Course Catalogue Electives

Transcription

1 Course Catalogue Electives

2 Weekday Program: Proposed Electives Instructor(s) Course Name Page No. Lynda Chassler, PhD Lynda Chassler, PhD Franziska DeGeorge, PhD, PsyD Peggy DuBois, PsyD, MFT, RD The Understanding & Application of Winnicott to Clinical Practice The Understanding & Treating the Eating Disordered Patient from Divergent Theoretical Perspectives Psychoanalytic Understanding and Treatment of Drug Abuse and Addiction Being Human: Necessary Language & Treatment Guidelines that Promote Understanding that Humans are People Not Objects Christina Emanuel, MFT Time in the Clinical Process 15 Christina Emanuel, MFT Helen Grebow, PhD, PsyD & Roger Hastings, PhD, PsyD James Green, Ph.D., Psy.D. Lynne Jacobs, Ph.D. & Veronica Abney, Ph.D., L.C.S.W., D.C. Your Body is a Context: Aspects of Embodied Subjectivity and Psychoanalysis Making Up Our Mind: Mentalization and the Psychoanalytic Dialogue Case Conference- Current Issues in Gender and Sexual Orientation How Cultural and Social Location Affect Clinical Attitude: A Study in Black and White Carola Kaplan, PhD, PsyD Dissociation in Psychoanalysis and Literature 26 Carol Mayhew, PhD, PsyD Sue Mendenhall, PsyD & Helen Ziskind, PsyD Clinical Case Conference on Cases Relating to Trauma and Dissociation Case Conference: Integrating the Findings of Infant Research into Psychoanalytic Treatment of Adults Michael Pariser, PsyD Emotional Understanding: Working with Affect 33 Michael Pariser, PsyD, PsyD Michael Pariser, PsyD, PsyD Heaven and Hell: Worlds of Darkness and the Organization of Experience Sex and Psychoanalysis: Working with Erotic Transference and Countertransference Peter Schou, PhD Poetry, Metaphor, and Psychoanalytic Imagination 40 Penelope Starr-Karlin, PsyD, MFT Advanced Intersubjective Systems Theory 42 1

3 Weekday Program: Proposed Electives Instructor(s) Course Name Page No. Judith Vida, MD Finding One s Own Way as a Psychoanalyst (FOOWAP) 47 John Watkins, PhD, PsyD Psychoanalysis & the New Sciences of the Brain 51 Joye Weisel-Barth, PhD, PsyD Psychoanalytic Writing With an Emphasis on the Intersubjective Encounter: A Workshop 54 2

4 The Understanding & Application of Winnicott to Clinical Practice Instructor: Lynda Chassler, Ph.D., BCD Inspired by his work as a pediatrician, D.W. Winnicott ( ) wrote about theoretical and clinical ideas on the subject of universal human concerns, attachment and separation, love and loss that expands psychoanalytic thought. He contributed fundamental papers on the development of the self in connection with the earliest motherinfant relationship and applied these ideas concerning the vital importance of the environmental mother for the maturational process to the relationship between analyst and patient. Using Winnicott s accounts of his clinical work and writings of other authors on his concepts and clinical skill, we will apply Winnicott s thinking on normal development and psychoanalytic technique to our own clinical work with patients. COURSE OBJECTIVES 1. This course will review and expand the critical ideas of Winnicott in a clear, concise, and useful way to enrich the students understanding of his key concepts. 2. The originality of Winnicott s ideas and how they apply to treatment will be discussed. We will study selected papers by various psychoanalytic authors that focus on Winnicott s clinical theory and technique (see references), as well as clinical material provided by the instructor and seminar participants. 3. We will study the accounts given by two of Winnicott s own patients of their analyses with him: Margaret Little and Harry Guntrip. 4. We will read and discuss Holding and Interpretation: Fragment of an Analysis which documents Winnicott s therapeutic care of a gifted professional man who had a psychotic breakdown with acute depression, but who recovered with analysis and hospital care. COURSE OUTLINE Seminar 1: Review of Winnicott s theory of normal and abnormal development and introduction to his clinical work The instructor will review the essential ideas of Winnicott. Grolnick, S. (1990). How to do Winnicottian therapy. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993 (pp ). Northvale, New Jersey: Jason Aronson. Rodman, F.R. (Ed.), (1987). The spontaneous gesture: Selected letters of D.W. Winnicott (pp.25-27, 33-37, 43-47, 77-80, 94-97). Cambridge, Mass: Harvard University Press. Seminar 2: Issues in Technique: the Holding Environment and Interpretation Giovacchini, P. L. (1990). Absolute and not quite absolute dependence. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993 ( pp ). Northvale, New Jersey: Jason Aronson. Winnicott, D. W. (1963). Psychiatric disorder in terms of infantile maturational process (pp ). In The maturational process and the facilitating environment, New York: International Universities Press. Winnicott, D.W. (1968). Interpretation in psychoanalysis. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993 (pp ). Northvale, New Jersey: Jason Aronson. Seminar 3: Understanding True and False Self in Psychoanalytic Work Bollas, C. (1989). Forces of destiny: Psychoanalysis and human idiom (Chapter 2, pp.23-49). Northvale, New Jersey: Jason Aronson. Daehnert, Crystal. (1998). The false self as a means of disidentification. Contemporary Psychoanalysis, 34(2),

5 The Understanding & Application of Winnicott to Clinical Practice (cont.) Winnicott, D. W. (1960). Ego distortions in terms of true and false self (pp ). In The maturational process and the facilitating environment, New York: International Universities Press. Winnicott, D. W. (1971). Playing: Creative activity and the search for the self. In Playing and reality (pp.53-64). New York: Basic Books. Seminar 4: Psychotic Anxiety and Breakdown Little, M. L. (1990). Psychotherapy with D.W. Winnicott, , In Psychtic anxieties and containment (pp ). New Jersey: Jason Aronson. Winnicott, D. W. (1962). Ego integration in child development (pp ). In The maturational process and the facilitating environment, (1965). New York: International Universities Press. Winnicott, C. (1980). Fear of breakdown: A clinical example. International Journal of Psychoanalysis, 61, Seminar 5: Introduction to Withdrawal and Regression Khan, M.M.R. (1986). Introduction. In Winnicott, D.W., Holding and interpretation: Fragment of an analysis (pp.1-18). New York: Grove Press. Winnicott, D.W. (1986). In Winnicott, D.W., Holding and interpretation: Fragment of an analysis (pp.19-50). New York: Grove Press. Winnicott, D.W. (1954). Withdrawal and regression (pp ). In Collected Papers: Through paediatrics to psychoanalysis, New York: Basic Books. Seminar 6: Withdrawal and Regression (continued) Hazell, J. (1996). H.J.S. Guntrip: A psychoanalytic biography ( Chapter 14-15, pp , Chapter 18, pp , Chapter 22 (Partial), pp New York: Free Association Books, Gaddini, R. (1990). Regression and its uses in treatment. An elaboration of the thinking of Winnicott.. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993 (pp ). Northvale New Jersey: Jason Aronson. Seminar 7: Play, Potential Space and Creativity Green, Andre (1987). Analytic play and its relationship to the object. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993 ( pp ). Northvale, New Jersey: Jason Aronson. Ogden, Thomas. (1990). On potential space. In D. Goldman (Ed.), In one s bones: The clinical genius of Winnicott, 1993( pp ). Northvale, New Jersey: Jason Aronson. Winnicott, D.W. (1936). Appetite and emotional disorder (pp ). In Collected Papers: Through paediatrics to psychoanalysis, New York: Basic Books. Winnicott, D.W. (1971). Playing: A theoretical statement. In Playing and reality (pp ). New York: Basic Books. Winnicott, D. W. (1971). Creativity and its origins. In Playing and reality (pp ). New York: Basic Books. Supplemental Readings: Human Nature (1988). London: Free Association Books. New York: Schocken Books. Winnicott, D.W. (1949). Birth memories, birth trauma, and anxiety (pp ). In Collected Papers:Through paediatrics to psychoanalysis, New York: Basic Books. 4

6 The Understanding & Application of Winnicott to Clinical Practice (cont.) Winnicott, D.W. (1968). Communication between infant and mother, and mother and infant, Compared and contrasted. In C. Winnicott, R. Shepherd, & M. Davis (Eds.), Babies and their mothers, London: Free Association Books. Winnicott, D. W. (1971). Transitional objects and transitional phenomena (pp. 1-25). In Playing and reality (pp. 1-25). New York:Basic Books. Winnicott, D. W. (1971). The place where we live (pp ). In Playing and reality New York: Basic Books. Winnicott, D.W. (1971). The case of Cecil. Therapeutic consultations in child psychiatry ( pp ). London: Hogarth Press. Winnicott, D.W. (1971). The case of Cecil. Therapeutic consultations in child psychiatry ( pp ). London: Hogarth Press. Winnicott, D. (1977). The piggle. London: Hogarth Press and the Institute of Psychoanalysis. Winnicott, D. W. (1989). The squiggle game. In C. Winnicott, R. Shepherd, & M. Davis (Eds.) D.W. Winnicott: Psychoanalytic explorations (pp ). Cambridge, Mass: Harvard University Press. 5

7 Understanding and Treating the Eating Disordered Patient from Divergent Theoretical Perspectives Instructor: Lynda Chassler, Ph.D., BCD COURSE DESCRIPTION The most frequently noted shared characteristics of individuals diagnosed with Narcissistic Personality Disorder and Borderline Personality Disorder are developmental failures early in life that time And again lead to difficulties modulating, containing, and expressing emotion, struggles with self-esteem, problems in the process of separation and individuation, and trouble forming trusting relationships. Eating disordered symptoms are often viewed as a protection against the re-living of these early developmental traumatic experiences. This course is designed for the student who wants to understand and implement a psychoanalytic approach in the treatment of eating disorders. The phenomenology and etiology of Anorexia Nervosa and Bulimia Nervosa will be explored from the divergent theoretical perspectives of Object Relations, Self-Psychology, Attachment, and the Relational Model. The essential medical, as well as the family and social characteristics of eating disorders will be examined. GOALS AND OBJECTIVES 1. Explain the phenomenology and etiology of Anorexia and Bulimia Nervosa. 2. Discuss the divergent theoretical perspectives as they relate to the eating disordered patient. 3. Identify some of the notable struggles of working with the eating disordered patient: the psychotic transference, the question of the therapeutic value of provisions, the importance of boundaries, setting limits, establishing optimal distance, and working with the countertransference. 4. Demonstrate a knowledge of how to help the anorectic and bulimic patient link disordered weight and the related symptoms to core problems in development and how to repair these early deficits. 5. Appreciate the critical role of the physician and the nutritionist in the treatment of eating disorders. COURSE OUTLINE WEEK 1: OVERVIEW OF EATING DISORDERS FROM FREUD TO THE PRESENT. Required Readings: Bruch, H. (1985). Four decades of eating disorders In D. M. Garner and P. E. Garfinkel (Eds.). Handbook of psychotherapy for anorexia nervosa and bulimia, p The Guilford Press. Chassler, L. (1994). "In Hunger I Am King" Understanding and treating anorexia nervosa from a psychoanalytic perspective. Clinical Social Work Journal, 22 (4), Chassler, L. (1998). Ox Hunger : Psychoanalytic explorations of bulimia nervosa. Clinical Social Work Journal, 26 (4), Swift, W. J. (1991). Bruch revisited: The role of interpretation of transference and resistance in the psychotherapy of eating disorders. In C.Johnson (Ed.), Psychodynamic Treatment of Anorexia Nervosa and Bulimia (pp ). New York: Guilford Press. Suggested Readings: Bruch, H. (1973). Evolution of a psychotherapeutic approach, Integration of psychodynamic and behavior therapy. In Eating disorders (pp ). New York: Basic Books. 6

