Courses & Workshops

Fairy Tales: Pathways to Transformation — Bringing the Magic of Stories into Psychotherapy – March 10-11 2017

John F. Kennedy University
Department GCPH
Depth Psychology Master Course 5100.3
Winter Quarter, 2017

Instructor:

Bette Kiernan, MFT

Telephone:

(650) 324-3639

Email:

betteuk@aol.com

Office Hours:

TBA:
Palo Alto office

Dates/Times:

March 10 6:00-9:00 PM

March 11 10:00 AM-5:00 PM

Units:

1 Unit

Classroom:

Annex,
Berkeley Campus

Course

Description

Fairy Tales: Pathways to Transformation

Bringing the Magic of Stories into Psychotherapy

The major contributors to the development of Psychotherapy-Sigmund Freud, Carl Jung, Otto Rank and others looked to fairy tales and myths to understand the psyche. Classic stories are still yielding new insights and clinical directions for contemporary therapists.

Narratives are important. We gain a sense of ourselves by telling stories of our lives.

Identities form through integrating personal histories with the cultural myths and legends of our culture. Per Carl Jung, the myths of human beings are essential to knowing oneself. He wrote: “He is like one uprooted, having no true link either to the past, or with the ancestral life which continues within him, or yet contemporary human society.”

Sometimes individuals and families get stuck in repetitive and sad stories which then may become the subject matter of the therapy hour. When classic tales are incorporated into psychotherapy, the process is enriched and the path towards happier endings is revealed.

In fairy tales, the hero or heroine leaves home on a journey, although sometimes on a quest. Protagonists enter disturbing realms, encounter fabulous forces, master challenges to ultimately win a victory. Typically, they return with a gift to society. As models and guides, they encourage us to do the same.

We will examine and apply the dynamics and change processes for expanding personal and social development. During current times of rapid planetary, economic, and cultural upheaval, a study of heroic action has special meaning.

Well-known stories such as Snow White and Cinderella, as well as lesser known tales, depict child abuse in the family of origin. Because of brutal treatment, although sometimes on a quest, the child leaves home and encounters fantastic adventures which ultimately lead to healing. The patterns of early abuse will be related to all bad or all good characters typically met in the forest. For example, the defensive “splitting” between positive and negative qualities of those encountered on the journey, mirror ways of those diagnosed with Borderline Personality Disorder.

Fairy tales will be further considered within Systems, Jungian, Psychoanalytic, Compassion Centered, and Cognitive Behavioral frameworks. The hidden patterns for redemption will be unveiled.

The applications for psychotherapy will be delineated: Fairy tales enable clinicians, who have roles analogous to fairy godmothers, to instill hope, offer compassion focus, use underlying patterns to guide healing, and expand upon the symbolic imagery that transforms suffering into creative action. By examining them through family systems, psychoanalytic, cognitive, and Jungian theoretical frameworks-new understanding of clinical syndromes, treatment means, and personal development will be revealed.

We will use enactments of stories, active imagination, the creation of fairy tales, and writing of the promised happy ending of our stories for the rest of life. As we do, you will gain deep understanding fairy tales represent the “anatomy of the psyche”, soothe yourself by reading a fairy tale to your inner child, gain comfort through the journey, and interchange fairy tales, dreams, and nature as metaphors.

Bette Kiernan, MFT is a psychotherapist in private practice in Menlo Park, California. She has taught courses on fairy tales and myths through Santa Clara University, UC Santa Cruz Extension, UC Berkeley, and John F. Kennedy University. She also provides crisis interventions and trainings throughout Silicon Valley corporations.

Institutional
Learning

Outcomes

At John F. Kennedy University (JFKU), our Institutional Learning Outcomes (ILOs) reflect the broader mission and purpose of the institution. As the overarching set of learning outcomes that all students, regardless of discipline, achieve by graduation, the ILOs represent a profile of our graduates at completion of their degrees and as such, also represent a promise to our students, their families, and communities.

