- What is a Clinical Psychologist?
- Compassion Focused Therapy
- Cognitive-Behaviour Therapy
- Perinatal Therapy
- Systemic Psychotherapy / Family Therapy
- Julie’s experience of depression
- Joe’s experience of panic
- Gerry’s experience of bi-polar disorder
- Health Psychology: Jim’s Experience of Cancer
- 8 week Mindfulness-Based Cognitive Therapy course
- Psychology Resource Recommendations
- Couples Therapy
- Psychosexual Therapy
- Couples Therapy Case Study: Anna and Brian
- Therapeutic packages
- Rotator cuff related shoulder pain
- Video: What you need to know about rotator cuff related shoulder pain
- Frozen Shoulder
- Shoulder dislocation, instability and hypermobility
- Running injuries
- Groin pain in athletes
- ACL injury & management
- ACL (Part 2) – Rehabilitation & The Melbourne ACL guide
- Getting back to work after pain or injury
- What is chronic pain?
- Case examples
- Kayaking Injuries survey – the results
- Physiotherapy for Osteoporosis
- The Swim-fit programme
- Physiotherapy-led Pilates
- Flex & Move class
- What is a Women’s Health Physiotherapist?
- What is men’s health physiotherapy?
- Physiotherapy for Urinary Incontinence
- What is Pelvic Girdle pain?
- Postnatal Mum-check
- Tummy gap after having a baby
- Pelvic pain and sexual dysfunction
- Pelvic Organ Prolapse (POP)
- Physiotherapy after Breast Cancer
- Grainne’s experience of urinary incontinence and back pain
- Kate’s experience of Pelvic Girdle Pain during pregnancy
- What is Autism?
- What is ADHD?
- Diagnosing Autism
- Is Diagnosis Right for You?
- Adult Autism Assessment Process at EBTC
- Adult ADHD Assessment Process at EBTC
- Therapy following diagnosis
- Dr. Róisín Joyce
- Dr Anne O’Boyle
- Dr Natasha Langan
- Dr Anne-Marie Daly
- Dr Emer Downey
- Olive O’Grady
- Eithne Hagan
- Kate Kearney
- Brendan Clarke
- Suzanne Murphy
- Linsey Blair
- Anthony Burke
- Afrah Al-yufrusi
- Sharmila Dutt
- Peter Gregory
- Marian Monteiro
- Eoin Ó Conaire
- Sylvia Farrell
- Nigel Plummer
- Maria Burke
- Leah Albertini
- Come work with us
- Shoulder Masterclass
- The Psychologically-informed Physiotherapist
- 2nd opinion appointments with Eoin Ó Conaire
- Physiotherapy supervision with Eoin Ó Conaire
- Supervision for Therapists Working with Couples
- Appointment & cancellation policy
Psychology and Psychotherapy Case Examples
Our clinical psychologists and psychotherapists here at evidence-based therapy centre work with people to improve their emotional, psychological, and physical health..
The following are examples of how attending therapy helped to facilitate meaningful changes in people’s lives.
Julie’s experience of depression
Read how Julie’s low mood and lack of motivation meant that she risked losing her job and friends and how a focused course of treatment helped turn things around.
Joe’s experience of pain
Read how Joe’s panic attacks led him to avoid things that might trigger another one and how therapy helped him reduce his anxiety and get his life back on track.
Gerry’s experience of bipolar disorder
Read how Gerry learned to recognise and manage signs and symptoms of relapse in bipolar disorder.
Anna and Brian’s experience of relationship difficulties
Read how Couples Therapy helped Brian and Anna to build a happier future together.
Get In Touch
Follow us on.
- Technical Support
- Find My Rep
You are here
Clinical Case Studies
Preview this book.
- Aims and Scope
- Editorial Board
- Abstracting / Indexing
- Submission Guidelines
The only journal devoted entirely to psychotherapy case studies, Clinical Case Studies presents innovative psychotherapy cases involving individual, couples, and family therapy. Whether you are a psychologist, counselor, psychiatrist, clinical social worker, family therapist, professor or student of psychotherapy, you’ll find Clinical Case Studies to be a necessary part of your library. The easy-to-follow case presentation format allows you to learn how interesting and challenging cases were assessed and conceptualized, and how treatment followed such conceptualization. This practical format allows clinicians to replicate successful treatments in their own practices. Cases presented in the journal will follow a 12-point format including Title Page, Abstract, and References.
Title Page Abstract
- Theoretical and Research Basis for Treatment
- Case Introduction
- Presenting complaints
- Case Conceptualization (this is where the clinician’s thinking and treatment selection come to the forefront)
- Course of Treatment and Assessment of Progress
- Complicating Factors
- Access and Barriers to Care
- Treatment Implications of the case
- Recommendations to Clinicians and Students
The journal is multidisciplinary, publishing contributions from practitioners and single case researchers. The journal is sure to be an important tool for the classroom as well as daily practice.
Questions should be directed to the Clinical Case Studies Editorial Office by email: [email protected] . This journal is a member of the Committee on Publication Ethics (COPE) .
Clinical Case Studies seeks manuscripts of innovative and novel psychotherapy treatment cases that articulate various theoretical frameworks (behavioral, cognitive-behavioral, gestalt, humanistic, psychodynamic, rational-emotive therapy, existential, systems, and others). All manuscripts will require an abstract and must adhere to the following format: (1) Theoretical and Research Basis, (2) Case Introduction, (3) Presenting Complaints, (4) History, (5) Assessment, (6) Case Conceptualization (this is where the clinician’s thinking and treatment selection come to the forefront), (7) Course of Treatment and Assessment of Progress, (8) Complicating Factors (including medical management), (9) Access and Barriers to Care, (10) Follow-up (how and how long), (11) Treatment Implications of the Case, (12) Recommendations to Clinicians and Students, and References.
- EMBASE/Excerpta Medica
- Psychological Abstracts
CLINICAL CASE STUDIES seeks manuscripts of innovative and novel psychotherapy treatment cases that articulate various theoretical frameworks (behavioral, cognitive-behavioral, gestalt, humanistic, psychodynamic, rational-emotive therapy, existential, systems, and others). All manuscripts will require an abstract and must adhere to the following format:
- Theoretical and Research Basis for Treatment
- Presenting Complaints
- Complicating Factors (including medical management)
- Follow-Up (how and how long)
- Treatment Implications of the Case
- Recommendations to Clinicians and Students.
Manuscript length (including all pages, tables, and figures) should be no longer than 35 pages total.
Manuscripts will be submitted in electronic format to http://mc.manuscriptcentral.com/ccs where authors will be required to set up an online account on the SageTrack system powered by ScholarOne. Manuscripts will adhere to the format of the Publication Manual of the American Psychological Association . Text and references are to be double-spaced with tables and figures appearing on separate pages. Present figures and tables in electronic, final format. All manuscripts must include a 150 to 250-word abstract, 2 to 5 keywords, and a 50-word (or fewer) biographical statement for each author.
Contact information, including mailing address, telephone and fax numbers, and e-mail addresses for each author, must be included in a cover letter. Authors' names and affiliations along with the corresponding author’s complete contact information is required to be on the title page, which is the first page of the manuscript.
This journal is a member of the Committee on Publication Ethics (COPE)
Manuscripts should be prepared using the APA Style Guide (Sixth Edition). All pages must be typed, double-spaced (including references, footnotes, and endnotes). Text must be in 12-point Times Roman. Block quotes may be single-spaced. Must include margins of 1inch on all the four sides and number all pages sequentially.
Sections in a manuscript may include the following (in this order): (1) Title page, (2) Abstract, (3) Keywords, (4) Text, (5) Notes, (6) References, (7) Tables, (8) Figures, and (9) Appendices .
1. Title page. Please include the following:
- Full article title
- Acknowledgments and credits
- Each author’s complete name and institutional affiliation(s)
- Grant numbers and/or funding information
- Corresponding author (name, address, phone/fax, e-mail)
2. Abstract. Print the abstract (150 to 250 words) on a separate page headed by the full article title. Omit author(s)’s names.
3. Text. Begin article text on a new page headed by the full article title.
a. Headings and subheadings. Subheadings should indicate the organization of the content of the manuscript. Generally, three heading levels are sufficient to organize text. Level 1 heading should be Centered, Boldface, Upper & Lowercase, Level 2 heading should be Flush Left, Boldface, Upper & Lowercase, Level 3 heading should be Indented, boldface, lowercase paragraph heading that ends with a period, Level 4 heading should be Indented, boldface, italicized, lowercase paragraph heading that ends with a period , and Level 5 heading should be Indented, italicized, lowercase paragraph heading that ends with a period .
b. Citations. For each text citation there must be a corresponding citation in the reference list and for each reference list citation there must be a corresponding text citation. Each corresponding citation must have identical spelling and year. Each text citation must include at least two pieces of information, author(s) and year of publication. Following are some examples of text citations:
(i) Unknown Author: To cite worksthatdo not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Eg. The findings are based on the study was done of students learning to format research papers ("Using XXX," 2001)
(ii) Authors with the Same Last Name: use first initials with the last names to prevent confusion. Eg.(L. Hughes, 2001; P. Hughes, 1998)
(iii) Two or More Works by the Same Author in the Same Year: For two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. The lower-case letters should follow the year in the in-text citation.Eg.Research by Freud (1981a) illustrated that…
(iv) Personal Communication: For letters, e-mails, interviews,and other person-to-person communication, citation should include the communicator's name, the fact that it was personal communication, and the date of the communication. Do not include personal communication in the reference list.Eg.(E. Clark, personal communication, January 4, 2009).