8 Understanding and Treating the Eating Disordered Patient from Divergent Theoretical Perspectives (cont.) Understanding and treating anorexia and bulimia (1993). In J.K. Aronson (Ed.), (pp ). Northvale, New Jersey & London: Jason Aronson. Russell, G. F. M. (1979). Bulimia nervosa: An ominous variant of anorexia nervosa. Psychological Medicine, 9 (3), WEEKS 2 3: UNDERSTANDING AND TREATING THE BORDERLINE AND NARCISSISTIC EATING DISORDERED PATIENT Required Readings: Johnson, C. (1991). Treatment of eating-disordered patients with borderline and false-self Narcissistic disorders. In C.(Ed.). Psychodynamic Treatment of Anorexia Nervosa and Bulimia (pp ). New York: Guilford Press. Goodsit, A. (1985). Self psychology and the treatment of anorexia nervosa. In D. M. Garner & P. E. Garfinkel (Eds.), Handbook of psychotherapy for anorexia and bulimia (pp ). New York: The Guilford Press. Dennis, A. B., & Sansone, R. A. (1991). The clinical stages of treatment for the eating disordered patient with borderline personality disorder. In C.Johnson (Ed.). Psychodynamic Treatment of Anorexia Nervosa and Bulimia (pp ). New York: Guilford Press. Giovvacchini, P. L. (1987). The unreasonable patient and the psychotic transference. In J. S. Grotstein, M. F. Solomon, & J. A. Lang (Eds.), The borderline patient:emerging concepts in diagnosis, psychodynamics and treatment ( pp ). New Jersey and London: The Analytic Press. Giovvacchini, P. (1993). The concrete patient, massive trauma, and the psychosomatic focus. In Borderline patients, the psychosomatic focus, and the therapeutic process. Northvale, New Jersey & London: Jason Aronson. Suggested Readings: Adler, G. (1994). The primary basis of borderline psychopathology: Ambivalence or insufficiency. In Borderline psychopathology and its treatment (pp. 3-14). Northvale, New Jersey: Jason Aronson. Adler, G. (1994). Developmental issues. In Borderline psychopathology and its treatment (pp ). Northvale, New Jersey: Jason Aronson. Brandchaft. B. & Stolorow, R.D. ( 1994). The difficult patient. In R. Stolorow, G. Atwood, & B. Brandchaft (Eds.), The intersubjective perspective (pp ). Northvale, New Jersey, & London: Jason Aronson. Brandchaft. B. & Stolorow, R.D. (1987). The borderline concept: An intersubjective viewpoint. In J.S. Grotstein, M.F. Solomon, & J.A. Lang (Eds.), The borderline patient: Emerging concepts in diagnosis, psychodynamics, and treatment (pp )). New Jersey and London: The Analytic Press. Masterson, J. (1976). A separation-individuation failure: Interpersonal. In Psychotherapy of the borderline patient (pp ). New York: Bruner/Mazel. WEEK 4: OBJECT RELATIONS AND THE FAMILY SYSTEM IN THE UNDERSTANDING AND TREATMENT OF EATING DISORDERS Required Readings: Humprey, L. L. (1991). Object relations and the family system: An integrative approach to Understanding and Treating eating disorders.. In C.Johnson (Ed.). Psychodynamic Treatment of Anorexia Nervosa and Bulimia (pp ). New York: Guilford Press. 7

9 Understanding and Treating the Eating Disordered Patient from Divergent Theoretical Perspectives (cont.) Searles, H. (1986; 1994). Some aspects of separation and loss psychoanalytic therapy with borderline patients. In my work with borderline patients (pp ). Northvale, New Jersey & London: Jason Aronson. Searles, H. (1986; 1994). Psychoanalytic therapy with borderline patients: The development, in the patient, of an internalized image of the therapist. In my work with borderline patients (pp ). Northvale, New Jersey & London: Jason Aronson. Suggested Readings: Sargent, J., Liebman, R., & Silver, M. (1985). Family therapy for anorexia nervosa.. In D. M. Garner & P. E. Garfinkel (Eds.), Handbook of psychotherapy for anorexia and bulimia (pp ). New York: The Guilford Press. Winnicott, D, W. (1954). Metapsychological and clinical aspects of regression within the psychoanalytic setup. In Through paediatrics to psycho-analysis (PP ). New York: Basic Books, WEEK 5: A LOOK AT ANOREXIA AND BULIMIA FROM ATTACHMENT AND RELATIONAL THEORY Required Readings: Bromberg, P. (2006) Treating patients with symptoms and symptoms with patience. In Awakening the Dreamer (pp ). New Jersey & London: The Analytic Press. ). Hillsdale, New Jersey: Lawrence Erlbaum Associates. Chassler, L. (1997). Understanding anorexia nervosa and bulimia nervosa from an attachment perspective. Clinical Social Work Journal, 25(4), Traumatic Attachments and Self-Harm Behaviors A Review of When the Body is the Target: Self-Harm, Pain, and Traumatic Attachments by Sharon Klayman Farber Reviewed by Lynda Chassler. In Psychoanalytic Social Work Vol. 15, No Farber, S. K. (200). How Attachments go haywire (pp ). In When the body is the target: Self-harm, Pain, and traumatic attachments. Northvale, New Jersey & London: Jason Aronson. Suggested Readings: Farber, S. K. (200). The psyche-soma and traumatic attachments to pain and suffering. In When the body is the target: Self-harm, pain, and traumatic attachments. Northvale, New Jersey & London: Jason Aronson. WEEK 6: COUNTERTRANSFERENCE AND BOUNDARIES IN WORKING WITH EATING DISORDERS Required Readings: Davis, W. N. (1991). Reflections on Boundaries in the psychotherapeutic relationship. In C.Johnson Psychodynamic Treatment of Anorexia Nervosa and Bulimia (pp ). New York: Guilford Press. (Ed.). Gabbard, G., & Wilkinson, S. M. (1994; 2000). Overview of countertransference with borderline patients In management of countertransference with borderline patients, ( 1-24). Northvale, New Jersey & London: Jason Aronson. Gabbard, G., & Wilkinson, S. M. (1994; 2000). Establishment of optimal distance. In management of countertransference with borderline patients, ( 25-46). Northvale, New Jersey & London: Jason Aronson. Suggested Readings: Winnicott, D, W. (1947). Hate in the countertransference (pp ). In Through paediatrics to psychoanalysis, New York: Basic Books. 8

10 Understanding and Treating the Eating Disordered Patient from Divergent Theoretical Perspectives (cont.) WEEKS 7 & 8: ADDITIONAL TREATMENT OF ANOREXIA AND BULIMIA Required Readings: Johnson, C. (1985). Initial consultation for patients with bulimia and anorexia nervosa. In D. Garner & P. E. Garfinkel (Eds.), Handbook of psychotherapy for anorexia nervosa and bulimia (pp ). New York: The Guilford Press. Pack, A. (1987). The role of psychopharmacology in the treatment of borderline patients. In J.S. Grotstein, M.F. Solomon, & J.A. Lang (Eds.), The borderline patient: Emerging concepts in diagnosis, psychodynamics, and treatment (pp ). New Jersey and London: The Analytic Press. Singer, M. (1987). Inptient hospitalization for borderline patients: Process and dynamics of change in long-andshort-term treatment. In J.S. Grotstein, M.F. Solomon, & J.A. Lang (Eds.), The borderline patient: Emerging concepts in diagnosis, psychodynamics, and treatment (pp ). New Jersey and London: The Analytic Press. Suggested Readings: Crisp, A. H. (1981). Therapeutic Outcome in anorexia nervosa. Canadian Journal of Psychiatry, 26, Drug Therapies/ Summary and Reflections of Course Garfinkel, P. & Walsh, T. Drug therapies.. In D. M. Garner & P. E. Garfinkel (Eds.), Handbook of psychotherapy for anorexia and bulimia (pp ). New York: The Guilford Press. 9

11 Psychoanalytic Understanding and Treatment of Drug Abuse and Addiction Instructor: Franziska DeGeorge, Ph.D., Psy.D. COURSE DESCRIPTION The objective of this 7week course is to study current literature on substance abuse and addiction in order to integrate current thinking about addiction and substance abuse with the psychoanalysis of this patient population. Teacher and candidates will meet once every week to discuss the readings and their application to treatment. Casework with patients who abuse (or are addicted to) drugs and/or alcohol will also be discussed. Many patients come to analysis with addiction. In order to understand much of their material, it is very helpful to be familiar with AA and the proven successful interventions for chemical dependency. Analysts must know whether to send a patient to a live in rehab, or whether to treat outpatient and how to differentiate symptoms of addiction from symptoms of personality disorders and or mood disorders. This task is quite difficult since the symptoms of drug abuse and addiction are often confused with those of other psychological disorders. For example, a patient was referred to me by her internist who told me that she was a hypochondriac. For a year this patient came and began every session with a somatic complaint. I tried to understand her experience and came up with many seemingly sound psychoanalytic formulations and interpretations. A year later I was introduced to the world of recovery. After going to some AA meetings and listening to addicts as well as learning about the program and what works, It occurred to me that my patient was possibly hung over every morning. I asked her about her drinking habits. Lo and behold! She was an alcoholic and addicted to marijuana. This changed the course of her treatment. Had I been more educated in recovery than the required class we all had to take for our Ph.D., I would have been able to help her much sooner. The psychoanalyst must be familiar with the structure and information provided in good rehabilitation programs in order to both give appropriate referrals as well as to understand aspects of addiction treatment which are necessary for good treatment outcome for their patients. With addiction psychoanalysis is not enough. Conversely, the twelve-step program without psychoanalytic psychotherapy is also minimally effective. It is the combination of twelve-step programs with psychoanalytic psychotherapy, which yields the greatest benefit in maintaining sobriety as well as greater coping skills and improved relationships for these patients. Understanding addiction and proven methods of treatment is particularly important as the addictive disorders require different specific treatments and interventions than one might normally employ in the course of psychoanalysis with patients who do not have issues of chemical dependency. ICP to date has offered no classes on psychoanalysis and addiction. This is a very important area, which needs to be covered. Many patients come into analysis with addiction and substance abuse in addition to other issues. Because so many psychoanalysts know so little about the AA program and treatment issues, which are highly relevant to a good therapeutic outcome, many of the needs of these patients are missed. Additionally, psychoanalysts are getting a bad reputation in the addiction community because the special needs for treatment of this population are often not understood. Since I have become exposed to the recovery community, various individuals have pointed out this deficit. Furthermore, there is specific language use and terminology, which is part of the program. An analyst who understands this language and can speak it will be far more able to connect with patients and to understand what they are talking about with less chance of misinterpretation. Therefore I would like to study this area in order to further my own knowledge as well as to hopefully design a class around this for others at ICP. The reason Jane Jordan is ideally suited to teach this course is due to the fact that she has much experience working with addiction, and her orientation is particularly suitable to the psychoanalytic treatment of patients who require tremendous empathic attunement from the psychoanalyst in order to facilitate the patients awareness and understanding of their feeling states as they develop better coping strategies and the increased capacity for selfregulation. 10

