Psychoanalytical Theories and Attachment Theory

Psychodynamic theory and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.

Many theories have sprung from Freud’s psychoanalytical principles. Attachment theory is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all theories must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.

This week, you switch your lenses to consider a case study through these theories.

Learning Objectives

Students will:

• Summarize the assumptions of psychoanalytical theories and attachment theory
• Evaluate the strengths and limitations of psychoanalytical and attachment theories
• Develop reflection questions to apply attachment theory in social work practice
• Apply attachment theory to a social work case study

Photo Credit: [Tom Merton]/[OJO Images]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment Theory and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic System of Ideas (pp. 398–410)

Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318

Note: You will access this article from the Walden Library databases.

Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.

Note: You will access this book chapter excerpt from the Walden Library databases.

National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Psychoanalytic Approaches” segment by clicking the applicable link under the “Chapters” tab.

Note: You will access this video from the Walden Library databases.

Optional Resources

Blakely, T. J., & Dziadosz, G. M. (2015). Application of attachment theory in clinical social work. Health & Social Work, 40(4), 283–289. https://doi.org/10.1093/hsw/hlv059

Fleischer, L., & Lee, E. (2016). The analytic principle and attitude: Mobilizing psychoanalytic knowledge to maximize social work students’ practice competence. Psychoanalytic Social Work, 23(2), 99–118. doi:10.1080/15228878.2016.1149776

Discussion: Evaluating Psychoanalytical Theory

Sigmund Freud is often hailed as the father of psychoanalytical theory. His theory was the first to point to the influence of early childhood experiences. However, psychoanalytical theory has received a lot of criticism. Although theories are supposed to be objective and value-free, they are developed within a sociocultural and political context. For example, with historical perspective, it is possible to see that values within the Western Victorian era influenced Freud as he developed his theory. Another criticism is that many psychoanalytical concepts cannot be measured. For example, how do you measure the id, ego, and superego or the notion of unconscious conflicts? As a result, it is difficult to test the accuracy of these concepts using social science research methods.

It is important to critically evaluate theories for their practical use. For example, is it appropriate to use a theory when working with diverse populations or with populations different from those with whom the theory was normed (e.g., women, racial and ethnic minority groups, those who are economically disadvantaged)? Finally, are the assumptions of theories consistent with the values underlying the field? In this Discussion, you respond to some of these concerns.

To prepare, read the following from the Learning Resources:

• Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
• National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

By Day 3

Post:

• Summarize the assumptions of Freud’s psychoanalytical theory in 2 to 3 sentences.
• Explain whether you believe it is appropriate to apply psychoanalytic theory to women and individuals from racial and ethnic minority groups.
• Explain whether you believe psychoanalytic theory is consistent with social work values and social work ethics.

By Day 5

Respond to at least two colleagues:

• Compare your response with your colleague’s. Identify any insights you gained from your peer’s response.
• Discuss whether or how to address values related to the development and use of a specific theorywhen working with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 3 Discussion

Assignment: Application of Attachment Theory to a Case Study

As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for what each social worker within each unique social work-client relationship can access of that relationship for reflection” (pp. 44).

This week, you will apply attachment theory to the case study you chose in Week 2. In other words, your theoretical orientation—or lens—is attachment theory as you analyze the case study.

To prepare:

• Review the same case study you selected from last week’s Assignment. (Remember, you will be using this same case study throughout the entire course). Use the “Dissecting a Theory and Its Application to a Case Study” worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory, and then you can employ the information in the table to complete your assignment.
• Review attachment theory and the following article listed in the Learning Resources: Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. Retrieved http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318

By Day 7

Submit a 1- to 2-page case write-up that addresses the following:

• Summarize the assumptions of attachment theory in 2 to 3 sentences.
• Identify the problem in your chosen case study to be worked on from an attachment theoryperspective.
• Explain how attachment theory defines and explains the cause of the problem in one to two sentences.
• Develop two assessment questions that are guided by attachment theory that you would ask the client to understand how the stress or distress is affecting the client.
• Discuss two interventions to address the problem. Remember, the theory should be driving the interventions. In other words, you would not identify systematic desensitization since this is not an intervention guided by attachment theory.
• Formulate one self-reflective question that is influenced by attachment theory that you can ask yourself to gain greater empathy for what the client is experiencing.
• Explain which outcomes you could measure to evaluate client progress based theory.