(v) Unknown Author and Unknown Date: For citations with no author or date, use the title in the signal phrase or the first word or two of the title in the parentheses and use the abbreviation "n.d." (for "no date").Eg. The study conducted by of students and research division discovered that students succeeded with tutoring ("Tutoring and APA," n.d.).
5. Notes. If explanatory notes are required for your manuscript, insert a number formatted in superscript following almost any punctuation mark. Footnote numbers should not follow dashes ( — ), and if they appear in a sentence in parentheses, the footnote number should be inserted within the parentheses. The Footnotes should be added at the bottom of the page after the references. The word “Footnotes” should be centered at the top of the page.
6. References. Basic rules for the reference list:
- The reference list should be arranged in alphabetical order according to the authors’ last names.
- If there is more than one work by the same author, order them according to their publication date – oldest to newest (therefore a 2008 publication would appear before a 2009 publication).
- When listing multiple authors of a source use “&” instead of “and”.
- Capitalize only the first word of the title and of the subtitle, if there are one, and any proper names – i. e. only those words that are normally capitalized.
- Italicize the title of the book, the title of the journal/serial and the title of the web document.
- Manuscripts submitted to XXX [journal acronym] should strictly follow the XXX manual (xth edition) [style manual title with ed].
- Every citation in text must have the detailed reference in the Reference section.
- Every reference listed in the Reference section must be cited in text.
- Do not use “et al.” in the Reference list at the end; names of all authors of a publication should be listed there.
Here are a few examples of commonly found references. For more examples please check APA (6 th Ed).
Book with place of publication--Airey, D. (2010). Logo design love: A guide to creating iconic brand identities . Berkeley, CA: New Riders.
Book with editors & edition-- Collins, C., & Jackson, S. (Eds.). (2007). Sport in Aotearoa/New Zealand society. South Melbourne, Australia: Thomson.
Book with author & publisher are the same-- MidCentral District Health Board. (2008). District annual plan 2008/09. Palmerston North, New Zealand: Author.
Chapter in an edited book--Dear, J., & Underwood, M. (2007). What is the role of exercise in the prevention of back pain? In D. MacAuley& T. Best (Eds.), Evidence-based sports medicine (2 nd ed., pp. 257-280). Malden, MA: Blackwell.
Journal article with more than one author (print)--Gabbett, T., Jenkins, D., & Abernethy, B. (2010). Physical collisions and injury during professional rugby league skills training. Journal of Science and Medicine in Sport, 13 (6), 578-583.
Journal article – 8 or more authors-- Crooks, C., Ameratunga, R., Brewerton, M., Torok, M., Buetow, S., Brothers, S., … Jorgensen, P. (2010). Adverse reactions to food in New Zealand children aged 0-5 years. New Zealand Medical Journal, 123 (1327). Retrieved from http://www.nzma.org.nz/journal/123-1327/4469/
Internet – no author, no date-- Pet therapy. (n.d.). Retrieved from htttp:// www.holisticonline.com/stress/stress_pet-therapy.htm
Internet – Organisation / Corporate author-- SPCA New Zealand. (2011). Your dog may be dying from the heat [Press release]. Retrieved from
- Examples of various types of information sources:
Act (statute / legislation)--Copyright Act 1994. (2011, October 7). Retrieved from http://www.legislation.govt.nz
Blog post-- Liz and Ellory. (2011, January 19). The day of dread(s) [Web log post]. Retrieved from
Brochure / pamphlet (no author)--Ageing well: How to be the best you can be [Brochure]. (2009). Wellington, New Zealand: Ministry of Health.
Conference Paper-- Williams, J., &Seary, K. (2010). Bridging the divide: Scaffolding the learning experiences of the mature age student. In J. Terrell (Ed.), Making the links: Learning, teaching and high quality student outcomes . Proceedings of the 9th Conference of the New Zealand Association of Bridging Educators (pp. 104-116). Wellington, New Zealand.
DVD / Video / Motion Picture (including Clickview&Youtube)-- Gardiner, A., Curtis, C., & Michael, E. (Producers), &Waititi, T. (Director). (2010). Boy: Welcome to my interesting world [DVD]. New Zealand: Transmission.
Magazine-- Ng, A. (2011, October-December). Brush with history. Habitus, 13 , 83-87.
Newspaper article (no author)-- Little blue penguins homeward bound. (2011, November 23). Manawatu Standard , p. 5
Podcast (audio or video)-- Rozaieski, B. (2011). Logan cabinet shoppe : Episode 37: Entertainment center molding [Video podcast]. Retrieved from http://blip.tv/xxx
Software (including apps-- UBM Medica.(2010). iMIMS (Version1.2.0) [Mobile application software].Retrieved from http://itunes.apple.com
Television programme-- Flanagan, A., &Philipson, A. (Series producers & directors).(2011). 24 hours in A & E [Television series]. Belfast, Ireland: Channel 4.
Thesis (print) --Smith, T. L. (2008). Change, choice and difference: The case of RN to BN degree programmes for registered nurses (Master’s thesis). Victoria University of Wellington, Wellington, New Zealand.
Thesis (online)--Mann, D. L. (2010). Vision and expertise for interceptive actions in sport (Doctoral dissertation, The University of New South Wales, Sydney, Australia). Retrieved fromhttp://handle.unsw.edu.au/1959.4/44704
Non- English reference book, title translated in English
Real Academia Espanola. (2001). Diccionario de la lenguaespanola [Dictionary of the Spanish Language] (22 nd ed.). Madrid, Spain: Author
IMPORTANT NOTE: To encourage a faster production process of your article, you are requested to closely adhere to the points above for references. Otherwise, it will entail a long process of solving copyeditor’s queries and may directly affect the publication time of your article. In case of any question, please contact the journal editor at [email protected]
7. Tables. They should be structured properly. Each table must have a clear and concise title. When appropriate, use the title to explain an abbreviation parenthetically.Eg. Comparison of Median Income of Adopted Children (AC) v. Foster Children (FC). Headings should be clear and brief.
8. Figures. They should be numbered consecutively in the order in which they appear in the text and must include figure captions. Figures will appear in the published article in the order in which they are numbered initially. The figure resolution should be 300dpi at the time of submission.
IMPORTANT: PERMISSION - The author(s) are responsible for securing permission to reproduce all copyrighted figures or materials before they are published in (journal acronym). A copy of the written permission must be included with the manuscript submission.
9. Appendices. They should be lettered to distinguish from numbered tables and figures. Include a descriptive title for each appendix (e.g., “Appendix A. Variable Names and Definitions”).Cross-check text for accuracy against appendices.
As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID . ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.
Sage Choice If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in Sage Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let Sage know directly if you are choosing Sage Choice. To check journal eligibility and the publication fee, please visit Sage Choice . For more information on open access options and compliance at Sage, including self/author archiving deposits (green open access) visit Sage Publishing Policies on our Journal Author Gateway.
Non-English reference book, title translated in English
IMPORTANT NOTE: To encourage a faster production process of your article, you are requested to closely adhere to the points above for references. Otherwise, it will entail a long process of solving copyeditor’s queries and may directly affect the publication time of your article. In case of any question, please contact the journal editor at [email protected]
Submission to CLINICAL CASE STUDIES implies that the manuscript has not been published elsewhere in substantially similar form or with substantially similar content, nor is it under consideration by another journal. Authors in doubt about what constitutes prior publication should consult the editor. Submission of a manuscript implies commitment to publish in the journal.
Questions should be directed to the Clinical Case Studies Editorial Office by email: [email protected]
Authors who want to refine the use of English in their manuscripts might consider utilizing the services of SPI, a non-affiliated company that offers Professional Editing Services to authors of journal articles in the areas of science, technology, medicine or the social sciences. SPi specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. Visit http://www.prof-editing.com for more information about SPi’s Professional Editing Services, pricing, and turn-around times, or to obtain a free quote or submit a manuscript for language polishing.
Please be aware that Sage has no affiliation with SPi and makes no endorsement of the company. An author’s use of SPi’s services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and SPi, and any costs incurred are the sole responsibility of the author.
- Read Online
- Sample Issues
- Current Issue
- Email Alert
- Foreign rights
- Reprints and sponsorship
Individual Subscription, E-access
Institutional Subscription, E-access
To order single issues of this journal, please contact SAGE Customer Services at 1-800-818-7243 / 1-805-583-9774 with details of the volume and issue you would like to purchase.