12 Psychoanalytic Understanding and Treatment of Drug Abuse and Addiction (cont.) The goal is to develop an understanding of the needs of patients with chemical abuse and dependency issues along with an effective treatment approach. Therefore, the readings will include informative works on addiction as well as readings on different treatment approaches including various psychoanalytic views on what has proven to be effective and useful for this population 1. Summarize basic concepts of addiction treatment 2. Differentiate drug abuse from addiction COURSE OBJECTIVES 3. Recognize differences between substance abuse and addiction 4. Integrate self-psychological theory with 12 Step approaches to addiction COURSE OUTLINE WEEK 1 We focus on addiction from a self-psychological perspective. Ullman, R.B. Paul, H. (1990). Chapter 10 the Addictive Personality and Addictive Trigger Mechanisms (ATMs): The Self Psychology of Addiction and Its Treatment. Progress in Self Psychology, 6: Ullman, R.B. Paul, H. (1989). A self-psychological theory and approach to treating substance abuse disorders: The intersubjective absorption hypothesis. In: Dimensions of Self Experience: Progress in Self Psychology, Vol. 5, ed. A Goldberg. Hillsdale, NJ: the Analytic Press, pp WEEK 2 Defining chemical dependency, understanding the various chemicals and their effects as well as learning various treatment formats. Doweiko, H. (1993). Concepts of Chemical Dependency Chapter 1: Foundations Chapter 3: Alcohol and its Effects Chapter 4: The Chronic Use of Alcohol Chapter 5: The Barbiturates and Similar Drugs Chapter 6: The Benzodiazepines Chapter 7: The Amphetamines and Similar Drugs Chapter 8: Cocaine Chapter 9: Marijuana Chapter 10: Narcotic Analgesic 11

13 Psychoanalytic Understanding and Treatment of Drug Abuse and Addiction (cont.) WEEK 3 Understanding AA and the twelve steps to recovery. Enhancing therapeutic outcome of patients through understanding 12 Step Programs. Alcoholics Anonymous World Services Inc. (2005). Alcoholics Anonymous: The Story of How Many Thousands of Men and Women Have Recovered from Alcoholism Bill s Story pp1-17 More about Alcoholism pp30-44 How it Works pp58-72 Into Action pp72-89 WEEK 4 We will examine ideas about the suitability of psychoanalysis as the treatment of choice for Addiction. Goodman, A. (1993). The Addictive Process: A Psychoanalytic Understanding. Journal of American Academy of Psychoanalysis, 21: Dodes, L. (2003). Addiction and Psychoanalysis. Canadian Journal of Psychoanalysis, 11: Khantzian, E.J. (1985). The self-medication hypothesis of addictive disorders: Focus on heroin and cocaine dependence. American Journal of Psychiatry, 142: Wurmser, L. (1974). Psychoanalytic Considerations on the Etiology of Compulsive Drug Use. Journal of the American Psychoanalytic association, 22: WEEK 5 Recognizing substance abuse and addiction in patients and application of theory in treatment. De George, F. (2011). Psychoanalysis and Addiction: A Clinical Perspective Integrating Contemporary Psychoanalytic Theory with Addictionology. WEEK 6 Class members will present cases for discussion of class material. WEEK 7 Class members will have an opportunity to present and discuss cases. 12

14 Being Human: Necessary Language & Treatment Guidelines that Promote Understanding that Humans Are People Not Objects Instructor: Peggy DuBois, Psy.D., M.F.T., R.D. COURSE DESCRIPTION This is a class that takes the student through a process of explicit identification of language and treatment that is objectifying and harmful vs. language that is subjective and retains the dignity of beings. This class is not a theory journey. These principles are ontological. This means that these studies belong in the study of being which includes understanding of themselves (intelligibility) and the language that goes with being human. In the old days; this class would be called consciousness raising. In analytic attention to traumatic experiences, these principles are amplified and critical because of the nature of traumatic experiencing and the vulnerability the traumatized person to reinjury. There will be articles that outline events of objectification and videotape that illuminates objectifying treatment of another person, at the hands of his analyst. I will bring to our attention, developmental traumas that require our listeners to concretize what we are saying. This is especially true in diagnosis. (I am that) Students will be required to write a one page paper that discusses your personal treatment of objectification or someone you know or movie; the venue does not matter. Those who would like to read papers in class are invited to do so. You must sign up for your reading that will take place our last few meetings. Here I will read my version of Einstein s objectification of subjectivity in his theory of relativity. This seminar will be an enlarged intersubjective field with divergent points of view. The goal of discussions is to illuminate the material of language use that creates a more humane environment including your and my ideas about what this entails. I do not want participants to turn our discussions into competitive views about what is true. All opinions expressed are equally valuable inasmuch as the conclusions drawn are co-determined by the subjectivity of the participate. COURSE OBJECTIVES 1. Each student will be able to predict affect states generated by language use and treatment that objectifies human beings. 2. All students will be able to apply language concepts to appropriate subjective categories. 3. Each student will demonstrate their ability to apply the trauma of objectification and retraumatization by writing summaries. 4. Students will develop the capacity to critique their own application of ordinary ratings of objectifying language and treatment of patients. 5. Each student will select theory language that characterizes a person as an object. COURSE OUTLINE Required Reading: 1. Kohut, H. (1977). The Restoration of the Self. pp Atwood, G. (2012). The Abyss of Madness. pp , 46, Klein, G. (1976). Psychoanalytic Theory. pp

15 Being Human: Necessary Language & Treatment Guidelines that Promote Understanding that Humans Are People Not Objects (cont.) 4. Maduro, P. - TBD 5. Stolorow, R. (2007). Trauma and Human Existence. Autobiographical, Psychoanalytic, and Philosophical Reflections., Chapter 7. Conclusions, Siblings in the Same Darkness. 6. Stolorow, Robert D.: World, Affectivity, Trauma Heidegger and Post-Cartesian Psychoanalysis. (2011) Chapter 2: Heidegger s Investigative Method in Being and Time. p DuBois, P. (2012). Language and The Self: Language Concepts from Two Theories and the Case of Judy. (unpublished manuscript). Week One. Introductions. I would like to know something about each student including why you signed up for this class and what you hope to get out of it. Please read one through four of the reading assignments. Class discussion. Week Two. I will show you a video. I highly recommend that you jot down your, very important, impressions. Discuss the examples of objectification of another human being. Week Three. Continue discussion of the video. Reading assignments 5-6. Week Four. Discussion of reading assignment and any afterthoughts. Please read 7 of the reading assignments. Week Five. Discussion of assigned reading. This week people can volunteer to present a current case where their patient had been or is being objectified. Begin signing up for one page reading, if desired, the last week of class. Week Six. Continue case presentations. Week Seven. Personal readings if desired. I will read a little piece about Einstein s theoretical objectification of human beings. 14

16 Time in the Clinical Process Instructors: Christina Emanuel, M.F.T. COURSE DESCRIPTION In its focus on human subjectivity, contemporary psychoanalysis privileges the person s contextual experience. Contexts may vary for individuals, but the experience of and need to reckon with time is ubiquitous. Interestingly, individuals with various forms of affective suffering often experience disruptions in the experience of time, the pathologies of time as I call them. Some examples of this include individuals who are stuck in time consequent to trauma, who dissociate in time, who live in the past, who are afraid of the future (particularly the extent to which the future implies existential crises), and with whom we engage in enactments in time. In this course we will explore, probably in linear and non-linear fashions alike, some of what psychoanalysis has to say (or needs to say and has not done so yet) on this topic. I will emphasize both theoretical material drawing from multiple disciplines and clinical process. COURSE OBJECTIVES 1. Summarize the salient facts from the psychoanalytic literature as it conceptualizes time in the clinical process. 2. Recognize the pathologies of time as they occur in clinical cases. 3. Apply students understanding of time in the clinical process when treating individuals who exhibit various pathologies of time. COURSE OUTLINE Session 1: Embodied Time Lakoff, G. & Johnson, M. Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought. New York: Basic Books. Ch 10 Time. Session 2: Freud Time Ellis, M.L. (2008). Time in Practice: Analytical Perspectives on the Times of our Lives. London: Karnac Books. Ch 1 Freud s Time: Repeating or Constructing? Harris, A. (2009): You Must Remember This, Psychoanalytic Dialogues, 19:1, Session 3: Macro Time: Loewald & Gentile Mitchell, S. (1995). Freud and Beyond: A History of Modern Psychoanalytic Thought. New York: Basic Books. Section on Loewald, p Loewald, H.W. (1972). The Experience of Time. Psychoanal. St. Child, 27: Gentile, K. (2006). Timing Development from Cleavage to Differentiation. Contemp. Psychoanal., 42: Gentile, K. (2007). Creating Bodies: Eating Disorders as Self-Destructive Survival. Mahwah, NJ: The Analytic Press. Selection on trajectories of uncertainty Session 4: Micro Time: Rhythm Knoblauch, S. (2000). The Musical Edge of Therapeutic Dialogue. NJ: The Analytic Press. Ch 1 Listening to the Rhythm, Ch 4 The Unspoken Dialogue. 15

17 Time in the Clinical Process (cont.) Session 5: The Present Moment & Forms of Vitality Stern, D.N. (2004). The Present Moment in Psychotherapy and Everyday Life. New York: Norton. Ch 1 The Problem of Now, Ch 2 The Nature of the Present Moment, Ch 3 The Temporal Architecture of the Present Moment. Stern, D.N. (2010). Forms of Vitality: Exploring Dynamic Experience in Psychology, the Arts, Psychotherapy, and Development. Oxford: Oxford University Press. Ch 1 Introducing Dynamic Forms of Vitality, Ch 2 The Nature and Theoretical Framework of Dynamic Forms of Vitality Session 6: Complex systems and time Galatzer-Levy, R. (2009). Good Vibrations: Analytic Process as Coupled Oscillations. Int J Psychoanal, 90: Weisel-Barth, J. (2006). Thinking and Writing About Complexity Theory in the Clinical Setting. Int. J. Psychoanal. Self Psychol., 1: Bass, A. (2009). It Ain't Over til It's Over : Infinite Conversations, Imperfect Endings, and the Elusive Nature of Termination. Psychoanal. Dial., 19: Cooper, S. (2009). Familiar and Unfamiliar Forms of Interaction in the Ending Phases of Analysis. Psychoanal. Dial., 19: Session 7: Time and Trauma Stolorow, R. (2007). Trauma and Human Existence. New York: The Analytic Press. Ringstrom, P. (2010). Book Review of Trauma and Human Existence: Autobiographical, Psychoanalytic, and Philosophical Reflections by Robert Stolorow. Psychoanal. Psych. Vol. 27, No. 2, Session 8: Time and the Future Emanuel, C. (2012). Rarefied, Luminous Spaghetti: The Swoosh as you Enter the Future and the Future Enters You. (unpublished manuscript) Vonnegut, K. (1969). Slaughterouse-Five. New York: Dell. Ch 2. Ellis, M.L. (2008). Time in Practice: Analytical Perspectives on the Times of our Lives. London: Karnac Books. Ch 2 Jung and the Future Unconscious 16