Graduates, at a level appropriate to their degree, will be able to: Intellectual Skills Demonstrate intellectual skills and abilities appropriate to a particular field of study.

Specialized Knowledge Apply specialized knowledge in a particular field of study.

Ethical Practice Apply relevant ethical principles or frameworks to help inform decision making.

Multicultural Professionalism Effectively practice with an awareness of a multicultural and diverse community.

Community Service Demonstrate commitment to service to the community.

Program

Learning
Outcomes

*Display the capacity to build a therapeutic relationship with client

*Competently apply clinical skills

*Articulate heoretical comprehension and apply critical thinking

Course

Learning
Outcomes

 ~Participants will attain new knowledge of the interfaces between contemporary psychological theoretical frameworks and the Hero’s journey motif in fairy tales and myths by examining them through family systems, psychodynamic, Jungian, cognitive and other theoretical perspectives

~Participants will understand fairy tales as representing child abuse within the original family

~Participants will learn how to apply the cycle of myth in psychotherapeutic treatment to establish positive cognitive reframes for change

~Participants will use the means of fairy tale heroes and heroines, such as resilience, empathy, and strategy to model these for clients

~Participants will learn and use Jung’s theory “We have a favorite fairy tale that goes with us throughout life”

~Participants will delineate the phases of the hero or heroine’s journey within the framework of systems processes

~Participants will understand and use archetypal symbolism

~Participants will recognize fairy tale characters as archetypes in their own, and within client’s psyches

~Participants will understand that fairy tales, dreams and nature may be used interchangeably within clinical settings

References

Campbell, Joseph (1968).

Hero with A Thousand Faces.
Princeton,
New Jersey. Princeton University Press.

Bettelheim, Bruno (1968).
The Uses of Enchantment. The Meaning and Importance of Fairy Tales. New York. Penguin
Random House.

Fromm, Erich (1951).
The Forgotten Language. Introduction to the Understanding of Dreams, Fairy Tales and Myths.  NewYork. Grove Press.

Johnson, Robert A.(1986)
Inner Work.
San Francisco. Harper and Row Publishers.

Kiernan. Bette U.
(2006) The Uses of Fairy Tales in Psychotherapy.
Cambridge. Massachusetts Institute of Technology.web.mit.edu/comm-forum/mit4/papers/Kiernan.pdf

Rossi, Ernest (2000).
Dreams Consciousness and Spirit.
Malibu: Palisades Gateway Publishing.

Tatar, M.M. (1987)
The Hard Facts of the Brothers Grimm. Princeton. Princeton University Press.

Tatar, M.M. (2015)
The Cambridge Companion to Fairy Tales. Cambridge. Cambridge University Press.

Von Franz, M.L. (1996)
The Interpretation of Fairy Tales.
Boston. Shambala Press.


Teaching
Methodology

Given that the subject matter of the course, fairy tales, emerge through process like happenings and events, I use analogous teaching methods. For example, the didactic and experiential instructional components typically evoke important questions long held within the deep psyche of students. In the moment response is essential to teach that fairy tales and dreams are symbolic means of expression for the most relevant issues in individual development. Socratic questioning is especially useful given that students typically know far more about depth psychology concepts than they may be initially aware. Complex concepts and patterns pertaining to archetypes and the psyche are amenable to knowing through exploration. I also use various experiential methods, such as enactments of favorite fairy tales, symbolic imagery to demonstrate the creative story making capacity of the psyche, writing and visualization of analogous processes in nature and fairy tales to shift feeling states. Anxiety and depression, for example, are symbolized in fairy tales with imagery such as the dark forest. As the hero or heroine comes into the light, emotions become enlivened and more positive. Through encouraging in the moment awareness of changing feeling states as the hero or heroine passes through the stages of the journey, one may gain direct experience of the power of stories to change emotions.

Assignments

Please review and bring your favorite fairy tale from childhood to the class.