5 Fascinating Clinical Psychology Case Studies
If you pursue work as a clinical psychologist, you’ll be able to make a major difference in people’s lives. In most cases, these psychologists are the first practitioners to recognize and diagnose mental health disorders. Many clinical psychologists also practice “talk therapy,” where they talk through issues with patients and help them develop better coping mechanisms. But what’s it really like to work in clinical psychology? Take a look at each case study psychology below to get an idea.
A Day in the Life of a Clinical Psychologist
As you might be able to tell from the name, a clinical psychologist applies psychology knowledge in a clinical setting. Using their knowledge of different mental disorders and how they present, clinical psychologists help patients identify and then treat mental health disorders. They also can help patients work through psychological issues even if no disorder is present.
However, it’s important to note that clinical psychologists do not prescribe medication. Often, once a clinical psychologist makes a diagnosis that requires medication, they will refer a patient to a psychiatrist. The psychiatrist handles the medication, but a clinical psychologist will often help a patient manage some of their symptoms through some form of talk therapy. In the case of some complex disorders, a psychologist may be able to coordinate with the patient’s psychiatrist in order to ensure the best care possible.
Some people believe that talk therapy is just a patient talking while the psychologist listens. However, this couldn’t be further from the truth. Clinical psychologists are tasked with assessing each patient and developing an individualized treatment plan. Often, that plan includes delving into the patient’s issues and helping them understand their roots. From there, the psychologist can help the patient develop healthier coping mechanisms for dealing with those issues.
Usually, clinical psychologists primarily work with patients on an individual basis. They do this either as part of a group practice or in private practice. Sometimes, they may teach classes, although this usually isn’t the bulk of their workload. Clinical psychologists often will conduct and publish research that sometimes involves case studies of patients.
Becoming a Clinical Psychologist
To become a clinical psychologist, you will need to pursue a doctoral degree. Most clinical psychologists have either a Ph.D. or a PsyD, though the Ph.D. is more common in the field and will usually afford you more career opportunities. PsyD programs tend to accept more applicants than Ph.D. programs. A PsyD degree places more focus on applying concepts of psychology to the clinical setting. A Ph.D. program certainly applies concepts of psychology as well, but it has much more of a focus on research than PsyD programs do.
Regardless of which program you choose, becoming a clinical psychologist involves a considerable time commitment. The first step is obtaining a four-year bachelor’s degree. From there, some candidates pursue a master’s degree, while others go straight into a Ph.D. training program.
Most PsyD programs take four to five years to complete, while most Ph.D. programs take between five and seven years. In the case of a Ph.D., graduates will need to complete a residency program much like medical doctors. Residency programs usually last about one to three years. During that time, new psychologists are overseen by an experienced psychologist. Upon completion of the residency, a clinical psychologist must also take and pass a licensure exam in order to practice in their state. Most states will also allow you to obtain different certifications in specialized areas.
As you can see, the decision to become a clinical psychologist isn’t one to make on a whim. Usually, though, you’ll be able to get a sense of the field from the undergraduate courses you take early on.
What’s a Case Study?
In a moment, we’ll take you through five interesting case studies from real clinical psychologists. But what exactly is a case study?
Simply put, a case study is a very detailed account of an individual patient’s case. (The case studies below are abbreviated versions of case studies.) Psychologists usually keep notes on all patients, but a case study is much more formal. Each study is an in-depth exploration of a patient’s disorder, and it usually contains information on the patient’s personal history as well as how their disorder presents. Most case studies also have information on treatments that have worked (and those that have not worked) for a given patient.
So why is a single case study valuable, especially when most studies survey larger groups of patients? For one, case studies are extremely valuable in the case of rare conditions. With very rare mental health disorders, it can be near-impossible to find larger studies. With case studies, it’s still possible to get an accurate picture of the disorder and what it looks like in different patients.
Case studies can also help future clinical psychologists to sharpen their diagnostic skills. In a broader study, you might learn about some of the common symptoms of a diagnose. But individual patients have their own quirks, and the same disorder can look different from patient to patient. Reading case studies can be a great way to see how different mental health issues can look in different people.
Lastly, case studies can be useful in supporting or refuting existing research. In some cases, they may point to issues that need to be researched further.
To really start to get a sense of what it’s like to be a clinical psychologist, check out these five interesting case studies reported by actual clinicians:
Wishing for Death
Even if you seem to have a promising future, it’s still possible to deal with severe depression. This is what happened to Jessica, a woman who had successfully completed medical school and obtained a residency at a large hospital. In Jessica’s case, her mental state declined seemingly overnight; she awoke one day feeling especially sad. But instead of lifting, that sadness continued and even worsened.
As is the case with many people with depression, Jessica lost interest in things she had previously enjoyed. She stopped having sex with her husband and even found interacting with her children to be a chore. She even found that her job was in jeopardy, as she stopped caring about work and began missing shifts.
Often, people suffering from severe depression will consider suicide. Some will go as far as making and going through with suicide plans. Jessica wasn’t considering or fantasizing about suicide. But she did begin to wish she was dead, and these thoughts slowly became all-consuming. Despite feeling drained from her low mood, Jessica still had trouble sleeping at night. This is when her thoughts of death were at their worst.
Jessica continued to insist that nothing was wrong. But her coworkers at the hospital saw that something was off. Jessica wasn’t being lazy or slacking for no reason; it was clear her mental health was suffering. Her colleagues were able to convince Jessica to see a mental health professional. She was diagnosed with major depressive disorder, a mental health disorder that causes severe and persistent sadness and loss of interest.
Many mental health issues present themselves when people are college-aged, and this is what happened to Gerry, a 21-year-old college student who got good grades. Gerry got along well with his friends and roommates until he started having trouble sleeping. At night, his thoughts began to race and felt as though they were spinning out of control.
But that wasn’t all. Gerry was usually a kind and mild-mannered person, but he began calling his friends at all hours of the night, becoming angry if they didn’t give him the attention he wanted. Within a few days, Gerry started to believe his roommates were spying on him. He told them as much. Instead of writing it off as simply a quirk, his friends became very concerned. They talked to Gerry and explained the strange changes they’d been seeing in his behavior. Ultimately, they were able to convince Gerry to seek mental health help.
After talking with a clinician, Gerry was ultimately diagnosed with bipolar disorder. It can be an intimidating diagnosis to receive, but Gerry was referred to a psychiatrist who could work with him to find the right medication. The combination of medication and cognitive-behavioral therapy helped him to return back to his normal self.
A Case of Obsession
Plenty of people are fastidious about certain things, but one salesman took it a little too far. The salesman was having trouble leaving his house on time to get to work because he had an overwhelming and obsessive need to follow a set of rituals. Many of them were about securing the home. It started with double-checking and triple-checking that doors were locked.
The salesman also became incredibly worried about the electrical wiring in the home. He began to obsess over whether it would cause an electrical fire. If he didn’t complete the various rituals he felt compelled to do, the man believed he would experience bad luck.
Once he saw a psychologist, the man was diagnosed with obsessive-compulsive disorder. Since this disorder involves holding onto irrational beliefs, cognitive-behavioral therapy is essential. The man’s psychologist worked with him through therapy and helped him to manage and then overcome his obsessive thoughts. Ultimately, the salesman was able to get back to a much more normal life.
Panic disorders and anxiety disorders can seem to poison your life. That’s what it felt like for one forest ranger. Up until his mid-30s, he didn’t suffer from more than normal anxiety. But one day, while standing in line at the grocery store, he suddenly felt an overwhelming wave of panic. His heart rate went up and he started sweating. The panic attack was so bad that the forest ranger thought he would pass out, so he abandoned his shopping cart and returned to the car.
Naturally, the forest ranger didn’t want the same thing to happen again. Because that first panic attack had occurred in a grocery store, he began avoiding supermarkets. But that didn’t help for long. He began to experience intense anxiety in many areas of his life. His symptoms were so severe that his family life began to suffer, so he sought help.
The forest ranger saw a psychologist and was diagnosed with an anxiety disorder. Though some people with anxiety disorders benefit from medication, the forest ranger was able to work through and manage his symptoms through cognitive behavioral therapy.
Most severe mental disorders don’t start in childhood. When they do appear, these disorders often involve someone who previously seemed outwardly normal suddenly exhibiting strange behaviors. This is what happened to a 21-year-old business student. He suddenly began becoming agitated for no ostensible reason. During his bouts of agitation, other people heard him whispering angrily to himself.
The young man’s friends and family were very concerned, but they were unable to reach him by phone. He explained that aliens had placed a chip in his brain and that it would explode if he answered his phone.
Sometimes, symptoms like those the young man had can be caused or made worse by abusing alcohol or drugs. However, the young man didn’t abuse either. A family history of mental illness can sometimes be a risk factor, and the man did say he had an aunt who had been treated at psychiatric hospitals several times.
Thanks in part to the concern of his friends and family, the young man talked to a psychologist and gave a detailed account of his symptoms. He was diagnosed with paranoid schizophrenia. This is a difficult diagnosis to receive. But as the young man found, schizophrenia is possible to manage with good care. The young man’s psychologist was able to continue therapy, and he was also referred to a psychiatrist for help with medication. Often, for those diagnosed with paranoid schizophrenia, a combination of therapy and the right medications can effectively manage symptoms.