18 Your Body is a Context: Aspects of Embodied Subjectivity and Psychoanalysis Instructors: Christina Emanuel, M.F.T. COURSE DESCRIPTION Contemporary psychoanalysis wouldn t be contemporary psychoanalysis without the critically important insight that there is no such thing as an isolated mind or person. However, in contextualizing individuals we often conflate the idea of subjectivity with images of actual human bodies. When we think about our individual selves we can t help but include our bodies in this image understandably so but really a body is not the same thing as an experience of self. Rather, I view our bodies as part of our context. When our bodies work well we don t think about them much. When there is something different about our bodies then we do focus on those aspects of our experience. In this course I take up the experience of embodied subjectivity, drawing from both the psychoanalytic and philosophical literature. Although many aspects of disordered embodiedness are covered in the literature (such as chronic pain, body dysmorphia and eating disorders, etc.), I wish to focus on specific differences that occur with unusual sensory processing in bodies, such as is found in various conditions such as blindness, deafness, autism, and others. To the extent that these conditions may be experienced as disabilities, we will engage the disability literature and see how this body of writing can link up with ideas in contemporary psychoanalysis. (Hint: not much is written about disability and psychoanalysis, so the field is open for our exploration!) COURSE OBJECTIVES 1. Summarize the main contributions of philosophy (cognitive science) and contemporary psychoanalysis in the areas of embodied subjectivity and intersubjectivity. 2. Recognize the clinical issues that arise when an individual experiences the sensory aspects of subjectivity differently from the typical population. 3. Analyze the disability literature, noting how this links up with or does not with contemporary psychoanalytic concepts. COURSE OUTLINE Session 1: Embodied Subjectivity Lakoff, M. & Johnson, G. Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought. New York: Basic Books. Chapter 2, The Cognitive Unconscious, Chapter 3 The Embodied Mind, Chapter 4 Primary Metaphor and Subjective Experience, Chapter 6 Embodied Realism. Session 2: Embodied Intersubjectivity Coburn, W.J. (2001). Subjectivity, Emotional Resonance, and the Sense of the Real. Psychoanal. Psychol., 18: Maurice Merleau-Ponty: Embodied Intersubjectivity, in Orange, D. (2010). Thinking for Clinicians. New York: Routledge. P Session 3: Embodied Sensory and Clinical Process Baron-Cohen, S. (1995). Chapter 7 The Language of the Eyes. In Mindblindness. MA: MIT Press. Beebe, B. (2012). Faces in Relation: A Case Study. In Aron, L. and Harris, A. (eds.) Relational Psychoanalysis, Volume 5, Evolution of Process, p Knoblauch, S. (2012). Body rhythms and the unconscious: Expanding clinical attention with the polyrhythmic weave. Relational Psychoanalysis, Volume 5:

19 Your Body is a Context: Aspects of Embodied Subjectivity and Psychoanalysis (cont.) Session 4: Sensory differences Watermeyer, B. (2001). Blindness, Attachment, and Self: Psychoanalysis and Ideology. Free Associations, 9: Orzolek-Kronner, C., & Desimone, J. (2012). Seeing Through the Eyes of the Blind: Psychodynamically Informed Work with Persons with Low Vision. In Berzoff, J. (ed). Falling Through the Cracks: Psychodynamic Practice with Vulnerable and Oppressed Populations. New York: Columbia University Press. Cohen, C. (2012). What Did You Say? Clinical practice with Deaf and Hard-of-Hearing Populations. In Berzoff, J. (ed). Falling Through the Cracks: Psychodynamic Practice with Vulnerable and Oppressed Populations. New York: Columbia University Press. Session 5: Sensory and Intersubjective Differences in Autism Chapter on Temple Grandin, in Sacks, O. (1996). An Anthropologist on Mars: Seven Paradoxical Tales. New York: Knopf. Emanuel, C. (2012). An Accidental Pokemon Expert: Contemporary Psychoanalysis on the Autism Spectrum (unpublished manuscript). Session 6: Sensory differences in Fetal Alcohol Syndrome and Developmental Disabilities Walthall, J., O Connor, M.J., & Paley, B. (2008). A Comparison of Psychopathology in Children with and without Prenatal Alcohol Exposure. Mental Health Aspects of Developmental Disabilities, 11(3):1-10. Selection from Buxton, B. (2005). Damaged Angels: An Adoptive Mother Discovers the Tragic Toll of Alcohol in Pregnancy. New York: Carroll & Graf Publishers. Dasteel, J. (2012). Full of Feelings, Disabled, and Treatable: Working Psychodynamically with Special-Needs Adults. In Berzoff, J. (ed). Falling Through the Cracks: Psychodynamic Practice with Vulnerable and Oppressed Populations. New York: Columbia University Press. Session 7 & 8: Disability, Subjectivity, and Psychoanalysis Blume, H. (1998, September 30). Neurodiversity. The Atlantic. Jaarma, P., & Welin, S. (2012). Autism as a Natural Human Variation: Reflections on the Claims of the Neurodiversity Movement. Health Care Analysis 20 (1): Longmore, P. Why I Burned My Book: Essays on Disability. Philadelphia: Temple University Press. Introduction, Chapter 1 Disability Watch, Chapter 11 The Second Phase from Disability Rights to Disability Culture, Chapter 13 Why I Burned my Book. 18

20 Making Up Our Mind: Mentalization and the Psychoanalytic Dialogue Instructors: Helen Grebow, Ph.D., Psy.D. and C. Roger Hastings, Ph.D. COURSE DESCRIPTION Psychoanalysis highlights the interactional context that fosters the emergence of the individual self and mind Mentalizing inspires a kind of humility, with an awareness that further information might alter our beliefs, and that it is always important to remain in touch with how much we do not know. - Elliot Jurist, Mind to Mind, (2008), pp ) The tension between two aspects of self and mind has generated our interest in teaching this course. First, the presence or absence of mentalization, its development, and its manner of emergence, lies at the heart of psychoanalytic activity. It is of profound importance in Attachment, social adjustment, the capacity for intimacy, secure parenting and successful psychotherapy. Secondly, the concept of mentalization is a cognitive escape artist. Most first-time readers can seemingly hold on to the meaning of what is described for a few minutes at a time before needing to refresh their understanding. The language has been abstract, and the ideas have been presented in relatively isolated contexts. In part, this is a historical accident resulting from the emergence of these ideas in the mid-1980 s during a period of breath-taking growth in ideas which brought infant research and psychoanalysis together. The mentalization literature developed out of the cultural intersection of developmental psychology (attachment research and social cognition research), philosophy (Theory of Mind) and much of the early writing reflects these origins; a linguistic Tower of Babel, multiple language games competing for our attention in any single paragraph. The solution, we believe, is to return to our core concerns in phenomenology, the human experiences in the consulting room, and show the difference between mentalized and non-mentalized approaches. We believe that by starting our understanding in the familiar settings of our work life - in group settings, in couples sessions and in parenting - that the more abstract concepts involved in mentalization will literally come to life. Additionally, in order to understand the material at a deeper level, we want to have an eight week seminar with readings followed by a seven week case conference in which both candidates and instructors present case materials and explore the interactional, relational and intersubjective aspects of mentalization. The first eight weeks we will look at the concepts and the literature with case examples. The second part of the course will consider the intersection of our attachment histories with our patients attachment histories and how our capacity to mentalize is mutative in the analytic process. Or, as Adrienne Harris eloquently states it, parentification of the child is one of the most destructive aspects of flawed attachments the conduct disorders and the wild ones end up in the patient chair and the tender/befrienders end up more usually in our chairs. But, of course, in a model of mind stressing variation and multiplicity, we know that we retain the capacity for both modes of response Looked at more balefully, we could think of being an analyst as a form of repetition compulsion. Looked at more hopefully we can see that the heart of our unconscious and relational history makes us inspired in our work and leaves us vulnerable But, as in Bowlby s accounts of children who tend/befriend there is still some mystery: where, in the deserts and depletions of early attachments gone awry, does any capacity to care emerge? (Harris, 2009, p.9). And we would add any capacity to mentalize that is the challenge of our course and the ensuing conversation. Harris, A. (2009) You must remember this, Psychoanalytic Dialogues, 19(1), COURSE OBJECTIVES 1. Members of the seminar will learn the definitions and clinical applications of Mentalization theory as a developmental concept and as the basis for clinical interventions when development has gone awry. 2. Attendees will learn to discriminate both the presence and the absence of mentalizing capacities in several patient populations as measured by the attribution of intentional states to others and the demonstrable capacity to think about mental states in their own social network. 19

21 Making Up Our Mind: Mentalization and the Psychoanalytic Dialogue (cont.) 3. Attendees will learn to recognize the interaction between their own defensive needs interact with those of their patients. COURSE OUTLINE WEEK ONE: The Vocabulary of Mentalization. Allen, J.G., Fonagy, P., Bateman, A.W.,(2008), Mentalizing in Clinical Practice, Glossary of Mentalization, in Mentalizing In Clinical Practice, American Psychiatric Publishing, Arlington, VA., pp.347. Flash cards for the vocabulary of mentalization. Fonagy, P. (2008) The Mentalization-Focused Approach to Social Development, Chapter 1 in Mentalization, Fredric N. Busch (Ed.), pp The Analytic Press, N.Y. Allen, Fonagy and Bateman (2008), Chapter 2, Mentalizing, pp WEEK TWO: Attachment and Mentalization. Wallin, D.J. (2007), Attachment In Psychotherapy, The Guilford Press, N.Y. Chapter 4, Fonagy and Forward, pp.43-60; Chapter 6, The Varieties of Attachment Experience, pp Chapter 7, How Attachment Relationships Shape the Self, pp Chapter 11, Constructing the Developmental Crucible, pp WEEK THREE: Attachment Shapes. Wallin, D. (2007): Chapter 12, The Dismissing Patient, pp Chapter 13, The Preoccupied Patient, pp Chapter 14, The Unresolved Patient, pp WEEK FOUR: Jurist, E. (2008) Minds and Yours: New Directions for Mentalization Theory, Chapter 3 in Mind To Mind: Infant Research, Neuroscience, and Psychoanalysis, Jurist, E., Slade, A., and Bergner, S. (Eds.) Other Press, N.Y. pp Grebow, H. (2008) A Tale of Two Minds: Mentalization and Adult Analysis, International Journal of Psychoanalytic Self Psychology, 3: WEEK FIVE: The Disordered Mind Bateman, A., & Fonagy, P. (2006) Mentalization-Based Treatment for Borderline Personality Disorder: A Practical Guide, Chapters 5-9, pp WEEK SIX: Mirroring Experiences and Mentalization. Hastings, C.R. Something Happens: Mirroring In Intersubjective Connection, ICP Graduation Project, WEEK SEVEN: As the Mental Twig Is Bent: Parents Carry the Form. Slade, A. (2008), Working with Parents in Child Psychotherapy: Engaging the Reflective Function, in Mentalization, Busch, F. (Ed.), pp Slade, A. (2004), The Movement From Categories To Process: Attachment Phenomena and Clinical Evaluation, Infant Mental Health Journal, 25 (4), WEEK EIGHT: Relational Perspective On Mentalization. 20

22 Making Up Our Mind: Mentalization and the Psychoanalytic Dialogue (cont.) Stern, D. (2008) On Having To Find What You Don t Know How To Look For: Two Perspectives On Refletion, in Jurist, et.al. Mind To Mind, pp Bromberg, P. (2008) Dissociation, Enactment and Clinical Process, in Jurist, et.al. Mind To Mind, pp WEEKS NINE-FIFTEEN: Case Conference Format. Any additional reading is elective. 21