Grading

Credit/No Credit

Based upon class participation and gaining of introductory knowledge of the uses of fairy tales in psychotherapy

Course

Schedule

March 10, 2017

6:00 PM to 9:00 PM

I
Relevance of classic stories to the theory and practice of
psychotherapy 1 hour 30 minutes

A
Carl Jung’s theory that we have a favorite fairy tale that goes
with us throughout life.

B
Through connection to special stories, we highlight coping and
problem solving abilities, and patterns for potential development

C
Experiential exercises designed to identify special stories,
demonstrate myth making capacity within the psyche, and access
archetypes within.

D
Introduction to the application of contemporary psychological
theory and subsequent clinical applications for fairy tales

Break:
15 minutes

11
Standard path of the hero or heroine’s journey and the power of
myth for therapy

1 hour 15 minutes

A. Fairy tale hero or heroine as abused child in disturbed family

B. Leaving home as systems change and cycle of myth

C. Transformation of hero/heroine result from encounters with nurturing
others and reflect changes that occur in psychotherapy

D Fairy tale characters are archetypes such witch, fool, king, godmother, evil
stepmother; qualities may be diagnosable in DSM V and
congruent with contemporary psychoanalytic theory

E. Experiential exercise to encounter inner archetypes and fairy tales as x-ray
of the anatomy of the psyche; suggestion to note dreams

=====

March 11, 2017

10:00 AM to 5:00 PM

III
Expansion of themes in fairy tales

I hour 15 minute

Experiential exercise with prior night’s dreams

Analogous patterns in art, fairy tale, dreams and nature

Using themes in psychotherapy as positive cognitive reframes

Periods of suffering do not last

Life as a process of change

Instillation of hope

Duality of light and dark to normalize emotional pain

Break
15 minutes

IV
Enactment of Favorite Childhood Fairy Tale

1 hour

Relevance of themes to life pattern of development

Pointers to future potential

Emotional Transformation through phases of the journey

Lunch
One hour

12:30-1:30

V
Example of Use of Fairy Tale in Couples Therapy
1 and 1 ½ hours

Italian fairy tale “The Glass Tunnel” reading

Enactment of story

Identification of Systems, Psychodynamic, Cognitive and Jungian interpretations

Use in clinical settings

Break and bring back item from nature

½ hour

VI
Creation of Happy Ending of Personal Story for Rest of Life
1 and ½ hours

Symbolism of Object from Nature

Writing exercise

Who put a spell on you?

Who were your helpers?

How did you get through dark forests of your life?

How did you gain wisdom from your journey?

How did you bring gifts to others?

How was emotional pain a prerequisite for growth?

Sharing of story

Identification of Class Myth

Attendance

As noted in the University catalog, students are expected to attend all class meetings of any course in which they are enrolled and comply with attendance requirements specified in the course syllabus. Excessive unexcused absences may affect the course grade.

University

Policies

For university academic policies, please click on the following link to the current Academic Catalog:
http://www.jfku.edu/student-service/current-students/academic-catalog.html

Registration policies and forms are available on MyJFKU at
https://my.jfku.edu/ICS/Registration/

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Honesty

Policies and procedures relating to academic integrity are outlined in the Academic Catalog. Check also with your program for additional guidelines and rules. Academic dishonesty, including cheating and plagiarism, will not be tolerated at JFK University.

Cheating includes any dishonest means of obtaining or attempting to obtain credit for academic work, such as:

  • Copying, in part or whole, from another’s examination, paper, research or creative project.
  • Submitting as one’s own work which has been purchased, borrowed, or stolen.
  • Fabricating data.
  • Employing a surrogate to take an examination, write a paper, or complete, in whole or in part, an assignment.
  • Helping another student to engage in activities that constitute academic dishonesty.