Each case study psychology above is just a short introduction to the types of cases you may encounter working as a clinical psychologist. And when working in the field, you’ll be asked to write your own case studies, too. While in school, you’ll learn the correct way to write case studies and how sharing case studies with other psychologists can help the field grow as a whole. Hopefully, these case studies have also shed some light on one of the best parts of working as a clinical psychologist — you can help people confront and work through mental health challenges and work toward healthier, happier lives.
- Top 10 Most Affordable Online Master’s in Clinical Psychology Degree Programs
- Top 6 Most Affordable Online PhD/PsyD Programs in Clinical Psychology
- What Does a Clinical Psychologist Do?
- 5 Career Settings for a Clinical Psychologist
- 5 Differences Between Clinical and Developmental Psychology
- 5 Differences Between Social Psychology and Clinical Psychology
- 5 Highest Paying Careers in Clinical Psychology
- 5 Internship Opportunities in Clinical Psychology
- 5 Podcasts for Clinical Psychology
- 5 Reasons to Become a Clinical Psychologist
- 5 TED Talks on Clinical Psychology
- 5 Websites for Clinical Psychologists
- Online Clinical Psychology Degree
- Can Clinical Psychologists Prescribe Medication?
- What are the Differences Between a Clinical Psychologist and a Counselor?
- What is Clinical Psychology?
- What is the Employment Outlook for Clinical Psychologists?
- 5 Best Online Ph.D. Marriage and Family Counseling Programs
- Top 5 Online Doctorate in Educational Psychology
- 5 Best Online Ph.D. in Industrial and Organizational Psychology Programs
- Top 10 Online Master’s in Forensic Psychology
- 10 Most Affordable Counseling Psychology Online Programs
- 10 Most Affordable Online Industrial Organizational Psychology Programs
- 10 Most Affordable Online Developmental Psychology Online Programs
- 15 Most Affordable Online Sport Psychology Programs
- 10 Most Affordable School Psychology Online Degree Programs
- Top 50 Online Psychology Master’s Degree Programs
- Top 25 Online Master’s in Educational Psychology
- Top 25 Online Master’s in Industrial/Organizational Psychology
- Top 10 Most Affordable Online Master’s in Clinical Psychology Degree Programs
- 50 Great Small Colleges for a Bachelor’s in Psychology
- 50 Most Innovative University Psychology Departments
- The 30 Most Influential Cognitive Psychologists Alive Today
- Top 30 Affordable Online Psychology Degree Programs
- 30 Most Influential Neuroscientists
- Top 40 Websites for Psychology Students and Professionals
- Top 30 Psychology Blogs
- 25 Celebrities With Animal Phobias
- Your Phobias Illustrated (Infographic)
- 15 Inspiring TED Talks on Overcoming Challenges
- The 25 Most Influential Psychological Experiments in History
- 20 Most Unethical Experiments in Psychology
- 10 Fascinating Facts About the Psychology of Color
- 15 Scariest Mental Disorders of All Time
- 15 Things to Know About Mental Disorders in Animals
- 13 Most Deranged Serial Killers of All Time
- About Online Psychology Degree Guide
Case Study Research Method in Psychology
Saul Mcleod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul Mcleod, Ph.D., is a qualified psychology teacher with over 18 years experience of working in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Learn about our Editorial Process
Olivia Guy-Evans, MSc
Associate Editor for Simply Psychology
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
On This Page:
Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources and by using several different methods (e.g., observations & interviews).
The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.
The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events which are currently occurring in his or her everyday life.
The case study is not itself a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.
Case studies are widely used in psychology, and amongst the best known were the ones carried out by Sigmund Freud, including Anna O and Little Hans .
Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.
Even today, case histories are one of the main methods of investigation in abnormal psychology and psychiatry.
This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.
There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.
The procedure used in a case study means that the researcher provides a description of the behavior. This comes from interviews and other sources, such as observation.
The client also reports detail of events from his or her point of view. The researcher then writes up the information from both sources above as the case study and interprets the information.
The research may also continue for an extended period of time, so processes and developments can be studied as they happen.
Amongst the sources of data the psychologist is likely to turn to when carrying out a case study are observations of a person’s daily routine, unstructured interviews with the participant herself (and with people who know her), diaries, personal notes (e.g., letters, photographs, notes) or official document (e.g., case notes, clinical notes, appraisal reports).
The case study method often involves simply observing what happens to or reconstructing ‘the case history’ of a single participant or group of individuals (such as a school class or a specific social group), i.e., the idiographic approach .
The interview is also an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
Most of this information is likely to be qualitative (i.e., verbal description rather than measurement), but the psychologist might collect numerical data as well.
The data collected can be analyzed using different theories (e.g., grounded theory, interpretative phenomenological analysis, text interpretation, e.g., thematic coding).
All the approaches mentioned here use preconceived categories in the analysis, and they are ideographic in their approach, i.e., they focus on the individual case without reference to a comparison group.
Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.
- Provides detailed (rich qualitative) information.
- Provides insight for further research.
- Permitting investigation of otherwise impractical (or unethical) situations.
Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.
Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.
Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.
Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.
The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).
- Lacking scientific rigor and providing little basis for generalization of results to the wider population.
- Researchers’ own subjective feeling may influence the case study (researcher bias).
- Difficult to replicate.
- Time-consuming and expensive.
- The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.
Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.
Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.
This means that there is a lot of scope for observer bias , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.
For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).
This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.
Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304
Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306
Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.
- Case Study Approach
- Case Study Method
- Enhancing the Quality of Case Studies in Health Services Research
- “We do things together” A case study of “couplehood” in dementia
- Using mixed methods for evaluating an integrative approach to cancer care: a case study
- Social Anxiety Disorder
- Bipolar Disorder
- Kids Mental Health
- Therapy Center
- When To See a Therapist
- Types of Therapy
- Best Online Therapy
- Best Couples Therapy
- Best Family Therapy
- Managing Stress
- Sleep and Dreaming
- Understanding Emotions
- Healthy Relationships
- Relationships in 2023
- Student Resources
- Personality Types
- Verywell Mind Insights
- 2023 Verywell Mind 25
- Mental Health in the Classroom
- Editorial Process
- Meet Our Review Board
- Crisis Support
What Is a Case Study?
An in-depth study of one person, group, or event
Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."
Cara Lustik is a fact-checker and copywriter.
Verywell / Colleen Tighe
Benefits and Limitations
Types of case studies, how to write a case study.
A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in various fields, including psychology, medicine, education, anthropology, political science, and social work.
The purpose of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.
While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, it is important to follow the rules of APA format .
A case study can have both strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.
One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult to impossible to replicate in a lab. Some other benefits of a case study:
- Allows researchers to collect a great deal of information
- Give researchers the chance to collect information on rare or unusual cases
- Permits researchers to develop hypotheses that can be explored in experimental research
On the negative side, a case study:
- Cannot necessarily be generalized to the larger population
- Cannot demonstrate cause and effect
- May not be scientifically rigorous
- Can lead to bias
Researchers may choose to perform a case study if they are interested in exploring a unique or recently discovered phenomenon. The insights gained from such research can help the researchers develop additional ideas and study questions that might be explored in future studies.
However, it is important to remember that the insights gained from case studies cannot be used to determine cause and effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.
Case Study Examples
There have been a number of notable case studies in the history of psychology. Much of Freud's work and theories were developed through the use of individual case studies. Some great examples of case studies in psychology include:
- Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
- Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
- Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language could be taught even after critical periods for language development had been missed. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.
Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse had denied her the opportunity to learn language at critical points in her development.
This is clearly not something that researchers could ethically replicate, but conducting a case study on Genie allowed researchers the chance to study phenomena that are otherwise impossible to reproduce.
There are a few different types of case studies that psychologists and other researchers might utilize:
- Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those living there.
- Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
- Explanatory case studies : These are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
- Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
- Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
- Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic cast study can contribute to the development of a psychological theory.
The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.
The type of case study that psychology researchers utilize depends on the unique characteristics of the situation as well as the case itself.
There are also different methods that can be used to conduct a case study, including prospective and retrospective case study methods.
Prospective case study methods are those in which an individual or group of people is observed in order to determine outcomes. For example, a group of individuals might be watched over an extended period of time to observe the progression of a particular disease.
Retrospective case study methods involve looking at historical information. For example, researchers might start with an outcome, such as a disease, and then work their way backward to look at information about the individual's life to determine risk factors that may have contributed to the onset of the illness.
Where to Find Data
There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:
- Archival records : Census records, survey records, and name lists are examples of archival records.
- Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
- Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
- Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
- Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
- Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.
Section 1: A Case History
This section will have the following structure and content:
Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.
Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.
Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.
Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.
Section 2: Treatment Plan
This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.
- Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
- Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
- Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
- Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.
This section of a case study should also include information about the treatment goals, process, and outcomes.
When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research.
In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?
Here are a few additional pointers to keep in mind when formatting your case study:
- Never refer to the subject of your case study as "the client." Instead, their name or a pseudonym.
- Read examples of case studies to gain an idea about the style and format.
- Remember to use APA format when citing references .
