, Kimberly. 1997. Race, Self-Disclosure, and “Forbidden Talk”: Race and Ethnicity in Contemporary Psychoanalytic Practice. Psychoanalytic Quarterly, 66: 163-189. o Leary, K. (2007). Racial insult and repair. Psychoanalytic Dialogues, 17(4), 539550. Transference and Countertransference Class 14 Required Reading o Altman (2004)., History Repeat Itself in Transference: Countertransference, Psychoanalytic Dialogues, 14:807-815 o Tang and Gardner(1999). Race, Culture, and Psychotherapy: Transference to Minority Therapists, Psychoanalytic Quarterly, 68:1-20, o Kris Y. Yi, (1998) Transference and Race: An Intersubjective Conceptualization, Psychoanalytic Psychology, 15:245-261. o Homes, D. E., (1992), Race and Transference in Psychoanalysis and Psychotherapy, International Journal of Psychoanalysis, 73, 1, 1-11 o RoseMarie Pérez Foster (1992). Psychoanalysis and the Bilingual Patient: Some Observations on the Influence of Language Choice on the Transference. Psychoanalytic Psychology, 9:61-76. o McWilliams, N., (1996). Therapy across the Sexual Orientation Boundary: Reflections of a Heterosexual Female Analyst on Working with Lesbian, Gay, and Bisexual Patients. Gender and Psychoanalysis, 1:203-221 Supervision, Assessment, and Organizations: Class 15 Required Reading o Tummala-Narra, P., (2004), Dynamics of race and culture in the supervisory encounter, Psychoanalytic Psychology, Vol. 21, No. 2, 300–311 o Kelly, S., & Boyd-Franklin, N. (2005). African American women in client, therapist, and supervisory relationships: The parallel processes of race, culture, and family. In M. Rastogi & E. Wieling (Eds.), The voices of color: First person accounts of ethnic minority therapists (pp. 67-89). Thousand Oaks, CA: Sage. o Acevedo-Polakovich, I. D., Brown, T. L., Derefinko, K. J., Garriott, P. O., Gudonis, L. C., Reynaga-Abiko, G., et al. (2007). Beyond instrument selection: Cultural considerations in the psychological assessment of U.S. Latinas/os. Professional Psychology: Research and Practice,38, 375-384. o Gallagher, T.J. (2000). Building institutional capacity to address cultural differences. In R.T. Carter (Ed.), Addressing cultural issues in organizations (pp. 229-240). Thousand Oaks, CA: Sage. Optional Reading o Constantine, M. G., & Yeh, C. J. (2001). Multicultural training, self-construals, and multicultural competence of school counselors. Professional School Counseling,4, 202-207.