23 Case Conference: Current Issues in Gender and Sexual Orientation Instructor: Jim Green, Ph.D., Psy.D. COURSE GOALS This course covers a brief overview of contemporary psychoanalytic thinking concerning issues of gender, sexuality and sexual orientation. Each candidate will be asked to present a case (so that all candidates have an opportunity) highlighting these concepts. Specifically, transference and counter-transference will be discussed to help shed light on hidden and unconscious issues. Readings will be assigned each week so there will be time for class discussion of the readings and case presentation(s). COURSE OBJECTIVES 1. Distinguish among the core concepts of the continuum theories of male-female, masculine-feminine, and heterosexual-homosexual identities. 2. Understand current queer theories of deconstructed sexuality. 3. Understand psychoanalytic (developmental) vs. other (sociological, interpersonal) ways of understanding human sexuality and its place in psychoanalysis. COURSE OUTLINE Week 1 Corbett, K. Gender Now, Psychoanalytic Dialogues, 18:838, 856, Goldner, V. Ironic Gender/Authentic Sex: Studies in Gender and Sexuality, Volume 4, #2, pp Suggested Reading: Solomon, J. (2005) Young, Effeminate, and Strange: Early Photographic Portraiture of Truman Capote. Studies in Gender and Sexuality, pp Week 2 Jagose, A. (1996) Queer Theory, Retrieved August 29, 2005 from Week 3 Green, J. (2003) Growing up Hidden: notes on Understanding Male Homosexuality. Laufer, M. (1976). The Central Masturbation Fantasy, the Final Sexual Organization and Adolescence. Psychoanalytic Study of the Child, 31: Week 4 Dimen, M. (2005) Sexuality and Suffering. Or the EEw! Factor. Studies in Gender and Sexuality, 6:1-18. Week 5 Corbett, K. (1996) Homosexual Boyhood: Notes on Girlyboys: Gender and Psychoanalysis, 1:4, pp Harris, A. (2000) Gender as a Soft Assembly: Tomboy Stories: Studies in Gender and Sexuality, Volume 1, Number 3, pp Week 6 Elise, D. (1998) Gender Repetoire: Body, Mind and Bisexuality: Psychoanalytic Dialogues, 8: Case Conference: Current Issues in Gender and Sexual Orientation (cont.) 22

24 Week 7 Jacobson, Jesse. Counter trans ference: Frequently asked questions for Mental Health Professionals. (Unpublished manuscript) 23

25 How Cultural and Social Location Affect Clinical Attitude: A Study in Black and White Instructor: Lynne Jacobs, Ph.D. and Veronica Abney, Ph.D., L.C.S.W., D.C. COURSE DESCRIPTION We are pleased to have the chance to explore this theme together with you. We shall all be explorers together. None of us are experts in this area, and yet you will find that all of us have something to contribute to our explorations. As psychoanalysts, we are familiar with looking at families as a context that shapes the subjectivity of our patients and ourselves. There are broader contexts as well, such as cultural practices, social history, and one s place, or situatedness in relation to the society in which one lives. There is a paucity of psychoanalytic literature that addresses these issues and how they affect the consulting room. Most of the literature is offered by analysts who identify as marginalized in relation to the dominant culture. Some literature written by cultural insiders tend to aim at helping us to understand others. While we will use some of this literature in class, our main aim is to broaden our self-awareness. That is, we hope to increase our awareness of the limits to our understanding that arise from our horizonal limits. This requires, first, becoming more aware of those horizons. We also hope to increase our awareness of the multiplicity of our own context-dependent identification process. In some contexts, for instance, our gender renders us as other. In another context our color may render us as dominant. By and large, when we are placed in a dominant position, we suffer the most severe limits on awareness of the clinical (and social) implications of our place. We have blind spots. We will explore the blindspot syndrome that accompanies such situatedness, and explore ways together to try to reduce the tendency towards blindsppots. Our primary paradigm for exploring how socio-cultural horizons shape our clinical attitude will be a study of the meaning of whiteness is a racialized society. We are pleased to have the chance to explore this theme together with you. We shall all be explorers together. None of us are experts in this area, and yet you will find that all of us have something to contribute to our explorations. While we include readings in our syllabus, we will also be conducting experiential exercises that allow an exploration that facilitates learning through phenomenological exploration. COURSE OBJECTIVES 1. Recognize the differing implications of central vs. marginalized social location 2. Recognize the implications of social location in the consulting room 3. Develop skill at addressing the implications in the consulting room and within the analytic relationship 4. Identify our blind spots and expand awareness of the conditions that contribute to the same COURSE OUTLINE Cushman, P. (1991). Ideology obscured: Political uses of the self in Daniel Stern's infant. American Psychologist, 46(3), Perez Foster, R. (1996). The bilingual self: Duet in two voices. Psychoanalytic Dialogues, 6(1),

26 How Cultural and Social Location Affect Clinical Attitude: A Study in Black and White (cont.) McIntosh, P. (1998). White privilege: Unpacking the invisible knapsack. Race, class, and gender in the United States: An integrated study, 4, Cushman, P. (1991). Ideology obscured: Political uses of the self in Daniel Stern's infant. American Psychologist, 46(3), Perez Foster, R. (1996). The bilingual self: Duet in two voices. Psychoanalytic Dialogues, 6(1), McIntosh, P. (1998). White privilege: Unpacking the invisible knapsack. Race, class, and gender in the United States: An integrated study, 4, McGill, D., & Pearce, J. (1982). British families. Ethnicity and family therapy, Yi, K. (1998). Transference and race: An intersubjective conceptualization. Psychoanalytic Psychology, 15(2), Leary, K. (2000). Racial enactments in dynamic treatment. Psychoanalytic Dialogues, 10(4), Altman, N. (2000)l Black and White Thinking: A Psychoanalyst Reconsiders Race. Psychoanalytic Dialogues, 10: Gump, J. (2000). A White Therapist, an African American Patient shame in the Therapeutic Dyad: Commentary on Paper by Neil Altman. Psychoanalytic Dialogues, 10(4), Cushman, P. (2000). White guilt, political activity, and the analyst: Commentary on paper by Neil Altman. Psychoanalytic Dialogues, 10(4),

27 Dissociation in Psychoanalysis and Literature Instructor: Carola Kaplan, Ph.D., Psy.D. COURSE DESCRIPTION This course examines the causes, characteristics, and therapeutic implications of pathological dissociation; considers enactments in the clinical setting as deriving from dissociation; and explores the mutative potential of enactment in both a therapeutic setting and a literary context. In relationship to dissociation, the class will also consider the concepts of self-states, particularly me and not-me self- states; small t trauma; traumatic temporality; and traumatic spatiality. Readings include essays on dissociation, trauma, and enactment by leading relational psychoanalysts, including Donnel Stern, Robert Stolorow, and most especially Philip M. Bromberg; as well as modern and contemporary short stories containing fictional examples of dissociation. COURSE OBJECTIVES 1. Recognize pathological dissociation in literature and in clinical practice, and distinguish adaptive from pathological dissociation. 2. Utilize enactments resulting from dissociation to advance clinical work. 3. Compare and contrast the characteristics of pathological dissociation as treated in psychoanalytic practice and in fictional works. Assigned Readings: Donnel Stern, Unformulated Experience (Selections) Robert D. Stolorow, World, Affectivity, Trauma (Selection) Philip M. Bromberg, The Shadow of the Tsunami (Selections) **Philip M. Bromberg, Awakening the Dreamer (entire book) **NOTE: Students must purchase this book. COURSE OUTLINE Session 1: Introduction and Overview Stern, D. B. (2003). The Fusion of Horizons: Dissociation, Enactment, and Understanding. Psychoanalytic Dialogues, 13, Stern, D. B. (2004). The Eye Sees Itself: Dissociation, Enactment, and the Achievement of Conflict. Contemporary Psychoanalysis, 40, Bromberg, P. M. (1994). Speak! That I May See You : Some Reflections on Dissociation, Reality, and Psychoanalytic Listening. Psychoanalytic Dialogues, 4, Steinbeck, J. The Crysanthemums. Session 2: Self-States and The Discontinuous Self Bromberg, P. M. Standing in the Spaces: The Multiplicity of Self and the Psychoanalytic Relationship. Contemporary Psychoanalysis, 32, Bromberg, P. M. (2006). Introduction: When Reality Blinks. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp

28 Dissociation in Psychoanalysis and Literature (cont.) Bromberg, P. M. (2006). Treating Patients with Symptoms and Symptoms with Patience. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp O Connor, F. A Good Man is Hard to Find. Session 3: Traumatic Temporality and Traumatic Spatiality Stolorow, R. D. Worlds Apart: Dissociation, Finitude, and Traumatic Temporality. World, Affectivity, Trauma: Heidegger and Post-Cartesian Psychoanalysis. New York and London: Routledge, Bromberg, P. M. (2011). Shrinking the Tsunami. The Shadow of the Tsunami and the Growth of the Relational Mind. New York and London: Routledge, pp Kaplan, C. M. (2012). Sudden Holes in Space and Time : Trauma, Dissociation, and the Precariousness of Everyday Life. Psychoanalytic Inquiry (forthcoming). Mansfield, K. Bliss. Mansfield, K. Miss Brill Session 4: The Threat of Retraumatization Bromberg, P. M. (2006). One Need Not Be a House to be Haunted. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp Bromberg, P. M. (2006). Something Wicked This Way Comes. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp Kincaid, J. Girl. Session 5: Dissociated Shame Bromberg, P. M. (2006). Potholes on the Royal Road. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp Bromberg, P. M. (2006). The Gorilla Did It. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp Hemingway, E. Hills like White Elephants. Session 6: Enactment Bromberg, P. M. (2011). It Never Entered My Mind. The Shadow of the Tsunami and the Growth of the Relational Mind. New York and London: Routledge, pp Bromberg, P. M. (2011). Minding the Dissociative Gap. The Shadow of the Tsunami and the Growth of the Relational Mind. New York and London: Routledge, pp Cheever, J. What We Talk About When We Talk About Love. Session 7: Enactment (optional can be eliminated in 7 week course) Bromberg, P. M. (2006).Bringing in the Dreamer. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp Mansfield, K. This Flower. Conrad, J. The Secret Sharer. Session 8: Safe Surprises Bromberg, P. M. (2006). One Need Not Be a House to be Haunted. Awakening the Dreamer. New Jersey and London: The Analytic Press, pp

29 Dissociation in Psychoanalysis and Literature (cont.) Bromberg, P. M. (2011). The Nearness of You. The Shadow of the Tsunami and the Growth of the Relational Mind. New York and London: Routledge, pp Walker, A. Everyday Use. 28

30 Clinical Case Conference on Cases Relating to Trauma and Dissociation Instructor: Carol Mayhew, Ph.D., Psy.D. COURSE GOALS The goals of this course are to provide a richer understanding of the manifestations of trauma and dissociation as they unfold in the clinical hour. Participants will increase their understanding of the emotional meanings associated with individual traumatic experiences and be able to identify the presence of these meanings in transference and countertransference configurations. Participants will also improve their understanding of dissociative phenomena and extend their knowledge of treatment considerations in connection with dissociative states. COURSE OBJECTIVES 1. Participants will be able to list and describe at least three ways a patient s traumatic experiences affect his or her experiences of self and relationships with others. 2. Participants will be able to identify at least three basic elements of trauma treatment. 3. Participants will be able to identify different manifestations of dissociation and describe ways to treat dissociation. COURSE OUTLINE Each class meeting will involve presentation of case material and a discussion of the assigned reading(s). Session 1. Van der Kolk, B.and McFarlane, A. (1996). The black hole of trauma. In B. Van der Kolk, A. McFarlane, and L. Weisaeth (Eds.) Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body and Society (pp. 3-23). New York: Guilford. Stolorow, R.D. amd Atwood G.E. (1992). Trauma and pathogenesis. In R. D. Stolorow amd G. E. Atwood, Contexts of Being: The Intersubjective Foundations of Psychological Life (pp ). New Jersey: Analytic Press. Session 2. Ferenczi, S. (1933). Confusion of tongues between adults and the child. International Journal psychoanalysis, Rachman, A. W. (1997). The suppression and censorship of Ferenczi s confusion of tongues Psychoanalytic Inquiry, 17, of paper. Session 3. Howell, E. (2005). Introduction and (Ch. 1) Dissociation: A model of the psyche. In E. Howell, The Dissociative Mind (pp. 1-37). New Jersey: Analytic Press. Session 4. Boulanger, G. (2007). (Ch. 1). Toward a psychodynamic understanding of adult onset trauma. In G. Boulanger, Wounded by Reality: Understanding and Treating Adult Onset Trauma (pp. 1-17) New Jersey: Analytic Press. Session 5. Bromberg, P. (2000). Potholes on the royal road: or is it an abyss? Contemporary Psychoanalysis, 36, Bromberg, P. M. (2003) One need not be a house to be haunted: on enactment, dissociation, and the dread of not-me a case study. Psychoanalytic Dialogues, 13 (5):