A Word From Verywell
Case studies can be a useful research tool, but they need to be used wisely. In many cases, they are best utilized in situations where conducting an experiment would be difficult or impossible. They are helpful for looking at unique situations and allow researchers to gather a great deal of information about a specific individual or group of people.
If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines that you are required to follow. If you are writing your case study for professional publication, be sure to check with the publisher for their specific guidelines for submitting a case study.
Simply Psychology. Case Study Method .
Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100
Gagnon, Yves-Chantal. The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.
Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.
By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."
By clicking “Accept All Cookies”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts.
- Reference Manager
- Simple TEXT file
People also looked at
Focused review article, clinical case studies in psychoanalytic and psychodynamic treatment.
- Centre for Psychoanalytic Studies, University of Essex, Colchester, UK
This manuscript provides a review of the clinical case study within the field of psychoanalytic and psychodynamic treatment. The method has been contested for methodological reasons and because it would contribute to theoretical pluralism in the field. We summarize how the case study method is being applied in different schools of psychoanalysis, and we clarify the unique strengths of this method and areas for improvement. Finally, based on the literature and on our own experience with case study research, we come to formulate nine guidelines for future case study authors: (1) basic information to include, (2) clarification of the motivation to select a particular patient, (3) information about informed consent and disguise, (4) patient background and context of referral or self-referral, (5) patient's narrative, therapist's observations and interpretations, (6) interpretative heuristics, (7) reflexivity and counter-transference, (8) leaving room for interpretation, and (9) answering the research question, and comparison with other cases.
Psychoanalysis has always been, according to its inventor, both a research endeavor and a therapeutic endeavor. Furthermore it is clear from Freud's autobiography that he prioritized the research aspect; he did not become a doctor because he wished to cure people in ill health ( Freud, 2001  ). His invention of the psychoanalytic approach to therapy, involving the patient lying down and associating freely, served a research purpose as much as a therapeutic purpose. Through free association, he would be able to gain unique insight in the human mind. Next, he had to find a format to report on his findings, and this would be the case study. The case study method already existed in medicine ( Forrester, 2016 ), but Freud adjusted it considerably. Case studies in medical settings were more like case files, in which the patient was described or reduced to a number of medical categories: the patient became a case of some particular ailment ( Forrester, 2016 ). In Freud's hands, the case study developed into Kranken Geschichten in which the current pathology of the patient is related to the whole of his life, sometimes even over generations.
Although Freud's case studies have demonstrably provided data for generations of research by analysts ( Midgley, 2006a ) and various scholars ( Pletsch, 1982 ; Sealey, 2011 ; Damousi et al., 2015 ), the method of the case study has become very controversial. According to Midgley (2006b) , objections against the case study method can be grouped into three arguments. First there is the data problem: case studies provide no objective clinical data ( Widlöcher, 1994 ), they only report on what went right and disregard any confusion or mistakes ( Spence, 2001 ). Second, there is the data analysis problem: the way in which the observations of the case study are analyzed lack validity; case studies confirm what we already know ( Spence, 2001 ). Some go even so far to say that they are purely subjective: Michels calls case studies the “crystallization of the analyst's countertransference” ( Michels, 2000 , p. 373). Thirdly, there is the generalizability problem: it is not possible to gain generalizable insight from case studies. Reading, writing and presenting case studies has been described as being a group ritual to affirm analysts in their professional identity, rather than a research method ( Widlöcher, 1994 ).
These criticisms stand in contrast to the respect gained by the case study method in the last two decades. Since the 1990s there has been an increasing number of psychoanalytic and psychodynamic clinical case study and empirical case studies being published in scientific journals ( Desmet et al., 2013 ; Cornelis et al., in press ). It has also been signaled that the case study method is being revived more broadly in the social sciences. In the most recent, fifth edition of his seminal book on case study research, Yinn (2014) includes a figure showing the steady increase of the frequency with which the term “case study research” appears in published books in the period from 1980 to 2008.
KEY CONCEPT 1. Clinical case study A clinical case study is a narrative report by the therapist of what happened during a therapy together with the therapist's interpretations of what happened. It is possible that certain (semi)-structured assessment instruments, such as a questionnaire or a diagnostic interview are included in clinical case studies, yet it is still the therapist that uses these, interprets and discusses them.
KEY CONCEPT 2. Empirical case studies In an empirical case study data are gathered from different sources (e.g., self-report, observation,…) and there is a research team involved in the analyses of the data. This study can take place either in a naturalistic setting (systematic case study) or in a controlled experimental environment (single-case experiment).
In addition to the controversy about the case study method, psychoanalysis has developed into a fragmented discipline. The different psychoanalytic schools share Freud's idea of the unconscious mind, but they focus on different aspects in his theoretical work. Some of the schools still operate under the wings of the International Psychoanalytic Association, while others have established their own global association. Each school is linked to one or several key psychoanalysts who have developed their own version of psychoanalysis. Each psychoanalytic school has a different set of theories but there are also differences in the training of new psychoanalysts and in the therapeutic techniques that are applied by its proponents.
Based on this heterogeneity of perspectives in psychoanalysis, a research group around the Single Case Archive investigated the current status of case study research in psychoanalysis ( Willemsen et al., 2015a ). They were particularly interested to know more about the output and methodology of case studies within the different psychoanalytic schools.
KEY CONCEPT 3. Single case archive The Single Case Archive is an online archive of published clinical and empirical case studies in the field of psychotherapy ( http://www.singlecasearchive.com ). The objective of this archive is to facilitate the study of case studies for research, clinical, and teaching purposes. The online search engine allows the identification of sets of cases in function of specific clinical or research questions.
Our Survey Among Case Study Authors About their Psychoanalytic School
In order to investigate and compare case studies from different psychoanalytic schools, we first had to find a way of identifying to which school the case studies belonged. This is very difficult to judge straightforwardly on the basis of the published case study: the fact that someone cites Winnicott or makes transference interpretations doesn't place him or her firmly within a particular psychoanalytic school. The best approach was to ask the authors themselves. Therefore, we contacted all case study authors included in the Single Case Archive (since the time of our original study in 2013, the archive has expanded). We sent emails and letters in different languages to 445 authors and received 200 replies (45% response rate). We asked them the following question: “ At the time you were working on this specific case, to which psychoanalytic school(s) did you feel most attached? ” Each author was given 10 options: (1) Self Psychology (1.a Theory of Heinz Kohut, 1.b Post-Kohutian Theories, 1.c Intersubjective psychoanalysis), (2) Relational psychoanalysis, (3) Interpersonal psychoanalysis, (4) Object relational psychoanalysis (4.a Theory of Melanie Klein, 4.b Theory of Donald W. Winnicott, 4.c Theory of Wilfred R. Bion, 4.d Theory of Otto F. Kernberg), (5) Ego psychology (or) “Classic psychoanalysis” (5.a Theories of Sigmund Freud, 5.b Ego psychology, 5.c Post-Ego psychology), (6) Lacanian psychoanalysis, (7) Jungian psychoanalysis, (8) National Psychological Association for Psychoanalysis (NPAP) related theory, (9) Modern psychoanalysis related to the Boston or New York Graduate School of Psychoanalysis (BGSP/NYGSP), (10) Other. Respondents could indicate one or more options.
Analysis of the responses indicated that the two oldest schools in psychoanalysis, Object-relations psychoanalysis and Ego psychology, dominate the field in relation to case studies that are published in scientific journals. More than three quarters of all case study authors (77%) reported these schools of thought to be the ones with which they considered themselves most affiliated. Three more recent schools were also well-represented among case studies: Self Psychology, Relational Psychoanalysis, and Interpersonal Psychoanalysis. Lacanian Psychoanalysis, Jungian Psychoanalysis, NPAP related Theory and Modern Psychoanalysis related to the BGSP/NYGSP were only rarely mentioned by case study authors as their school of thought. This does not mean that clinicians or researchers within these latter schools do not write any case studies. It only means that they publish few case studies in the scientific journals included in ISI-ranked journals indexed in Web of Science. But they might have their own journals in which they publish clinical material.
Our survey demonstrated that the majority of case study authors (59%) feel attached to more than one psychoanalytic school. This was in fact one of the surprising findings in our study. It seems that theoretical pluralism is more rule than exception among case study authors. There were some differences between the psychoanalytic schools though in terms of pluralism. Case study authors who feel attached to Self Psychology and Interpersonal Psychoanalysis are the most pluralistic: 92 and 86%, respectively also affiliate with one or more other psychoanalytic schools. Case study authors who feel attached to Object Relations Psychoanalysis are the “purest” group: only 69% of them affiliate with one or more other psychoanalytic schools.
KEY CONCEPT 4. Theoretical pluralism A situation in which several, potentially contradicting, theories coexist. It is sometimes interpreted as a sign of the immaturity of a science, under the assumption that a mature science should arrive at one single coherent truth. Others see theoretical pluralism as unavoidable for any applied discipline, as each theory can highlight only part of reality.