Be sure to:

• Identify and correctly reference the case study you have chosen.
• Use literature to support your claims.
• Use APA formatting and style.
  • Remember to double-space your paper.

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Group therapy is one of the most successful interventions for adolescents. This is because of the nature of this stage of development and the need to belong to a group. Hearing the stories of other teens and knowing that their experiences and feelings are similar is very therapeutic. Another characteristic of the adolescent stage is a short attention span, so the clinical social worker should tailor exercises that initiate and sustain discussion for adolescents.

For this Assignment, watch the “Bradley” video.

In a 2- to 4-page paper, identify two opening exercises that you might recommend for a group of adolescent girls who were victims of human trafficking.

• Describe the exercises in detail so that another social worker would be able to implement them.
• Explain ways these exercises might be effective in creating a comfortable environment for these teenage girls.
• Support your rationale with the literature. For example, what does the literature say about teenage girls who have been arrested for prostitution/human trafficking and who openly discuss their experiences?
• How do these exercises promote group cohesion and encourage these teens to talk openly?

Required Media

Laureate Education. (Producer). (2013a). Bradley (Episode 1) [Video file]. In Sessions. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Recommended Resources

Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 3 “Assessment of Adolescents”
Chapter 4 “Intervention with Adolescents”

Bradley Family Episode 1 Program Transcript THERAPIST: First off, Tiffany, I want you to know how really glad we are that you’re here. There’s a lot that we do here that I think would be very good for you. Can I tell you about them? TIFFANY: Sure. THERAPIST: One of the services that I’m really excited about is the Teens First program we offer. It’s been open a little less than a year, but it’s already doing great things. TIFFANY: What does it do? THERAPIST: Well, it’s really the only organization of its kind. It provides treatment to women who’ve been in your type of situation. That’s the only group we treat. TIFFANY: My situation? Why don’t you just say what you mean? I’m a whore. THERAPIST: That’s just it, Tiffany. We don’t see you that way. Young women who’ve been arrested for prostitution, we see them as victims of human trafficking. You’re not a criminal. You’re a survivor. TIFFANY: I don’t understand why I have to be here. I was fine where I was. I want to go back with my boyfriend. THERAPIST: The one named Donald? TIFFANY: Yeah. THERAPIST: You said he was acting as your pimp. You said he bought you from someone else. Is that what a boyfriend does? TIFFANY: I think it’s great you have all these services. But I don’t need them. THERAPIST: Well, that’s something that I definitely want you to talk to me about over the next several weeks. The plan is for you and I to meet alone a couple times a week. And we’ll also meet in a group with some other young women like yourself. TIFFANY: There’s no one like me. ©2013 Laureate Education, Inc. 1                  Bradley Family Episode 1 THERAPIST: You’re right. There is no one like you. I just meant other young women who’ve gone through similar experiences. You also get three meals a day. They’re pretty good, actually. Healthy. And a room to sleep in. And then there’s a case manager who will talk to you about jobs, going back to school, what you might want to do for a living. It’s really a great opportunity. TIFFANY: I want to go to college. Design clothes. THERAPIST: Well, that’s great. I think that sounds really, really good. So do you want to see your room?

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University of Phoenix Material

Philosophy and Arts Worksheet

Take no more than three sentences to answer the following questions (15 pts):

· What is the primary Freudian influence evident in Figure 33.2?

· Describe the difference between expressionism and abstract expressionism.

· Explain how Dada might be reflective of the change in society as a result of science opposed to psychology.

· What is one primary similarity and one primary difference between the dance of Martha Graham and Merce Cunningham?

· Review Figure 33.2. Provide three attributes of the painting that reflect the expressionist movement.

Essay question – answer the following question in no more than 525 words (5 pts). Use proper APA citations.

