Fall 2025 SOWk 581 Week 06 - Objects Relations Theory & Self-Psychology

A presentation at Heritage University in October 2025 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 581

Silhouette surrounded by icons (brain, clapperboard, heart) on pink and white slide titled 'Objects Relations Theory & Self-Psychology, Week 06.' Includes 'Jacob Campbell, Ph.D. LICSW, Heritage University,' and 'Fall 2025 SOWK 581.'

**Slide Content:** The slide presents the 'Week 06 Agenda' focusing on 'Objects Relations Theory & Self-psychology,' outlining agenda items and learning objectives.**Agenda:**- Discuss psychosocial assessment assignment- Examples of object relation theory for clients- Reviewing self-psychology components- Empathetic responding practice- Examining ADHD diagnosis**Learning Objectives:**- Explain object relations theory and self-psychology concepts- Describe clinician's therapeutic role- Demonstrate empathetic communication- Evaluate ADHD criteria through self-psychology lens

**Object**: Text slide**Action**: Describes psychosocial assessment assignment requirements**Context**: Presentation on academic tasks, features sections on evaluation and cultural factors.**Text**:'Psychosocial AssessmentThe psychosocial assessment is a key assignment for SOWK 581. Students will demonstrate their competency in engagement. Heritage’s MSW Program includes two practice behaviors in assessing engagement. The first involves evaluating cultural factors, and the second consists of using culturally responsive engagement methods...Students will conduct a psychosocial assessment with a client for their case study. The final product has two components: evaluation documentation and a reflective section on the client experience. Text references the 'Case of Vincent' for guidance. Required: Chapter's section headings like Identifying Information, Referral Source, etc.'

**Object**: Table **Action**: Presents criteria and descriptions **Context**: For 'Psychosocial Assessment,' detailing aspects like cultural factors, engagement methods, documentation practices, evaluation alignment, and assignment adherence. Includes reflections and comprehensive evaluations. **Text**: 'Psychosocial Assessment,' 'Description,' 'Highly Developed,' and segments on evaluating cultural factors, using culturally responsive engagement, documentation, client needs, evaluation alignment, and assignment adherence.

Slide text describes 'Five Assumptions of Time Limited Dynamic Psychotherapy' from Object Relation Theory. Key points include learning maladaptive patterns, maintaining them, re-enacting them in therapy, the dyadic therapeutic relationship, and focusing on problematic childhood patterns.

A man in a checkered shirt sits and speaks in an armchair. A woman listens in a cozy, book-lined room. Text reads: 'Time-Limited Dynamic Psychotherapy (TLDP) with Hanna Levenson Video (PsychotherapyNet, 2009).'

A bowl contains colorful fruit icons: bananas, apples, and a cherry. Text elements describe aspects of 'Object Relation Theory,' focusing on self and others' actions. Reference: Cooper & Granucci Lesser, 2022.

The slide presents an overview of self-psychology, discussing the self as core to identity and coherence. It outlines selfobject needs: mirroring, idealization, and twinship. Cited: Cooper & Granucci Lesser, 2022.

Slide with black text on white background titled 'Role of the Therapist in Self-Psychology.' Discusses how therapists help patients understand emotions, learn self-comfort, and utilize empathic responses. Cites Cooper & Granucci Lesser (2022).

Text on slide reads: 'Every aspect of self-psychology as a therapeutic approach is framed within the context of empathy (Cooper & Granucci Lesser, 2022).' White background with black text.

Slide textually presents 'Empathetic Communication' with four key parts: '1. Perspective taking, 2. Staying out of judgment, 3. Recognizing emotion, 4. Communicating emotion.' Cited as (Wiseman, 2007), background includes pink and orange elements.

A slide titled 'Levels of Empathetic Responding' shows a car icon for 'Surface empathy' and speech bubbles for 'Reciprocal Empathy,' with descriptions outlining empathy levels and processes.

**Slide Description:** This slide is titled 'Practice with Empathetic Responding' and focuses on a 16-year-old named Jamal.**Client:** Jamal recently moved to a new city with his mother following his parents' divorce. He's struggling with the adjustment, feeling isolated and anxious. His grades have dropped, and he's withdrawn at home.**Social Worker:** As a school social worker, your role is in a high school setting. Jamal's declining grades were noted in a report, prompting you to remove him from class for support. Your objective is to aid Jamal in navigating his emotional and academic challenges.

**Object:** Text slide **Action:** Describes a scenario **Context:** Part of a presentation on empathetic responding **Text:** - **Title:** Practice with Empathetic Responding - **Client:** Sarah, 35, survivor of domestic violence, conflicted about leaving an abusive relationship. - **Social Worker:** Case manager at a domestic violence shelter, tasked with providing emotional support and safety planning for Sarah.

**Object**: Slide presentation **Action**: Displays information **Context**: Includes text about 'Practice with Empathetic Responding' involving Jasmine, a 17-year-old facing grief after a friend's death, and her interaction with a social worker.

**Object**: Slide content **Action**: Displays information **Context**: Presentation on ADHD diagnosis Text: 'Examining Diagnosis of ADHD' - Review criteria in the DSM-5-TR - Small Group Discussion of relationship with Self-Psychology Body text discusses children’s self-experience, learning disorders, and maladaptive defenses. (Reference: Cooper & Granucci Lesser, 2022, p. 100)

Dr. Jacob Campbell

16 slides

Description

Week six is a synchronous class week, with an in-person session on Saturday (10/04). Having spent time in class examining the theoretical basis of an integrated approach to clinical practice, the assessment process, biopsychosocial assessments, the DSM-5-TR, and multicultural practice, we will now focus on specific practice implementations within the integrated approach. I do have an activity where we will be reviewing the DSM, and I would like you to bring your copy with you to class. This week’s readings include two chapters from Cooper and Granucci’s Lesser (2022) work, which presents two relational psychodynamic models: object relations theory and self-psychology. The agenda for the in-class session includes:

Discuss the psychosocial assessment assignment
Examples of understanding and applying object relation theory to a client
Reviewing components of self-psychology
Empathetic responding practice
Examining the diagnosis of ADHD

The Learning Objectives this Week include:

Explain key concepts of object relations theory and self-psychology and apply them to client case examples.
Describe the therapeutic role of the clinician in relational psychodynamic approaches
Demonstrate empathic communication through structured practice with case vignettes.
Critically evaluate the diagnostic criteria for ADHD through the lens of self-psychology, with attention to the child’s self-experience.
Explain key concepts of object relations theory and self-psychology and apply them to client case examples.
Describe the therapeutic role of the clinician in relational psychodynamic approaches
Demonstrate empathic communication through structured practice with case vignettes.
Critically evaluate the diagnostic criteria for ADHD through the lens of self-psychology, with attention to the child’s self-experience.