Psychoanalytic Pluralism and the Case Study Method
We were not really surprised to find that Object Relations psychoanalysis and Ego psychology were the most dominant schools in the field of psychoanalytic case studies, as they are very present in European, Latin-American and North-American psychoanalytic institutes. We were more surprised to find such a high degree of pluralism among these case study authors, given the fact that disputes between analysts from different schools can be quite ardent ( Green, 2005 ; Summers, 2008 ). Others have compared the situation of psychoanalytic schools with the Tower of Babel ( Steiner, 1994 ).
It has been argued that the case study method contributes to the degree of theoretical pluralism within psychoanalysis. The reason for this is situated in the reasoning style at the basis of case study research ( Chiesa, 2010 ; Fonagy, 2015 ). The author of a psychoanalytic case study makes a number of observations about the patient within the context of the treatment, and then moves to a conclusion about the patient's psychodynamics in general. The conclusion he or she arrives at inductively gains its “truth value” from the number and quality of observations it is based on. This style of reasoning in case study research is very similar to how clinicians reason in general. Clinicians look for patterns within patients and across patients. If they make similar observations in different patients, or if other psychoanalysts make similar observations in their patients, the weight of the conclusion becomes greater and greater. The problem with this reasoning style is that one can never arrive at definite conclusions: even if a conclusion is based on a large number of observations, it is always possible that the next observation disconfirms the conclusion. Therefore, it could be said, it is impossible to attain “true” knowledge.
The above argument is basically similar to objections against any kind of qualitative research. To this, we argue with Rustin (2003) that there is not one science and no hierarchy of research methods. Each method comes with strengths and weaknesses, and what one gains in terms of control and certainty in a conventional experimental setup is lost in terms of external validity and clinical applicability. Numerous researchers have pleaded for the case study approach as one method among a whole range of research methods in the field of psychoanalysis ( Rustin, 2003 ; Luyten et al., 2006 ; Midgley, 2006b ; Colombo and Michels, 2007 ; Vanheule, 2009 ; Hinshelwood, 2013 ). Leuzinger-Bohleber makes a distinction between clinical research and extra-clinical research ( Leuzinger-Bohleber, 2015 ). Clinical research is the idiographic type of research conducted by a psychoanalyst who is working with a patient. Unconscious phantasies and conflicts are symbolized and put into words at different levels of abstraction. This understanding then molds the perception of the analyst in subsequent clinical situations; even though the basic psychoanalytic attitude of “not knowing” is maintained. The clinical case study is clinical research par excellence . Extra-clinical research consists in the application of different methodologies developed in the natural and human sciences, to the study of the unconscious mind. Leuzinger-Bohleber refers to empirical psychotherapy research, experimental research, literature, cultural studies, etc. We believe that the clinical case study method should step up and claim its place in psychoanalytic research, although we agree that the method should be developed further. This paper and a number of others such as Midgley (2006b) should facilitate this methodological improvement. The clinical research method is very well-suited to address any research question related to the description of phenomena and sequences in psychotherapy (e.g., manifestation and evolution of symptoms and therapeutic relationship over time). It is not suitable for questions related to causality and outcome.
We also want to point out that there is a new evolution in the field of psychotherapy case study research, which consists in the development of methodologies for meta-studies of clinical case studies ( Iwakabe and Gazzola, 2009 ). The evolution builds on the broader tendency in the field of qualitative research to work toward integration or synthesis of qualitative findings ( Finfgeld, 2003 ; Zimmer, 2006 ). The first studies which use this methodology have been published recently: Widdowson (2016) developed a treatment manual for depression, Rabinovich (2016) studied the integration of behavioral and psychoanalytic treatment interventions, and Willemsen et al. (2015b) investigated patterns of transference in perversion. The rich variety of research aims demonstrates the potential of these meta-studies of case studies.
KEY CONCEPT 5. Meta-studies of clinical case studies A meta-study of clinical case studies is a research approach in which findings from cases are aggregated and more general patterns in psychotherapeutic processes are described. Several methodologies for meta-studies have been described, including cross-case analysis of raw data, meta-analysis, meta-synthesis, case comparisons, and review studies in general.
Lack of Basic Information in Psychoanalytic Case Studies
The second research question of our study ( Willemsen et al., 2015a ) concerned the methodological, patient, therapist, and treatment characteristics of published psychoanalytic case studies. All studies included in the Single Case Archive are screened by means of a coding sheet for basic information, the Inventory of Basic Information in Single Cases (IBISC). The IBISC was designed to assess the presence of basic information on patient (e.g., age, gender, reasons to consult), therapist (e.g., age, gender, level of experience), treatment (e.g., duration, frequency, outcome), and the methodology (e.g., therapy notes or audio recoding of sessions). The IBISC coding revealed that a lot of basic information is simply missing in psychoanalytic case studies ( Desmet et al., 2013 ). Patient information is fairly well-reported, but information about therapist, treatment and methodology are often totally absent. Training and years of experience are not mentioned in 84 and 94% of the cases, respectively. The setting of the treatment is not mentioned in 61% of the case studies. In 80% of the cases, it was not mentioned whether the writing of the case studies was on the basis of therapy notes, or audiotapes. In 91% of the cases, it was not mentioned whether informed consent was obtained.
Using variables on which we had more comprehensive information, we compared basic information of case studies from different psychoanalytic schools. This gave us a more detailed insight in the type of case studies that have been generated within each psychoanalytic school, and into the difference between these schools in terms of the kind of case study they generate. We found only minimal differences. Case studies in Relational Psychoanalysis stand out because they involve older patients and longer treatments. Case studies in Interpersonal Psychoanalysis tend to involve young, female patients and male therapists. Case study authors from both these schools tend to report on intensive psychoanalysis in terms of session frequency. But for the rest, it seems that the publication of case studies throughout the different psychoanalytic schools has intensified quite recently.
Guidelines for Writing Clinical Case Studies
One of the main problems in using psychoanalytic case studies for research purposes is the enormous variability in quality of reporting and inconsistency in the provision of basic information about the case. This prevents the reader from contextualizing the case study and it obstructs the comparison of one case study with another. There have been attempts to provide guidelines for the writing of case studies, especially in the context of analytic training within the American Psychoanalytic Association ( Klumpner and Frank, 1991 ; Bernstein, 2008 ). However, these guidelines were never enforced for case study authors by the editors from the main psychoanalytic journals. Therefore, the impact of these guidelines on the field of case study research has remained limited.
Here at the end of our focused review, we would like to provide guidelines for future case study authors. Our guidelines are based on the literature and on our experience with reading, writing, and doing research with clinical case studies. We will include fragments of existing case studies to clarify our guidelines. These guidelines do not provide a structure or framework for the case study; they set out basic principles about what should be included in a case study.
First of all, we think that a clinical case study needs to contain basic information about the patient, the therapist, the treatment, and the research method. In relation to the patient , it is relevant to report on gender, age (or an age range in which to situate the patient), and ethnicity or cultural background. The reader needs to know these characteristics in order to orientate themselves as to who the patient is and what brings them to therapy. In relation to the therapist , it is important to provide information about professional training, level of professional experience, and theoretical orientation. Tuckett (2008) emphasizes the importance for clinicians to be explicit about the theory they are using and about their way of practicing. It is not sufficient to state membership of a particular group or school, because most groups have a wide range of different ways of practicing. In relation to the treatment itself, it is important to be explicit about the kind of setting, the duration of treatment, the frequency of sessions, and details about separate sequences in the treatment (diagnostic phase, follow-up etc.). These are essential features to share, especially at a time when public sector mental health treatment is being subjected to tight time restrictions and particular ways of practising are favored over others. For example short-term psychotherapies are being implemented in public services for social and economic reasons. While case studies carried out in the public sector can give us information on those short-term therapies, private practice can offer details about the patient's progress on a long-term basis. Moreover, it is important to report whether the treatment is completed. To our astonishment, there are a considerable number of published case studies on therapies that were not finished ( Desmet et al., 2013 ). As Freud (2001  , p. 132) already advised, it is best to wait till completion of the treatment before one starts to work on a case study. Finally, in relation to the research method , it is crucial to mention which type of data were collected (therapy notes taken after each session, audio-recordings, questionnaires, etc.), whether informed consent was given, and in what way the treatment was supervised. Clinicians who would like to have help with checking whether they included all necessary basic information case use the Inventory for Basic Information in Single Cases (IBISC), which is freely available on http://www.singlecasearchive.com/resources .
Motivation to Select a Particular Patient
First of all, it is crucial to know what the motivation for writing about a particular case comes from. Some of the following questions should be kept in mind and made explicit from the beginning of the case presentation. Why is it interesting to look at this case? What is it about this case or the psychotherapist's work that can contribute to the already existing knowledge or technique?
“This treatment resulted in the amelioration of his [obsessive-compulsive] symptoms, which remained stable eight years after treatment ended. Because the standard of care in such cases has become largely behavioral and pharmacological, I will discuss some questions about our current understanding of obsessive-compulsive phenomena that are raised by this case, and some of the factors that likely contributed to the success of psychoanalytic treatment for this child ( McGehee, 2005 , p. 213–214).”