· What are the similarities and differences of readings 33.2 and 33.3? Cite specific examples from each to support your answer.

https://prezi.com/y4yylkq99qmw/chapter-33-the-freudian-revolution/

please on the link you will find the figures 33.2 and 33.3

the first figure on the slide “scream” and the second “berlin…” respectively

356

CHAPTER 32 The Modernist Assault

The Humanistic Tradition, Book 6: Modernism, Postmodernism, and the Global Perspective, 7e

T. S. Eliot

No English-speaking poet advanced the Modernist agenda more powerfully than the American-born writer T. S. (Thomas Stearns) Eliot (1888–1965). Meeting Pound in 1914, Eliot joined him in the effort to rid modern poetry of romantic sentiment. He held that poetry must seek the ver- bal formula or “objective correlative” (as he called it) that gives precise shape to feeling. Eliot’s style soon became notable for its inventive rhythms, irregular cadences, and startling images, many of which draw on personal reminis- cences and obscure literary resources.

Educated at Harvard University in philosophy and the classics, Eliot was studying at Oxford when World War I broke out. He remained in England after the war, becom- ing a British citizen in 1927 and converting to the Anglican faith in the same year. His intellectual grasp of modern philosophy, world religions, anthropology, and the classical literature of Asia and the West made him the most erudite literary figure of his time.

Begun in 1910, Eliot’s poem “The Love Song of J. Alfred Prufrock” (reproduced here in full) captures the wan- ing idealism that pervaded the years leading up to World War I. The “love song” is actually the dramatic monologue of a timid, middle-aged man who has little faith in himself or his capacity for effective action. Prufrock’s cynicism anticipated the disillusion and the sense of impotence that marked the postwar generation (discussed in greater detail in chapter 34).

READING 32.2 Eliot’s “The Love Song of J. Alfred Prufrock” (1915)

S’io credesse che mia risposta fosse A persona che mai tornasse al mondo, Questa fiamma staria senza piu scosse. Ma perciocche giammai di questo fondo Non torno vivo alcun s’i’odo il vero, Senza tema d’infamia ti rispondo.1

Let us go then, you and I, 1 When the evening is spread out against the sky Like a patient etherised upon a table; Let us go, through certain half-deserted streets,

The muttering retreats 5 Of restless nights in one-night cheap hotels And sawdust restaurants with oyster-shells: Streets that follow like a tedious argument

Of insidious intent To lead you to an overwhelming question . . . 10 Oh, do not ask, “What is it?” Let us go and make our visit.

1 LinesfromDante’s“Inferno,”Canto27,61–66,spokenbyGuido da Montefeltro, who was condemned to Hell for the sin of false counseling. In explaining his punishment to Dante, Guido is still apprehensive of the judgment of society.

2

In the room the women come and go Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes, 15 The yellow smoke that rubs its muzzle on the window-panes Licked its tongue into the corners of the evening, Lingered upon the pools that stand in drains,

Let fall upon its back the soot that falls from chimneys, Slipped by the terrace, made a sudden leap, 20 And seeing that it was a soft October night, Curled once about the house, and fell asleep.

And indeed there will be time For the yellow smoke that slides along the street, Rubbing its back upon the window-panes; 25 There will be time, there will be time To prepare a face to meet the faces that you meet; There will be time to murder and create, And time for all the works and days of hands2 That lift and drop a question on your plate; 30 Time for you and time for me, And time yet for a hundred indecisions, And for a hundred visions and revisions, Before the taking of a toast and tea.

In the room the women come and go 35 Talking of Michelangelo.

And indeed there will be time To wonder, “Do I dare?” and, “Do I dare?” Time to turn back and descend the stair, With a bald spot in the middle of my hair— 40 (They will say: “How his hair is growing thin!”) My morning coat, my collar mounting firmly to the chin, My necktie rich and modest, but asserted by a simple pin— (They will say: “But how his arms and legs are thin!”) Do I dare 45 Disturb the universe? In a minute there is time For decisions and revisions which a minute will reverse.

For I have known them all already, known them all— Have known the evenings, mornings, afternoons, 50 I have measured out my life with coffee spoons; I know the voices dying with a dying fall Beneath the music from a farther room.

So how should I presume?

And I have known the eyes already, known them all— 55 The eyes that fix you in a formulated phrase, And when I am formulated, sprawling on a pin, When I am pinned and wriggling on the wall,

Then how should I begin To spit out all the butt-ends of my days and ways? 60

And how should I presume?

An ironic allusion to the poem “Works and Days” by the eighth- century B.C.E. poet Hesiod, which celebrates the virtues of hard labor on the land.