31 Clinical Case Conference on Cases Relating to Trauma and Dissociation (cont.) Session 6. Davies, J. M. And Frawley, M. G. (1994). Dissociation. In J. M. Davies amd M. G. Frawley Treating the Adult Survivor of Childhood Sexual Abuse (pp ). New York Basic Books. Davies, J. M. (1996). Dissociation, repression and reality testing in the countertransference: The controversy over memory and false memory in the psychoanalytic treatment of adult survivors of childhood sexual abuse. Psychoanalytic Dialogues, 6, Session 7 Marmer, S. S. (1996). An outline for psychoanalytic treatment. In J. L. Spira and I. D. Yalom dissociative identity disorder (pp ). San Francisco: Jossey-Bass. (Eds.) Treating Droga, J. T. (1997). Realities lost and found: trauma, dissociation and somatic memories in a survivor of childhood sexual abuse. Psychoanalytic Inquiry, 17, Session 8 Brothers, D. (2009). Trauma-centered psychoanalysis: transforming experiences of unbearable uncertainty. In N. VanDerHeide and W. J. Coburn (Eds.) Self and Systems: Explorations in Contemporary Self Psychology (pp ). Annals of the New York Academy of Sciences, Volume Boston: New York Academy of Sciences. (Optional) Loomis, L. (2006). From Fog to Feeling: A dynamic contextualization of dissociation: the relational requirement to disappear and the inevitability of appearing in another form. Unpublished paper - in archives of ICP. 30

32 Case Conference: Integrating the Findings of Infant Research into Psychoanalytic Treatment of Adults Instructors: Susan Mendenhall, Psy.D., and Helen Ziskind, Psy.D. COURSE DESCRIPTION Both micro-analytic infant research and attachment research have had a profound impact on our ways of working psychoanalytically with our adult patients. This course will focus specifically on the ways the findings of microanalytic infant research can influence and enhance our clinical work. Recent articles by authors who are exploring this terrain will be used as a basis for discussion of cases. COURSE OBJECTIVES 1. Candidates will be able to describe two ways that this course has changed their clinical work with adult patients. 2. Candidates will be able to summarize two ways that infant research has influenced psychoanalytic technique. 3. Candidates will be able to critique descriptions of clinical work based on the findings of infant research. COURSE OUTLINE SESSION #1: Morgan, Alexader C. (1997). "Application of Infant Research to Psychoanalytic Theory and Therapy." Psychoanalytic Psychology, 14: SESSION #2: Stechler, Gerald (2000). "Louis W. Sander and the Question of Affective Presence." Infant Mental Health, 21: Tronick, Edward C. (1998). "Dyadically Expended States of Consciousness and the Process of Therapeutic Change." Infant Mental Health, 19: SESSION #3: Boston Change Process Study Group (2010). "An Implicit Relational Process Approach to Therapeutic Action." In Change in Psychotherapy: A Unifying Paradigm. New York: W.W. Norton and Co., SESSION #4: Beebe, Beatrice and Frank M. Lachman (2002). "Interactive Reorganization of Self Regulation: The Case of Karen." In Infant Research and Adult Treatment. Hillsdale, N.J., Beebe, Beatrice and Frank M. Lachman (1996). "Three Principles of Salience in the Organization of the Patient- Analyst Interaction." Psychoanalytic Psychology, 13: SESSION # 5: Stern, Daniel N. (2004). "The Present Moment and Psychotherapy." In The Present Moment in Psychotherapy and Everyday Life. New York: W.W. Norton and Company, SESSION #6: Stern, Daniel N. (2004). "Interweaving the Implicit and Explicit in the Clinical Situation." In The Present Moment in Psychotherapy and Everyday Life. New York: W.W. Norton and Company, Stern, Daniel N. (2004). "Therapeutic Change: A Summary and Some General Clinical Implications." In The Present Moment in Psychotherapy and Everyday Life. New York: W.W. Norton and Company, Case Conference: Integrating the Findings of Infant Research into Psychoanalytic Treatment of Adults 31

33 (cont.) SESSION #7: Stern, Daniel N. (2010). "What Implications do Forms of Vitality Have for Clinical Theory and Practice?" In Forms of Vitality: Exploring Dynamic Experience in Psychology, the Arts, Psychotherapy, and Development. New York: Oxford University Press,

34 Emotional Understanding: Working with Affect Instructor: Michael Pariser, Psy.D., Psy.D. COURSE DESCRIPTION Overcoming Freud s early formulations that relegated emotional life to the status of psychopathology, recent theorists have repositioned affect at the center of the entire therapeutic endeavor. It is now understood as the prima materia of the analytic process, and more and more literature is devoted to understanding how affect emerges in treatment and how it impacts the life of the patient. This course is designed to provide a basic understanding of emotions and complex affect states, as well as the complex ways in which the emotions of analyst and patient interact with and augment each other. It will help enable the student to track emotions as they arise and recede in the transference relationship, and to help the patient to experience, identify, communicate, tolerate, and integrate his formerly unbearable and dangerous affect states. COURSE OBJECTIVES 1. To provide a basic understanding of emotions and complex affect states. To be able to identify the physical, mental, and relational aspects of emotional life as it manifests in life and in the clinical setting. 2. To better understand the complex ways in which the emotions of analyst and patient interact with and augment each other. 3. To be able to track emotions as they arise and recede in the transference relationship, along with the various protective strategies used to avoid those emotions felt to be unbearable or dangerous. 4. To understand the relationship between affect and context. COURSE OUTLINE Week #1: What is an Emotion? Freud, S. (1926). Inhibitions, Symptoms, and Anxiety. S.E. XX (p ) Jones, J. (1995). Affects as Process. Hillsdale, NJ: The Analytic Press Stern, D., Sander, L., Nahum,J., Harrison, A., Lyons-Ruth,K., Morgan, A., Bruschweiler-Stern,N., and Tronick, E.Z. (1998). Non-Interpretive Mechanisms in Psychoanalytic Therapy: The Something More Than Interpretation. International Journal of Psychoanalysis 79: Week #2: The Role of Emotions in Pathology and Treatment Ellenberger, H. (1970). The Discovery of the Unconscious. Ch. 1, The Ancestry of Dynamic Psychotherapy p3-52. NYC: Basic Books. Orange, D. (1995). Emotional Understanding: Studies in Psychoanalytic Epistemology. New York: Guilford Press Socarides, D. and Stolorow, R. (1985). Affects and Selfobjects. In: Stolorow, R., Brandchaft, B., and Atwood, G. (1987). Psychoanalytic Treatment: An Intersubjective Approach p ). Hillsdale, NJ: The Analytic Press Week #3: Emotional Protection Freud, A. (1936/1966). The Writings of Anna Freud, Vol. II: The Ego and the Mechanisms of Defense. Madison, CT: International Universities Press Bromberg, P. (1998). Standing in the Spaces: Essays on Clinical Process, Trauma, and Dissociation. Hillsdale, NJ: The Analytic Press Maduro, P. (2008). Thou Shalt Not Know Thy Relational Context: Experience of Emotion s Contextuality and Its Prohibition. Presented at the 2008 Spring Meeting of APA Division 39, Chicago, IL. 33

35 Emotional Understanding: Working with Affect (cont.) Week #4: Intersubjective Dynamics in Treatment Bass, A. (2003). E Enactments: Another Medium, Another Message: Psychoanalytic Dialogues 13: Jacobs, T. (2001). On Unconscious Communications and Covert Enactments: Some Reflections on their Role in the Analytic Situation. Psychoanalytic Inquiry 21: Mitchell, S. (1988). Relational Concepts in Psychoanalysis. Boston, MA: Harvard University Press Week #5: Working with Emotions 1 Tracking Affect Fosha, D. (2000). The Transforming Power of Affect. Ch. 9 You Don t Love Me Anymore p New York: Basic Books Stern, D. (2004). The Present Moment in Psychotherapy and Everyday Life. Ch. 10: The Process of Moving Along p NYC: Norton Books Knoblauch, S. (2000). The Musical Edge of Therapeutic Dialogue. Ch. 1: Listening to the Rhythm and Ch. 2: Listening to the Tone, p Hillsdale, NJ: The Analytic Press Week #6: Working with Emotions 2 Working with Relational Dynamics Maroda, K. (2010). Psychodynamic Techniques: Working with Emotion in the Therapeutic Relationship. Ch. 6: Managing Emotion: Affective Communication and the Role of Interaction, p NYC: Guilford Press Stolorow, R., Atwood, G., and Trop, J. (1992). Varieties of Therapeutic Impasse. In: Contexts of Being, Ch. 7, p Hillsdale, NJ: The Analytic Press Week #7: Working with Emotions 3 Important Clinical Moments Beebe, B. and Lachmann, F. (2002). Infant Research and Adult Treatment, Ch. Three Principles of Salience in the Organization of the Patient-Analyst Interaction, Ch. 8: p Hillsdale, NJ: The Analytic Press Boston Change Process Study Group (2010). Change in Psychotherapy: A Unifying Paradigm. Ch. 4: Explicating the Implicit p NYC: W.W. Norton Stern, D. (2004). The Present Moment in Psychotherapy and Everyday Life. Ch. 11: Interweaving the Implicit and the Explicit p NYC: Norton Books 34

36 Heaven and Hell: Worlds of Darkness and the Organization of Experience Instructor: Michael Pariser, Psy.D., Psy.D. COURSE DESCRIPTION One of the commonest sequela of childhood trauma is the bifurcation of experience into opposing extremes: white and black, good and bad, Heaven and Hell. This course explores the construction and functions of such polarities, beginning with the creation of an experiential world of loneliness, hopelessness, and depression I have come to refer to as a Personal Hell. We then will explore Hell s influence on the further organization of experience, which takes the form of ongoing antidotes, safety strategies, and transformational fantasies. Finally, we will look at working with these ideas in the clinical setting, following the basic understanding that unbearable worlds of darkness need to be experienced, tolerated, and integrated to allow for the possibility of living a human existence on Earth. COURSE OBJECTIVES 1. To summarize the ways in which a Personal Hell and other worlds of dissociated experience develop in childhood, as well as the temporal and relational contexts in which they are most likely to appear. 2. To describe in detail the visual, auditory, emotional, and relational aspects that comprise the subjective experience of Heaven and Hell. 3. To understand the various forms of safety strategies and to be able to make the critical differentiation between expansive vulnerability and defensive or antidotal protection. To be familiar with the clinical approach most appropriate in each case, and to know how best to apply it. 4. To understand the necessity of integrating previously unbearable worlds of darkness as an essential element in analytic treatment. To learn to utilize the phenomenological descriptions as an aid in emotional exploration and treatment. COURSE OUTLINE Week #1: The Creation of Hell Pariser, M. (2012). Heaven and Hell: Worlds of Darkness and the Structuralization of Experience (Unpublished manuscript) Bromberg, P. (1998) Standing in the Spaces. NYC: Taylor and Francis, Inc Fairbairn, W. R. D. (1943). The Repression and the Return of Bad Objects. In: Buckley, P., (Ed.) Essential Papers on Object Relations p NYC: New York University Press, Ferenczi, S. (1949). Confusion of the Tongues Between the Adult and Child: The Language of Tenderness and of Passion. International Journal of Psycho-analysis, 30, Week #2: Worlds of Dark and Light Klein, M. (1935). A Contribution to the Psychogenesis of Manic-Depressive States. In: Love, Guilt, and Reparation and Other Works. London: Karnac Books, 1975 Klein, M. (1946). Notes on Some Schizoid Mechanisms. International Journal of Psychoanalysis, 27, Branchaft, B., Doctors, S., and Sorter, D. (2010). Toward an Emancipatory Psychoanalysis: Brandchaft s Intersubjective Vision. NYC: Routledge Books Stolorow, R. (2007). Trauma and Human Existence. Hillsdale, NJ: The Analytic Press. 35

