Dream Work: A Psychoanalytic Perspective
Course #76523 - $24 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
More than 100 years ago, Sigmund Freud's pioneering work with dreams revealed a hidden world of unconscious thoughts and wishes. Freud's theories and methods continue to speak to mental health professionals. This course is intended to give clinicians a basic understanding of Freud's theory of dream interpretation, to explain practical techniques for use with patients, and to describe the therapeutic gains obtainable with dream work. It will begin with brief summations of Freud's contribution to the search for dreams' significance and the impact of his development of psychoanalysis. Connections to contemporary dream research are established. Issues surrounding specimens, including Freud's dreams, the clinician's own, and those of patients, are discussed.
- INTRODUCTION
- THE MEANING AND ORIGIN OF DREAMS
- A HISTORY OF FREUD AND THE PSYCHOANALYTIC TRADITION
- FREUD'S APPROACH TO DREAMS
- SHARED CONCEPTS WITHIN PSYCHOANALYSIS
- MODERN DREAM RESEARCH
- PSYCHOANALYSTS: AN OVERVIEW
- THE INFLUENCE OF CULTURE/ETHNICITY ON DREAMING
- THE IMPACT OF TECHNOLOGY ON DREAMS AND DREAM ANALYSIS
- THE DREAMER'S ROLE IN INTERPRETING SYMBOLS IN DREAMS
- DREAM SPECIMENS
- CONCLUSION
- RESOURCES
- Works Cited
This course is designed for mental health clinicians across disciplines, including counselors, social workers, and other professionals who provide psychotherapy. It is written for clinicians without formal training in dream interpretation as well as for those seeking review of the material.
The purpose of this course is to provide a basic understanding of Freud's theory of dream interpretation, to explain practical techniques for use with clients, and to describe therapeutic gains obtainable with dream work.
Upon completion of this course, you should be able to:
- Outline Freud's contributions to the psychoanalytic tradition.
- Describe Freud's approach to dreams.
- Identify psychologic mechanisms involved in building a dream.
- Identify shared concepts within psychoanalysis.
- Describe an example of modern dream research.
- Explain the key differences between psychoanalysts and other mental health clinicians.
- Discuss the influence of culture, ethnicity, and technology on dreaming.
- Describe the dreamer's role in interpreting symbols in dreams.
Suzanne Saldarini, MA, LPC, NCPsyA, is a certified psychoanalyst and licensed professional counselor in private practice in Ramsey, New Jersey. She sees individuals, couples, children, and adolescents in both long and short-term psychotherapy. She earned psychoanalytic certification at the New Jersey Institute for Training in Psychoanalysis, where she has taught The Interpretation of Dreams and served as Curriculum and Membership chairs; she continues at NJIT as a faculty member and control analyst. Ms. Saldarini began formal study of dreams as an analytic candidate but first read Freud as a psychology undergraduate at Drew University. Her graduate career in psychology began with basic research in observation of child behavior in natural settings at the University of Kansas. A certified School Psychologist, she completed many years of practice in schools and agencies both public and private before her return to Freudian study and finally psychoanalytic training and practice. She has made continuing education presentations on Freud’s approach to dreams at annual conferences for both the New Jersey Counseling Association and the International Association for the Study of Dreams. Ms. Saldarini has also authored two children's books on dreaming, About Dreams and Harry's Dream.
Contributing faculty, Suzanne Saldarini, MA, LPC, NCPsyA, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Alice Yick Flanagan, PhD, MSW
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.