Reconsidering Graduate Training and Clinical Practice: The Importance of Psychodynamic Thinking

Abstract

Abstract Treatment can be powerfully informed by the exploration of psychodynamic concepts. Yet, many graduate social work programs struggle to adequately examine these ideas. Psychodynamic practice has transformed from a framework of long-term private practice, which requires multiple sessions a week, to a contemporary framework that can integrate into any modality, frequency, setting, and length of treatment. Literature on the psychodynamic approach has not been effectively incorporated into most current graduate programs. This article addresses this gap in social work education by advocating for graduate-school coursework focusing on—at a minimum—the concepts of (a) the unconscious, (b) transference, and (c) countertransference. In the following pages, we offer a synopsis of current graduate-level coursework, and an examination of psychodynamic thinking, including its base of evidence and value in contemporary treatment. This article explores an integrative approach to training and practice. We argue that understanding these fundamental psychodynamic concepts creates a more nuanced, deeper, and impactful treatment and that training in this area is beneficial to all social workers.