37 Heaven and Hell: Worlds of Darkness and the Organization of Experience (cont.) Week #3: The Dark Cavern of Melancholia Freud, S. (1917). Mourning and Melancholia. SE Van der Kolk, B. and McFarlane, A. (1996). The Black Hole of Trauma. In: B. Van der Kolk, A. McFarlane, and L. Weisaeth, (Eds.) Traumatic Stress. (2006). Atwood, G. (2011). The Abyss of Madness. NYC: Routledge Press. Chapter The Dark Sun of Melancholia Stolorow, R. (2007). Trauma and Human Existence. Hillsdale, NJ: The Analytic Press. Trauma and Temporality Week #4: The Black Hole of Personal Annihilation Atwood, G. (2011). The Abyss of Madness. NYC: Routledge Press. Chapter Eigen, M. (2006). The Annihilated Self. Psychoanalytic Review, 93(1), Stolorow, R., Atwood, G., and Orange, D. (2002). Worlds of Experience. NYC: Basic Books. Chapter Shattered Worlds, Psychotic States Week #5: Safety at Any Cost Guntrip, H. (1960). Schizoid Phenomena, Object Relations, and the Self. NYC: International Universities Press Fromm, E. (1941/1994). Escape from Freedom. NYC: Holt, Henry & Co. Winnicott, D. W. (1960). Ego Distortions in Terms of a True and False Self. In: D. Winnicott (1965) The Maturational Processes and the Facilitating Environment: Studies in the Theory of Emotional Development. The International Psycho-Analytical Library, 64, London: The Hogarth Press and the Institute of Psycho- Analysis. Bollas, C. (1987) The Shadow of the Object: Psychoanalysis of the Unthought Known. NYC: Columbia University Press. Week #6: The Dysfunctional Marriage of Heaven and Hell Pariser, M. (2012). Postcards from Hell (Unpublished manuscript). Davies, J. (2004). Whose Bad Objects Are We Anyway? Repetition and Our Elusive Love Affair with Evil. Psychoanalytic Dialogues, 14: Week #7: The Way In Is the Way Out Krystal, H. (1988). Integration and Self-healing: Affect, Trauma, and Alexithymia. Hillsdale, NJ: The Analytic Press. Orange, D., Atwood, G., and Stolorow, R. (1997). Working Intersubjectively. Hillsdale, NJ: The Analytic Press. Pariser, M. (2010). Inhabiting Affect: The Centrality of Affect Tolerance in Psychoanalytic Treatment. Paper delivered at the 2010 Conference of the Psychology of the Self. Ankara, Turkey. Socarides, D. and Stolorow, R. (1985). Affects and Selfobjects. In: Stolorow, R., Brandchaft, B., and Atwood, G. Psychoanalytic Treatment, an Intersubjective Approach. Hillsdale, NJ: The Analytic Press, Week #8: The Dark at the End of the Tunnel Winnicott, D. W. (1974). Fear of Breakdown. International Review of Psychoanalysis, 1, Brothers, D. (2009). Trauma-centered psychoanalysis: Transforming experiences of unbearable uncertainty. In N. VanDerHeide and W.J. Coburn (Eds.) Self and Systems: Explorations in Contemporary Self Psychology (pp ). Annals of the New York Academy of Sciences, Volume Boston: New York Academy of Sciences. 36

38 Sex and Psychoanalysis: Working with Erotic Transference and Countertransference Instructor: Michael Pariser, Psy.D., Psy.D. COURSE DESCRIPTION From the first case in analytic history (Josef Breuer and Anna O), erotic feelings have been a thorny issue for therapists and patients alike. In fact, when analysts began acting on their erotic desires, the resulting scandals threatened to bring down the entire field. In response, Freud set out guidelines for addressing erotic transference, many of which are still valid today. However, with the passage of time, it has become clear that the problem is significantly more complex than Freud realized. As such, a firm grounding in the theory of erotic transference and countertransference and its application in the clinical setting is necessary to provide a sense of confidence in handling this difficult material. COURSE OBJECTIVES 1. To become familiar with the different ways in which erotic feelings emerge in the clinical setting. To be able to identify the physical manifestations of both erotic transference and countertransference. To be alert to the temporal and relational contexts in which erotic longings are most likely to appear. 2. To better understand the complex ways in which the erotic feelings of analyst and patient interact with and augment each other. 3. To be able to make the critical differentiation between defensive and non-defensive erotic transference (and countertransference). To understand the transformational fantasies underlying defensive erotic transference. To be familiar with the clinical approach most appropriate in each case, and to know how best to apply it. 4. To be able to identify personal vulnerabilities which increase the danger of acting on sexual feelings. To be able to recognize early signs of sexual enactment in either patient or analyst so as to be able to intervene effectively. To become familiar with basic strategies for remediation. COURSE OUTLINE Week #1: In the Beginning Breuer, J. & Freud, S. (1893) Anna O, from Studies in Hysteria. S.E. Vol. II:21-47, Hogarth Press Appignanesi, L. and Forrester, J. (1992). Freud s Women. Chapter 7: Two Triangles. Pp: NYC: Basic Books Freud, S. (1915). Further Recommendations in the Technique of Psychoanalysis: Observations on Transference Love. The Collected Papers, pps: Hogarth Press Ask Dr. Dombart (web page and attached postings) Week #2: What s Love Got to Do with It? Haule, J. R. (1996). Love Cure: Therapy Erotic and Sexual. Spring Publications, Inc. Chapters 1 & 3 Bergmann, M. (1985). Transference Love and Love in Real Life. International Journal of Psychoanalytic Psychotherapy 11(1): Ferenczi, S. (1933) A Confusion of Tongues between Infant and Adult. In: Final Contributions to the Problems and Methods of Psycho-Analysis. Karnac Books (1980) Week #3: Whose Feelings Are They Anyway? Benjamin, J. (1994). What Angel Would Hear Me?: The Erotics of Transference. Psychoanalytic Inquiry 14(4):

39 Sex and Psychoanalysis: Working with Erotic Transference and Countertransference (cont.) Gabbard, G. (1996). The Analyst s Contribution to the Erotic Transference. Contemporary Psychoanalysis 32:2 pps: Gabbard, G. (1994) On Love and Lust in the Erotic Transference. Journal of the American Psychoanalytic Association. 42: Week #4: Working with Erotic Transference #1: The Big Distinction Pariser, M. Miko s Fantasies Blum, Harold (1973). The Concept of Erotized Transference. Journal of the American Psychoanalytic Association 21(1): Trop, J. (1988). Erotic and Eroticized Transference A Self Psychology Perspective. Psychoanalytic Psychology 5(3) Khan, Masud (1972). Dread of Surrender to Resourceless Dependence in the Analytic Situation. International Journal of Psychoanalysis 53: Atwood, G., Stolorow, R., and Trop, J. (1989). Impasses in psychoanalytic therapy: A royal road. Contemporary Psychoanalysis, 25(4): Wrye, H.K. and Wells, J. (1989). The Maternal Erotic Transference. International Journal of Psychoanalysis 70 (4) Week #5: Working with Erotic Transference #2: Complexity and Confusion Orbach, S. (2000). Chapter 1: The Vampire Casanova; in The Impossibility of Sex. NYC: Simon and Schuster Davies, J. M. (2006). The Time We Sizzle, The Time We Sigh, from IARPP Conference, Boston Maroda, K. (2006). Desire, Love, and Power in the Analytic Relationship. Van der Heide, Nancy (2004). Sexualization in a Clinical Case. Progress in Self Psychology 20: Transformations in Self Psychology Hillsdale, NJ: The Analytic Press Ringstrom, P. (2004). Comments on Van der Heide s case. Week #6: Working with Erotic Transference #3: Out on a Limb Searles, H. (1959). Oedipal love in the countertransference. International Journal of Psychoanalysis, 40: Wrye, H.K. and Wells, J. (1989). Psychoanalysis 72 (1) The Maternal Erotic Countertransference. International Journal of Davies, J. M. (1994). Love in the Afternoon: A Relational Reconsideration of Desire and Dread in the Countertransference. Psychoanalytic Dialogues 4(2): Week #7: Where Are Our Boundaries? Celenza, A. (1998). Precursors to Therapist Sexual Misconduct; Preliminary Findings. Psychoanalytic Psychology 15:3, pps: Gabbard, G. (1996) Lessons to be Learned from the Study of Sexual Boundary Violations. American Journal of Psychotherapy 50(3): Bridges, N. (1999). Psychodynamic Perspective on Therapeutic Boundaries. Journal of Psychotherapy Practice and Research 8(4):

40 Sex and Psychoanalysis: Working with Erotic Transference and Countertransference (cont.) Haule, J. R. (1996). Love Cure: Therapy Erotic and Sexual. Spring Publications, Inc. Chapter 2 Fossage, J. (2000). The Meanings of Touch in Psychoanalysis: A Time for Reassessment. Psychoanalytic Inquiry, 20:

41 Poetry, Metaphor, and Psychoanalytic Imagination Instructor: Peter Schou, Ph.D. COURSE DESCRIPTION In a recent interview on NPR, the American poet Peter Gizzi says that poetry for him is most fundamentally about listening. This course is based on the idea that reading and listening to poetry can teach us about the process of listening to our patients and our use of metaphor and imagination in understanding what they tell us. We will read a number of poems and discuss the experience of making sense of them as a way of exploring the process of listening to and making sense of what patients tell us and what we tell them in response. In each class we will read and discuss three or four poems that touch on areas of particular interest to clinical work, such as memory, loss, mind/body, metaphor and the relationship between verbal and non-verbal domains. We will review articles from the psychoanalytic literature that address specifically the relationship between poetry and psychoanalysis and the experience of reading poetry. Psychoanalysis and poetry share the challenge of putting words to experiences that seem to fall outside what can be verbalized. Both endeavors involve the creative use of imagination to meet that challenge. Using the shared experience of the selected poems, we will review readings that address the larger issues of metaphor and imagination and their use in clinical work. No particular background in poetry or literature is required to participate in the course. The selected poems are mostly by historically recent poets and some of them may seem difficult at first glance. The emphasis will be on what each poem does or does not do for us, without any preconceived notions of what a particular poem is about. The course does not have a clinical focus, but the use of clinical experiences and vignettes will be an important component of the course. COURSE OBJECTIVES 1. This course is designed to demonstrate the usefulness of reading and listening to poetry as a means of investigating the clinical listening process. 2. This course is designed to demonstrate the clinician s use of imagination and metaphor in understanding and responding to clinical material. 3. This course is designed to expand the clinician s awareness of the metaphorical aspects of psychoanalytic theories. Session 1: Introduction. Poems by Steven Wallace and Robert Frost. COURSE OUTLINE Ogden, T.H. (1998). A Question of Voice in Poetry and Psychoanalysis. Psychoanal Q., 67: Seiden, H.M. (2004). On Relying on Metaphor: What Psychoanalysts Might Learn From Wallace Stevens. Psychoanal. Psychol., 21: Seiden, H.M. (2004). On the Music of Thought : The Use of Metaphor in Poetry and in Psychoanalysis. Psychoanal. Psychol., 21: Session 2: Loss and Mourning. Poems by Seamus Heaney, Robin Robertson. Annie Stevenson. Ogden, T.H. (2001). An Elegy, a Love Song, and a Lullaby. Psychoanal. Dial., 11: Poetry, Metaphor, and Psychoanalytic Imagination (cont.) 40