8

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Helen Petrakis

Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.

Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.

Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer has time to spend with her husband and children. 14 Helen spoke to her husband, John (the family decision maker), and they agreed to have Alec (their son) move in with Magda (his grandmother) to help relieve Helen’s burden and stress. John decided to pay Alec the money typically given to Magda’s helper. This has not decreased the burden on Helen since she had to be at the apartment at least once daily to intervene with emergencies that Alec is unable to manage independently. Helen’s anxiety has increased since she noted some of Magda’s medications were missing, the cash box was empty, Magda’s checkbook had missing checks, and jewelry from Greece, which had been in the family for generations, was also gone. Helen comes from a close-knit Greek Orthodox family where women are responsible for maintaining the family system and making life easier for their husbands and children. She was raised in the community where she currently resides. Both her parents were born in Greece and came to the United States after their marriage to start a family and give them a better life. Helen has a younger brother and a younger sister. She was responsible for raising her siblings since both her parents worked in a fishery they owned. Helen feared her parents’ disappointment if she did not help raise her siblings. Helen was very attached to her parents and still mourns their loss. She idolized her mother and empathized with the struggles her mother endured raising her own family. Helen reports having that same fear of disappointment with her husband and children.

Employment History: Helen has worked part time at a hospital in the billing department since graduating from high school. John Petrakis owns a Greek souvenir shop in town and earns the larger portion of the family income. Alec is currently unemployed, which Helen attributes to the poor economy. Dmitra works as a sales consultant for a major department store in the mall. Althima is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant. During town events, Dmitra and Althima help in the souvenir shop when they can.

Social History: The Petrakis family live in a community centered on the activities of the Greek Orthodox Church. Helen has used her faith to help her through the more difficult challenges of not believing she is performing her “job” as a wife and mother. Helen reports that her children are religious but do not regularly go to church because they are very busy. Helen has stopped going shopping and out to eat with friends because she can no longer find the time since she became a caretaker for Magda. Mental

Health History: Helen consistently appears well groomed. She speaks clearly and in moderate tones and seems to have linear thought progression—her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. More recently, Helen is overwhelmed by thinking she is inadequate. She stopped socializing and finds no activity enjoyable. In some situations in her life, she is feeling powerless. 15 Educational History: Helen and John both have high school diplomas. Helen is proud of her children knowing she was the one responsible in helping them with their homework. Alec graduated high school and chose not to attend college. Dmitra attempted college but decided that was not the direction she wanted. Althima is an honors student at a local college.

Medical History: Helen has chronic back pain from an old injury, which she manages with acetaminophen as needed. Helen reports having periods of tightness in her chest and a feeling that her heart was racing along with trouble breathing and thinking that she might pass out. One time, John brought her to the emergency room. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms. She continues to experience shortness of breath, usually in the morning when she is getting ready to begin her day. She says she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Helen says that she feels like her body is one big tired knot.

Legal History: The only member of the Petrakis family that has legal involvement is Alec. He was arrested about 2 years ago for possession of marijuana. He was required to attend an inpatient rehabilitation program (which he completed) and was sentenced to 2 years’ probation. Helen was devastated, believing John would be disappointed in her for not raising Alec properly. Alcohol and Drug Use History: Helen has no history of drug use and only drinks at community celebrations. Alec has struggled with drugs and alcohol since he was a teen. Helen wants to believe Alec is maintaining his sobriety and gives him the benefit of the doubt. Alec is currently on 2 years’ probation for possession and has recently completed an inpatient rehabilitation program. Helen feels responsible for his addiction and wonders what she did wrong as a mother.

Strengths: Helen has a high school diploma and has been successful at raising her family. She has developed a social support system, not only in the community but also within her faith at the Greek Orthodox Church. Helen is committed to her family system and their success. Helen does have the ability to multitask, taking care of her immediate family as well as fulfilling her obligation to her mother-in-law. Even under the current stressful circumstances, Helen is assuming and carrying out her responsibilities.

John Petrakis: father, 60 years old

Helen Petrakis: mother, 52 years old

Alec Petrakis: son, 27 years old

Dmitra Petrakis: daughter, 23 years old

Althima Petrakis: daughter, 18 years old

Magda Petrakis: John’s mother, 81 years old

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