Plagiarism:
Plagiarism is the presentation of words, ideas or views of someone else as if they were one’s own. Plagiarism is intellectual dishonesty and, as such, is a serious academic offense. The potential penalties for plagiarism range from an unsatisfactory grade in the course (an “F” or “no credit”), a letter of sanction placed in the student’s permanent academic file, or even dismissal from the university. Plagiarism includes:

Plagiarism is intellectual dishonesty and, as such, is a serious academic offense. The potential penalties for plagiarism range from an unsatisfactory grade in the course (an “F” or “no credit”), a letter of sanction placed in the student’s permanent academic file, or even dismissal from the university.

Plagiarism includes:

  • Representing another’s work as your own.
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  • Not changing the wording or sentence structure significantly enough when you paraphrase a source.

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Review
Board

Any research conducted by JFKU faculty, staff, or students that involves human participants in any way must receive IRB approval before the research can be undertaken. Also, any research that utilizes JFKU faculty, staff, or students as participants must be approved by the NU/JFKU-IRB before the research can be undertaken. Principal investigators, faculty sponsors and IRB members will be required to complete online human participant research training through the Collaborative Investigator Training Initiative (CITI) prior to seeking approval. No recruitment or data collection can take place for any study prior to the receipt of formal notification of approval from the IRB. Students should contact the faculty responsible for research coursework in their program for further details.

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asc@jfku.edu.

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http://www.nu.edu/OurPrograms/StudentServices/WritingCenter/OnlineWritingCenter.html
or with the 
NU Math Center at
http://www.nu.edu/OurPrograms/StudentServices/mathcenter.html

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The OAS determines
reasonable accommodations which provide services that allow
students with qualifying physical, learning or mental health
disabilities to fully participate in all programs offered by JFKU
and to have the opportunity for successful academic performance.
Please note that classroom accommodations cannot be made until
you have registered with the OAS, received an Accommodation
Letter, and provided a copy to your instructor. For an
appointment, contact access@jfku.edu
or call 925-969-3362

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The Career Advisor assists
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development, interviewing skills, and job search basics. The
Career office maintains an electronic job board that is
exclusively for JFKU students and alumni:
https://my.jfku.edu/ICS/Student_Services/Career_Services/
Career Services is located on the Pleasant Hill campus and also
serves the Berkeley and San Jose campus as needed. Appointments
may be held in person, or via phone and email. For an appointment
call 925-969-3542 or email career@jfku.edu

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The VALOR Center is here
to assist veteran students with successful transition to academic
life, sustainability, academic, social, professional and
developmental support. Call 925-969-3332 or email vsc@jfku.edu

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open to all students at the University to support a positive
learning environment and student experience. Call 925-969-3542
or email advocate@jfku.edu

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Engaged

Service Learning
Program

JFKU Engaged ensures that all students satisfy the institutional learning objective “demonstrate a commitment to service to the community” by conducting a project that integrates their academic and career goals and meets needs in the community. To learn more about this degree requirement make an appointment with the Service Learning Coordinator at 925-969-3346 or engaged@jfku.edu.

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&
Learning
Resource
Centers

The JFKU Libraries consist of the central Robert M. Fisher Library in Pleasant Hill and its branches on the Berkeley and San Jose campuses, as well as the Law Library, also in Pleasant Hill. The holdings of all four libraries may be searched via the library web site at http://library.jfku.edu/ The collections of the university’s libraries number more than 100,000 volumes, 1,000 print and 49,000 electronic journals, 87,000 e-books, and 80 online databases. The libraries collect materials in print, audio, video, and electronic formats. Media viewing/listening stations are available at each campus. Reference assistance and research instruction are available on a drop-in, by-appointment or distance basis.

Each library’s collection supports academic programs offered on its particular campus. The databases, e-journals, and e-books on this website are accessible to all JFKU students, staff, and faculty members.

Course
Evaluations

Prior to your last class session, you will receive a request to complete an evaluation of the course and instructor. The evaluation is confidential. It asks you to rate the course (from Strongly Disagree to Strongly Agree) in several areas. You are also encouraged to provide comments to clarify your ratings.

