I began teaching at Rhodes University in 1982, and at Duquesne University in 1994. I have also been teaching annually at the C. G. Jung Institute Analyst Training Program of Pittsburgh. Here are course descriptions and syllabi for currently or recently taught.

Graduate Courses:
  • Case formulation. This course introduces students to the core skills in being a clinical psychologist, whose expertise does not pertain to a particular area, such as child development, or family systems, or psychodynamics, or the assessment of cognitive impairment, but which lies in the ability to integrate all such factors into an intelligible, holistic understanding of the issues in question, and to plan and implement interventions accordingly. Syllabus 2017
  • Psychoanalytic theory and practice. This is an advanced introduction to the contemporary psychoanalytic field, with a special emphasis on the so-called “British” tradition. We shall study intensively readings from figures such as Melanie Klein, Donald Winnicott, Wilfred Bion, as well as some of their best known expositors, and the Americans, Nancy McWilliams, Christopher Bollas, and Thomas Ogden. Syllabus 2014
  • Special topics: analytical psychology. This is an intensive, graduate level introduction to the contemporary field of Jungian psychoanalysis. Students read extensively from Jung’s Collected Works, but also read seminal papers from the post-Jungian traditions. The course includes some workshop experience, including working with dreams, and has a strongly clinical emphasis. Syllabus 2015
  • Psychology as a human science. This graduate course introduces students to the philosophical foundations of psychology as a human science. We study many of the classics in the history of philosophical anthropology and existential phenomenology, including readings from Heidegger, Binswanger, Straus, Boss, van den Berg, Merleau-Ponty, Young, Fanon, and Ricoeur. We shall study closely Romanyshyn’s discussion of the post-renaissance history of psychological life and the rise of scientific psychology. Postmodern developments in the field are discussed through some writings of Gergen and Cushman. Finally, we shall introduce the research curriculum by spending a few seminars on Giorgi’s development of an empirical phenomenological research method. This course offers advanced students of psychology a rigorous and articulated understanding of being human as being-in-the-world, so that the different schools of psychology and the range of findings within empirical psychology can be systematically evaluated and integrated. Syllabus 2016.pdf
  • Psychopathology. This graduate course follows the structure of the DSM as a general way of organizing the field of psychopathology. I do not expect students to learn all the diagnostic criteria, even for common syndromes, but we shall focus on the core clinical features and differential diagnostic questions across the range of conditions described. Limits of time mean that child psychopathology will not be addressed–that requires a course on its own. We shall discuss the current empirical and theoretical issues in each area addressed, but there will be supplementary readings from the psychoanalytic and broader human science tradition. Syllabus ’14
  • Daseinsanalysis. This graduate course explores the existential phenomenological approach to psychiatry and psychotherapy introduced by Ludwig Binswanger and developed by Medard Boss. Boss had been a patient of Freud’s when a medical student, and he attended Jung’s seminars for some years in the 1940s. His intellectual mentor, the philosopher Martin Heidegger, traveled to Zurich to give seminars to Boss’s psychiatric residents in the 1950s and 60s. The Daseinsanalytic writings of clinicians such as Condrau, Gendlin, Craig, Kastinidis, and Todres are also discussed. The course emphasizes the integration of conceptual issues with clinical practice, with a special emphasis on approaches to symptoms and to dreams. (I would like to acknowledge the late Professor Dreyer Kruger of Rhodes University, whose years of education and supervision were with me through this course.) Syllabus 2014.pdf
Undergraduate Courses:
  • Introduction to existential phenomenological psychology. This is an advanced undergraduate introduction to the field of existential phenomenological psychology. Students will understand the meaning of being-in-the-world and its constituents, including spaciality, temporality, mood as mode of understanding, language as gathering and holding, and embodiment. The first half of the course involves a sustained focus on being-in-the-world and its relevance to our scientific culture’s Cartesian assumptions; the second half addresses the ambiguities and complexity of human embodiment. Throughout the course, we shall also do the work of phenomenology in addressing clinical issues as found in the lifeworld. Syllabus 2015.pdf
  • Psychoanalytic psychology. This is an advanced undergraduate introduction to the contemporary field of psychoanalysis. Students will read some of Freud’s lectures, but will also study the contributions of analysts such as Klein, Winnicott, Kohut, Jung (on dreams), and McWilliams. The general purpose of the course is to invite students to think analytically about the complexities of human motivation and depths of human experience, but to do so in a way that remains experience near. Psychoanalytic Psychology 2015.pdf
  • Psychology as a human science. This 2-level course introduces students to psychology as a human science. It is an approach that draws from a variety of sources, such as existentialism, phenomenology, psychoanalysis, humanistic psychology, feminism, ecopsychology, and postmodernism. What these sources have in common is an exploration of the meanings and significance of human experience and behavior, as these are embedded in a sociocultural world. Our focus in this course will be on existentialism, phenomenology, humanistic psychology, and very briefly on depth psychology (psychology of the unconscious) and postmodernism. Syllabus 2017.pdf
  • Aging and Mental Health. This course was taught with Dr. Joe Yenerall, whose area of expertise is the sociology and politics of aging and health care for the elderly. Dr. Yenerall has now retired so this course will not be offered again in this form. My contribution to the course is the psychology of aging, with a special emphasis on the challenges and psychopathologies of old age. The course is presented to both graduate and undergraduate students, with appropriately different requirements. For graduate students taking this course, training includes an introduction to the neuropsychological assessment of the elderly and the psychological evaluation, with cognitive testing, of an elderly person. syllabus 2010.pdf
C. G. Jung Institute Analyst Training Program courses
  • Seminars on psychoanalytic therapy. This course of eight seminars discusses essential issues in the structure and processes of analytically oriented psychotherapy. Readings are mostly from the psychoanalytic tradition, but readings from Jung and the postJungian field are included. Seminars (8) on therapy ’11.pdf
  • The Developmental school of analytical psychology. This course of 9 seminars reads and discusses the central theoretical and clinical ideas of the developmental school. Some psychoanalytic writings prepare the ground for the integrative work of such seminal analysts as Michael Fordham, Rosemary Gordon, Mara Sidoli, Joseph Redfearn, and Andrew Samuels. Developmental school 2012.pdf
  • Jung and phenomenology. The course is based on my book of that name, as well as some more recent writings of mine. For foundations, we read and discuss some excellent writing by Erik Craig, and we also discuss some of the cases written by Medard Boss in his classic book, Psychoanalysis and Daseinsanalysis. Syllabus 2013-14.pdf
  • Jungian approach to psychopathology. This course draws extensively from the Jungian and post-Jungian literature in discussing, neuroses, psychoses, and personality disorders. Psychopathology 2009.pdf
  • Psychoanalysis for Jungians. This course introduces candidates training in Jungian analysis and auditors to the contemporary psychoanalytic field. Central ideas from Freud, Klein, Winnicott, Bion, and Kohut are introduced in their clinical contexts. Post-Jungian writings that integrate psychoanalytic and Jungian thought are read and discussed. Psychoanalysis for Jungians.pdf
  • Hospitality towards psyche. The general aim of this seminar is to help situate you in a stance towards the psyche that is self-reflectively aware, theoretically sound, and relatively steady. It is a stance that is especially desirable if one wants to become a psychotherapist or analyst, but it may be helpful in relation to our own inner lives as well. Hospitality to psyche 2009.pdf
Some teaching notes