This quotation refers to a case that has been selected on the basis of its successful outcome. The author is then interested to find out what made this case successful.
Informed Consent and Disguise
As regulations on privacy and ethics are becoming tighter, psychotherapists find themselves with a real problem in deciding what is publishable and what is not. Winship (2007) points out that there is a potential negative effect of research overregulation as clinicians may be discouraged from reporting ordinary and everyday findings from their clinical practice. But he also offers very good guidelines for approaching the issue of informed consent. A good practice is asking for consent either at the start of the treatment or after completion of the treatment: preferably not during treatment. It is inadvisable to complete the case study before the treatment has ended. It is also advisable that the process of negotiating consent with the patient is reported in the case study.
“To be sure that Belle's anonymity was preserved, I contacted her while writing this book and told her it would not be published without her complete approval. To do this, I asked if she would review every word of every draft. She has ( Stoller, 1986 , p. 217).”
In relation to disguise, one has to strike a balance between thin and thick disguise. Gabbard (2000) suggests different useful approaches to disguising the identity of the patient.
Patient Background and Context of Referral or Self-Referral
It is important to include relevant facts about the patient's childhood, family history, siblings, any trauma or losses and relationship history (social and romantic) and the current context of the patient's life (family, working, financial). The context of referral is also key to understanding how and why the patient has come to therapy. Was the patient encouraged to come or had wanted to come? Has there been a recent crisis which prompted the intervention or an on-going problem which the patient had wanted to address for some time?
“Michael was one of the youngest children in his family of origin. He had older brothers and sisters who had been received into care before his birth. His parents separated before he was born. There had been some history of violence between them and Michael was received into care on a place of safety order when he was an infant because his mother had been unable to show consistent care toward him ( Lykins Trevatt, 1999 , p. 267).”
Patient's Narrative, Therapist's Observations, and Interpretations
A case study should contain detailed accounts of key moments or central topics, such as a literal transcription of an interaction between patient and therapist, the narration of a dream, a detailed account of associations, etc. This will increase the fidelity of the case studied, especially when both patient's and therapist's speech are reported as carefully as possible.
“Martha spoke in a high-pitched voice which sounded even more tense than usual. She explained that her best friend's mum had shouted at her for being so withdrawn; this made her angry and left her feeling that she wanted to leave their home for good. I told Martha that she often tried to undo her bad feelings by acting quickly on her instincts, as she did not feel able to hold her feelings in her mind and bring them to her therapy to think about with me. Martha nodded but it was not clear whether she could really think about what I just said to her. She then said that she was being held in the hospital until a new foster placement could be found. “In the meantime,” she said in a pleased tone, “I have to be under constant supervision” ( Della Rosa, 2015 , p. 168).”
In this example, observations of nonverbal behavior and tonality are also included, which helps to render a lively picture of the interaction.
In which frame of reference is the writer operating? It is important to know what theories are guiding the therapist's thinking and what strategies he employs in order to deal with the clinical situation he is encountering. Tuckett (1993) writes about the importance of knowing what “explanatory model” is used by the therapist in order to make sense of the patient and to relate his own thinking to a wider public for the purpose of research. This idea is also supported by Colombo and Michels (2007) who believe that making theoretical orientations as explicit as possible would make the case studies intelligible and more easily employed by the research community. This can be done by the therapists explaining why they have interpreted a particular situation in the way they have. For example, Kegerreis in her paper on time and lateness (2013) stresses throughout how she is working within the object-relations framework and looking out for the patient's use of projective mechanisms.
“She was 10 minutes late. Smiling rather smugly to herself she told me that the wood supplied for her new floor had been wrongly cut. The suppliers were supposed to come and collect it and hadn't done so, so she had told them she was going to sell it to a friend, and they are now all anxious and in a hurry to get it.
I said she now feels as if she has become more powerful, able to get a response. She agrees, grinning more, telling me she does have friends who would want it, that it was not just a ploy.
She said she had found it easier to get up today but was still late. I wondered if she had a sense of what the lateness was about. She said it was trying to fit too much in. She had been held up by discussing the disposal of rubble with her neighbors.
I said I thought there was a link here with the story about the wood. In that she had turned the situation around. She had something that just didn't work, had a need for something, but it was turned around into something that was the suppliers' problem. They were made to feel the urgency and the need. Maybe when she is late here she is turning it around, so it is me who is to be uncertain and waiting, not her waiting for her time to come.
We maybe learn here something of her early object relationships, in which being in need is felt to be unbearable, might lead to an awful awareness of lack and therefore has to be exported into someone else. One could go further and surmise that in her early experience she felt teased and exploited by the person who has the power to withhold what you need ( Kegerreis, 2013 , p. 458).”
There can be no doubt reading this extract about the theoretical framework which is being used by the therapist.
Reflexivity and Counter-Transference
A good case study contains a high degree of reflexivity, whereby the therapist is able to show his feelings and reactions to the patient's communication in the session and an ability to think about it later with hindsight, by himself or in supervision. This reflexivity needs to show the pattern of the therapist's thinking and how this is related to his school of thought and to his counter-transferential experiences. How has the counter-transference been dealt with in a professional context? One can also consider whether the treatment has been influenced by supervision or discussion with colleagues.
“Recently for a period of a few days I found I was doing bad work. I made mistakes in respect of each one of my patients. The difficulty was in myself and it was partly personal but chiefly associated with a climax that I had reached in my relation to one particular psychotic (research) patient. The difficulty cleared up when I had what is sometimes called a ‘healing’ dream. […] Whatever other interpretations might be made in respect of this dream the result of my having dreamed it and remembered it was that I was able to take up this analysis again and even to heal the harm done to it by my irritability which had its origin in a reactive anxiety of a quality that was appropriate to my contact with a patient with no body ( Winnicott, 1949 , p. 70).”
Leaving Room for Interpretation
A case study is the therapist's perspective on what happened. A case study becomes richer if the author can acknowledge aspects of the story that remain unclear to him. This means that not every bit of reported clinical material should be interpreted and fitted within the framework of the research. There should be some loose ends. Britton and Steiner (1994) refer to the use of interpretations where there is no room for doubt as “soul murder.” A level of uncertainty and confusion make a case study scientifically fruitful ( Colombo and Michels, 2007 ). The writer can include with hindsight what he thinks he has not considered during the treatment and what he thinks could have changed the course for the treatment if he had been aware or included other aspects. This can be seen as an encouragement to continue to be curious and maintain an open research mind.
Answering the Research Question, and Comparison with Other Cases
As in any research report, the author has to answer the research question and relate the findings to the existing literature. Of particular interest is the comparison with other similar cases. Through comparing, aggregating, and contrasting case studies, one can discover to what degree and under what conditions, the findings are valid. In other words, the comparison of cases is the start of a process of generalization of knowledge.
“Although based on a single case study, the results of my research appear to concur with the few case studies already in the field. In reviewing the literature on adolescent bereavement, it was the case studies that had particular resonance with my own work, and offered some of the most illuminating accounts of adolescent bereavement. Of special significance was Laufer's (1966) case study that described the narcissistic identifications of ‘Michael’, a patient whose mother had died in adolescence. Both Laufer's research and my own were conducted using the clinical setting as a basis and so are reflective of day-to-day psychotherapy practice ( Keenan, 2014 , p. 33).”
As Yinn (2014) has argued for the social sciences, the case study method is the method of choice when one wants to study a phenomenon in context, especially when the boundaries between the phenomenon and the context are fussy. We are convinced that the same is true for case study methodology in the fields of psychoanalysis and psychotherapy. The current focused review has positioned the research method within these fields, and has given a number of guidelines for future case study researchers. The authors are fully aware that giving guidelines is a very tricky business, because while it can channel and stimulate research efforts it can as well-limit creativity and originality in research. Moreover, guidelines for good research change over time and have to be negotiated over and over again in the literature. A similar dilemma is often pondered when it comes to qualitative research ( Tracy, 2010 ). However, our first impetus for providing these guidelines is pedagogical. The three authors of this piece are experienced psychotherapists who also work in academia. A lot of our students are interested in doing case study research with their own patients, but they struggle with the methodology. Our second impetus is to improve the scientific credibility of the case study method. Our guidelines for what to include in the written account of a case study, should contribute to the improvement of the quality of the case study literature. The next step in the field of case study research is to increase the accessibility of case studies for researchers, students and practitioners, and to develop methods for comparing or synthesizing case studies. As we have described above, efforts in that direction are being undertaken within the context of the Single Case Archive.
JW has written paragraphs 1–4; ER and JW have written paragraph 5 together; SK has contributed to paragraph 5 and revised the whole manuscript.
Conflict of Interest Statement
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Bernstein, S. B. (2008). Writing about the psychoanalytic process. Psychoanal. Inq. 28, 433–449. doi: 10.1080/0735516908022126694
CrossRef Full Text | Google Scholar
Britton, R., and Steiner, J. (1994). Interpretation: selected fact or overvalued idea? Int. J. Psychoanal. 75, 1069–1078.