The College and instructor are only provided with a summary of the evaluation results (including any comments submitted) and do not receive individual evaluations. We appreciate the feedback you provide in the course evaluation. We use that feedback as part of our ongoing program assessment and to inform possible course and program changes. Please provide your feedback in a thoughtful and professional manner.

Fairy Tales: Pathways to Transformation

Bringing the Magic of Fairy Tales into Psychotherapy

Coming soon to John F. Kennedy University Berkeley Campus in June 2016

A course designed to illuminate the connections between fairy tales and psychological growth

Bringing the Magic of Stories to Psychotherapy

Fairy Tales- Pathways To Transformation imageThe major contributors to the development of Psychotherapy-Sigmund Freud, Carl Jung, Otto Rank, and others looked to fairy tales and myths to understand the working of the psyche. Classic stories still yield new insights and clinical directions for contemporary therapists. Narratives are important in our lives. We gain a sense of ourselves through telling stories about ourselves to others. Identities form by integrating our personal histories with the legends and myths of our cultures. Sometimes individuals get stuck in sad, rigid and competitive stories. Their tales may then become the subject of the therapy hour. Illuminating fairy tale patterns often reveals pathways to happier endings.

The hero or heroine leaves home on a journey or a quest. She overcomes dark forces through courageous action. Protagonists enter disturbing realms, encounter fabulous forces, master challenges to ultimately win a victory. They typically return with a gift to society. As models and guides, they encourage us to do the same. We will examine and apply the dynamics and changes processes for expanding personal and social development. During our times of rapid planetary, economic, and cultural upheaval, a study of heroic action has special meaning.

The applications for psychotherapy will be delineated: Fairy tales enable clinicians to instill hope, offer compassion focus, use underlying patterns to guide healing, and expand upon the symbolic imagery that transforms suffering into creative action. By examining them through family systems, psychoanalytic, cognitive, and Jungian theoretical frameworks-new understanding of clinical syndromes, treatment means, and personal development through expansion of the inner world are revealed.

We will use enactments of stories, active imagination, the creation of fairy tales, and writing of the promised happy ending of our stories for the rest of life. As we do, you will gain deep understanding fairy tales represent the “anatomy of the psyche”, soothe yourself by reading a fairy tale to your inner child, gain comfort through the journey, and interchange fairy tales, dreams, and nature as metaphors.

The goals of the course are as follows:

  • Participants will attain new knowledge of the interfaces between contemporary psychological theoretical frameworks and the Hero’s journey motif in fairy tales and myths by examining them through family systems, psychodynamic, Jungian, cognitive and other theoretical perspectives.
  • Participants will learn how to apply the cycle of myth in psychotherapeutic treatment to establish positive cognitive reframes for change.
  • Participants will use the means of fairy tale heroes and heroines, such as resilience, empathy, and strategy
  • Participants will learn the standard path of the hero’s journey
  • Participants will learn and use Jung’s theory “We have a favorite fairy tale that goes with us throughout life”
  • Participants will gain understanding of the wisdom teachings in fairy tales in order to apply then in psychotherapeutic settings
  • Participants will know and use Jung’s theory of archetypes
  • Participants will learn the path of the fairy tale hero and therapeutic applications
  • Participants will delineate systems processes in classic stories
  • Participants will understand characters through psychoanalytic, systems, Jungian and Compassion focused frameworks
  • Participants will understand and use archetypal symbolism
  • Participants will recognize fairy tale characters in their own, and in client’s psyches

Please bring your favorite fairy tale from childhood to the class.

Bette Kiernan, MFT is a psychotherapist in private practice in Menlo Park, California. She has taught course on fairy tales and myths through Santa Clara University, UC Santa Cruz Extension, UC Berkeley, and John F. Kennedy University. She provides crisis interventions and trainings throughout Silicon Valley corporations.