PubMed Abstract | Google Scholar
Chiesa, M. (2010). Research and psychoanalysis: still time to bridge the great divide? Psychoanal. Psychnol. 27, 99–114. doi: 10.1037/a0019413
Colombo, D., and Michels, R. (2007). Can (should) case reports be written for research use? Psychoanal. Inq. 27, 640–649. doi: 10.1080/07351690701468256
Cornelis, S., Desmet, M., Meganck, R., Cauwe, J., Inslegers, R., Willemsen, J., et al. (in press). Interaction between obsessional symptoms interpersonal dynamics: an empirical single case study. Psychoanal. Psychnol. doi: 10.1037/pap0000078
CrossRef Full Text
Damousi, J., Lang, B., and Sutton, K. (2015). Case Studies and the Dissemination of Knowledge . New York, NY: Routledge.
Della Rosa, E. (2015). The problem of knowledge in psychotherapy with an adolescent girl: reflections on a patient's difficulty in thinking and issues of therapeutic technique. J. Child Psychother. 41, 162–178. doi: 10.1080/0075417X.2015.1048125
Desmet, M., Meganck, R., Seybert, C., Willemsen, J., Van Camp, I., Geerardyn, F., et al. (2013). Psychoanalytic single cases published in ISI-ranked journals: the construction of an online archive. Psychother. Psychosom. 82, 120–121. doi: 10.1159/000342019
PubMed Abstract | CrossRef Full Text | Google Scholar
Finfgeld, D. L. (2003). Metasynthesis: the state of the art – so far. Qual. Health Res. 13, 893–904. doi: 10.1177/1049732303253462
Fonagy, P. (2015). “Research issues in psychoanalysis,” in An Open Door Review of Outcome and Process Studies in Psychoanalysis, 3rd Edn. , eds M. Leuzinger-Bohleber and H. Kächele (London: International Psychoanalytic Association), 42–60.
Forrester, J. (2016). Thinking in Cases . Cambridge: Polity.
Freud, S. (2001 ). Analysis of a Phobia in a Five-Year-Old Boy, 10th Standard Edn. London: Vintage Books.
Freud, S. (2001 ). An Autobiographical Study, 20th Standard Edn. London: Vintage Books.
Gabbard, G. O. (2000). Disguise or consent: problems and recommendations concerning the publication and presentation of clinical material. Int. J. Psychoanal. 81, 1071–1086. doi: 10.1516/0020757001600426
Green, A. (2005). The illusion of common ground and mythical pluralism. Int. J. Psychoanal. 86, 627–632.
Hinshelwood, R. D. (2013). Research on the Couch . London: Routledge.
Iwakabe, S., and Gazzola, N. (2009). From single-case studies to practice-based knowledge: aggregating and synthesizing case studies. Psychother. Res. 19, 601–611. doi: 10.1080/10503300802688494
Keenan, A. (2014). Parental loss in early adolescence and its subsequent impact on adolescent development. J. Child Psychother. 40, 20–35. doi: 10.1080/0075417X.2014.883130
Kegerreis, S. (2013). “When I can come on time I'll be ready to finish”: meanings of lateness in psychoanalytic psychotherapy. Br. J. Psychother. 29, 449–465. doi: 10.1111/bjp.12053
Laufer, M. (1966). Object loss in adolescence. Psychoanal. Study Child 31, 269–293.
Leuzinger-Bohleber, M. (2015). “Development of a plurality during the one hundred year old history of research of psychoanalysis,” in An Open Door Review of Outcome and Process Studies in Psychoanalysis, 3rd Edn. , eds M. Leuzinger-Bohleber and H. Kächele (London: International Psychoanalytic Association), 18–32.
Klumpner, G. H., and Frank, A. (1991). On methods of reporting clinical material. J. Am. Psychoanal. Assoc. 39, 537–551. doi: 10.1177/000306519103900211
Luyten, P., Blatt, S. J., and Corveleyn, J. (2006). Minding the gap between positivism and hermeneutics in psychoanalytic research. J. Am. Psychoanal. Assoc. 54, 571–610. doi: 10.1177/00030651060540021301
Lykins Trevatt, D. (1999). An account of a little boy's attempt to recover from the trauma of abuse. J. Child Psychother. 25, 267–287. doi: 10.1080/00754179908260293
McGehee, R. H. (2005). Child psychoanalysis and obsessive-compulsive symptoms: the treatment of a ten-year-old boy. J. Am. Psychoanal. Assoc. 53, 213–237. doi: 10.1177/00030651050530011301
Michels, R. (2000). The case history. J. Am. Psychoanal. Assoc. 48, 355–411. doi: 10.1177/00030651000480021201
Midgley, N. (2006a). Re-reading “Little Hans”: Freud's case study and the question of competing paradigms in psychoanalysis. J. Am. Psychoanal. Assoc. 54, 537–559. doi: 10.1177/00030651060540021601
Midgley, N. (2006b). The “inseparable bond between cure and research”: clinical case study as a method of psychoanalytic inquiry. J. Child Psychother. 32, 122–147. doi: 10.1080/00754170600780273
Pletsch, C. E. (1982). Freud's case studies and the locus of psychoanalytic knowledge. Dynamis 2, 263–297.
Rabinovich, M. (2016). Psychodynamic emotional regulation in view of Wolpe's desensitization model. Am. J. Psychol. 129, 65–79. doi: 10.5406/amerjpsyc.129.1.0065
Rustin, M. (2003). Research in the consulting room. J. Child Psychother. 29, 137–145. doi: 10.1080/0075417031000138415
Sealey, A. (2011). The strange case of the Freudian case history: the role of long case histories in the development of psychoanalysis. Hist. Human Sci. 24, 36–50. doi: 10.1177/0952695110383460
Spence, D. P. (2001). Dangers of anecdotal reports. J. Clin. Psychol. 57, 37–41. doi: 10.1002/1097-4679(200101)57:1<37::AID-JCLP5>3.0.CO;2-S
Steiner, R. (1994). “The tower of Babel” or “After Babel in contemporary psychoanalysis”? – Some historical and theoretical notes on the linguistic and cultural strategies implied by the foundation of the International Journal of Psycho-Analysis, and on its Relevance today. Int. J. Psychoanal. 75, 883–901.
Stoller, R. J. (1986). Sexual Excitement: Dynamics of Erotic Life . London: Maresfield Library.
Summers, F. (2008). Theoretical insularity and the crisis of psychoanalysis. Psychoanal. Psychnol. 25, 413–424. doi: 10.1037/0736-97188.8.131.523
Tracy, S. J. (2010). Qualitative quality: eight “big tent” criteria for excellent qualitative research. Qual. Inq. 16, 837–851. doi: 10.1177/1077800410383121
Tuckett, D. (1993). Some thoughts on the presentation and discussion of the clinical material of psychoanalysis. Int. J. Psychoanal. 74, 1175–1190.
Tuckett, D. (2008). Psychoanalysis Comparable and Incomparable: The Evolution of a Method to Describe and Compare Psychoanalytic Approaches . New York, NY: Routledge.
Vanheule, S. (2009). Psychotherapy and research: a relation that needs to be reinvented. Br. J. Psychother. 25, 91–109. doi: 10.1111/j.1752-0118.2008.01103.x
Widdowson, M. (2016). Transactional Analysis for Depression: A Step-by-step Treatment Manual . Abingdon: Routledge.
Widlöcher, D. (1994). A case is not a fact. Int. J. Psychoanal. 75, 1233–1244.
Willemsen, J., Cornelis, S., Geerardyn, F. M., Desmet, M., Meganck, R., Inslegers, R., et al. (2015a). Theoretical pluralism in psychoanalytic case studies. Front. Psychol. 6:1466. doi: 10.3389/fpsyg.2015.01466
Willemsen, J., Inslegers, R., Meganck, R., Geerardyn, F., Desmet, M., and Vanheule, S. (2015b). A metasynthesis of published case studies through Lacan's L-schema: transference in perversion. Int. J. Psychoanal. 96, 773–795. doi: 10.1111/1745-8315.12179
Winnicott, D. W. (1949). Hate in the counter-transference. Int. J. Psychoanal. 30, 69–74.
Winship, G. (2007). The ethics of reflective research in single case study inquiry. Perspect. Psychiatr. Care 43, 174–182. doi: 10.1111/j.1744-6163.2007.00132.x
Yinn, R. K. (2014). Case Study Research: Design and Methods . Thousand Oaks, CA: Sage.
Zimmer, L. (2006). Qualitative meta-synthesis: a question of dialoguing with texts. J. Adv. Nurs. 53, 311–318. doi: 10.1111/j.1365-2648.2006.03721.x
Keywords: clinical case study, methodology, psychotherapy research, psychoanalysis, psychoanalytic schools, theoretical pluralism, review
Citation: Willemsen J, Della Rosa E and Kegerreis S (2017) Clinical Case Studies in Psychoanalytic and Psychodynamic Treatment. Front. Psychol . 8:108. doi: 10.3389/fpsyg.2017.00108
Received: 29 November 2016; Accepted: 16 January 2017; Published: 02 February 2017.
Copyright © 2017 Willemsen, Della Rosa and Kegerreis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: [email protected]