42 Session 3: Mind and Body. Poems by Annie Stevenson, W.S. Merwin, Stern, D.B. (2002). Words and Wordlessness in the Psychoanalytic Situation. J. Amer. Psychoanal. Assn., 50: Stern, D.B. (2002). Words and Wordlessness in the Psychoanalytic Situation. J. Amer. Zeddies, T.J. (2002). More Than Just Words: A Hermeneutic View of Language in Psychoanalysis. Psychoanal. Psychol., 19:3-23. Session 4: Memory and Metaphor. Poems by W.S. Merwin, Thomas Transtromer, Wislawa Szymborska Wallerstein, R.S. (2011). Metaphor in Psychoanalysis: Bane or Blessing?. Psychoanal. Inq., 31: Katz, S. (2011). Unconscious Metaphoric Processes as a Basis for an Inclusive Model of Psychoaanalysis. Psychoanal. Inq., 31: Modell, A.H. (2009). Metaphor The Bridge Between Feelings And Knowledge. Psychoanal. Inq., 29:6-11. Session 5: A Brief History of Imagination in Poetry and Psychoanalysis. Poem by Wordsworth Turner, J. (1988). Wordsworth and Winnicott in the Area of Play. Int. R. Psycho-Anal., 15: Turner, J.F. (2002). A Brief History of Illusion: Milner, Winnicott and Rycroft. Int. J. Psycho-Anal., 83: K. Egan (1992): A Very Short History of the Imagination. In: K. Egan (1992) Imagination in Teaching and Learning, p.9-43, The University of Chicago Press Winnicott, D. W. (1971) Playing and Reality, London:Tavistock Publications Chapter 4 and 5, p Session 6: Imagination in a Contemporary Context. Cooper, S.H. (2008). Privacy, Reverie, and the Analyst's Ethical Imagination. Psychoanal Q., 77: D.B. Stern (2010) : The Fusion of Horizons. In: D.B. Stern (2010) Partners in Thought, Chapter 3, p.43-69, Routledge. Rodman, F.R. (2002). The Psychoanalytic Imagination. J. Clin. Psychoanal., 11: Session 7: Conclusion. 41

43 Advanced Intersubjective Systems Theory Instructor: Penelope Starr-Karlin, Psy.D., M.F.T. COURSE DESCRIPTION Each class in this course will consist of a dialogue between a leading IST theorist and a guest ICP member (who primarily practices from an IST perspective), followed by Q&A from Candidates, on key topics in Intersubjective Systems Theory. The course will deepen Candidates understandings of the theoretical and clinical application of this theory. The course will be facilitated by Penelope Starr-Karlin. List of potential lead faculty includes: Robert Stolorow, George Atwood, Donna Orange, Julia Schwartz, Jeff Trop, Bill Coburn, Shelley Doctors. The exact order of classes and readings assigned will vary according to the availability and preferences of faculty. COURSE OBJECTIVES 1. Be able to apply Intersubjective theoretical tenets to clinical cases. 2. Be able to discuss Intersubjective Systems theory precisely and accurately. 3. Become familiar with the work and cutting edge interests of the leading theorists of IST. COURSE OUTLINE SESSION 1. INTRODUCTION AND OVERVIEW: the theory and practice of Intersubjective Systems Theory (IST). Penelope Starr-Karlin and Guest: The goal of this class is to provide a map of the territory we will traverse to lay the foundations for gaining a deeper understanding of IST concepts and therapeutic action. The emphasis will be on the relationship between clinical work and theoretical ideas. Readings: Stolorow, R. D., & Atwood, G. (1996). The Intersubjective Perspective. Psychoanalytic Review, Vol. 83, No. 2. Radio Interview with Dr. Stolorow on the impact of trauma. Begins 34:55 minutes into podcast and is 25 minutes long: or enter through Huffington Post archives Stolorow blog The Work of Mourning, by Jaques Derrida October 25th Stolorow, R. D. (2011). Post-Cartesian Psychoanalysis as Phenomenological Contextualism. World, Affectivity, Trauma: Heidegger and Post-Cartesian Psychoanalysis. Psychoanalytic Inquiry Book Series, Vol. 35. Ed. J. Lichtenberg. Chapter 3. New York NY: Routledge. The remaining sessions will consist of speakers or discussions between speakers on the topics listed, as indicated below. SESSION 2. THINKING TOOLS: Why philosophy matters, and its usefulness to analysts. Robert D. Stolorow and Donna Orange (dream team) 42

44 Advanced Intersubjective Systems Theory (cont.) Topics from amongst the following: The importance of philosophy to theory and practice. Human existing and existential issues, the nature of Being, meaning-making, hermeneutics, ethics, angst, perspectival realism, fallibilism, interpretive dialogue, phenomenological contextualism, care, and compassion. Revolution in psychoanalysis from isolated minds to relational worlds. Intersubjectivity defined. Readings: Atwood, G. A., Orange, D., & Stolorow, R. D. (2011 in press). The Madness and Genius of Post-Cartesian Philosophy: A Distant Mirror. Psychoanalytic Review. Stolorow, R. D. (2011). Post-Cartesian Psychoanalysis as Phenomenological Contextualism. World, Affectivity, Trauma: Heidegger and Post-Cartesian Psychoanalysis. Psychoanalytic Inquiry Book Series, Vol. 35. Ed. J. D. Lichtenberg. Routledge, Taylor and Francis Group. NY: NY. Orange, D. M. (2010). Thinking for Clinicians: Philosophical Resources for Contemporary Psychoanalysis and the Humanistic Psychotherapies. Introduction. New York: NY Routledge. Orange, D. M. (2011), The Suffering Stranger: Hermeneutics for Everyday Clinical Practice. (Chapters to be specified by Donna). Stolorow blog: , The Meaning and the rhetoric of evil: Auschwitz and Bin Laden. Stolorow, R., Atwood, G. & Orange, D. (2002) Worlds of Experience NY, NY: Basic Books. Chapter 6, Perspectival Realism and Intersubjective Systems, pp SESSION 3. EMOTIONAL WORLDS: Affect, selfhood, contextuality, the organization of experience. 2 Guest Speakers in dialogue. Topics from amongst the following: From drive to affectivity. Affect and human motivation. Selfhood. Contextuality. Thrownness. The Shame family. Anxiety. Defensive affects. The organization of experience; Organizing Principles and their emergence within a family system. (Attunement, malattunement). Unconscious processes (pre-reflective, dynamic, unvalidated). Readings: Socarides, D.D., Stolorow, R.D. (1984). Affects and Selfobjects. Annual of Psychoanalysis, 12: Stolorow, R., Atwood, G.,& Brandchaft, B. (eds.) (1994) The Intersubjective Perspective. Northvale,NJ: Jason Aronson. Chapter 4, The Nature and Therapeutic Action of Psychoanalytic Interpretation, pp Stolorow, R. & Atwood, G. (1992) Contexts Of Being Hillsdale, NJ: The Analytic Press. Chapter 2, Three Realms of the Unconscious, pp SESSION 4. TRANSFERENCE AND CHANGE IN PSYCHOANALYSIS. Bill Coburn in conversation with Guest. Topics from amongst the following: Repetitive and Developmental dimensions, analyst s and patient s transference. The multiplicity of self-experiences. Disjunctions / conjunctions. Impasses. Dangerousness in the intersubjective context. Change in psychoanalysis, what is mutative? 43

45 Advanced Intersubjective Systems Theory (cont.) Systems thinking. Intersubjective field. Contextual embeddedness, thrownness, relational home. Attitudes. Objective truth, subjective organizing. Analytic discourses explanatory, phenomenological and interpretive. Readings: Coburn, W.J. (2009). Attitudes in Psychoanalytic Complexity: An Alternative to Postmodernism in Psychoanalysis. In Beyond Postmodernism: New Dimensions in Clinical Theory and Practice, ed. R. Frie & D. Orange. New York: Routledge Press. Orange, D. M. (2009). Kohut Memorial Lecture: Attitudes, values and intersubjective vulnerability. International Journal of Psychoanalytic Self Psychology, 4 (2). Stolorow, R., Brandchaft, B. & Atwood, G. (1987) Psychoanalytic Treatment: An Intersubjective Approach Hillsdale, NJ: The Analytic Press. Chapter 3, Transference The Organization of Experience, pp Chapter 6, Developmental Failure and Psychic Conflict. SESSION 5. PATIENTS: Those whose perceptions are easily usurped, and those who feel defective. Shelley Doctors in conversation with Guest. Topics from amongst the following: Brandchaft's emancipatory psychoanalysis and pathological accommodation Dissociation and Defensive Strategies. Antidote function (addictions, concretizations, provisions), defensive grandiosity, the repression barrier. Readings: Brandchaft, B., Doctors, S. R., Sorter, D. (2011). Toward an Emancipatory Psychoanalysis. (Chapters to be announced). Psychoanalytic Inquiry Book Series, Vol. 35. Ed. J. D. Lichtenberg. NY: NY Routledge. Stolorow, R., Atwood, G.,& Brandchaft, B. (eds.) (1994) The Intersubjective Perspective. Northvale,NJ: Jason Aronson. Chapter 5, To Free the Spirit from Its Cell. Stolorow, R. D. (2011). Worlds Apart: Dissociation, Finitude, and Trauma. World, Affectivity, Trauma: Heidegger and Post-Cartesian Psychoanalysis. Psychoanalytic Inquiry Book Series, Vol. 35. Ed. J. D. Lichtenberg. Chapter 5. NY: NY Routledge. SESSION 6. DIAGNOSIS AND DELUSIONS, ILLUSIONS AND DREAMS. George Atwood in conversation with Penelope Starr-Karlin. Topics from amongst the following: Working with the severely traumatized. Existential vulnerability. Annihilation. Shattered worlds. Epistemological trauma. Dreams, concretizations, metaphor and image. Evolution of IST from philosophy, Personology, and the subjectivity of Atwood and Stolorow in context. Readings: Atwood, G. E. (2012). The Abyss of Madness. Psychoanalytic Inquiry Book Series, Vol. 37. Ed. J. D. Lichtenberg. NY: NY Routledge. Orange, D., Atwood, G. & Stolorow, R. (1997) Working Intersubjectively Hillsdale,NJ: The Analytic Press. Preface and Chapter 4, Contexts of Nonbeing, pp Starr-Karlin, P. S. (unpublished). Postcards From the Couch: A Patient s Dreams and Communication in the Intersubjective Field during an Impasse. Daphne Stolorow Award, ICP, Stolorow, R.D., Atwood, G. E., Orange, D. M. (2002). Worlds Of Experience NY, NY: Basic Books. Chapter 8, Shattered Worlds, pp

46 Advanced Intersubjective Systems Theory (cont.) Stolorow, R.D., Atwood, G. E. (1992). Contexts Of Being Hillsdale, NJ: The Analytic Press. Chapter 3, The Mind and the Body, pp *It is suggested that you view the movie Synecdoche or Eternal Sunshine of the Spotless Mind before next class. SESSION 7: PSYCHOANALYSIS, IMAGINATION AND THE ARTS.* Julia Schwartz in conversation with Guest. Topics from amongst the following: Worlds of experience. Symbols - Word and Image. Traumatic temporality. Importance of language in psychoanalysis. Structure language to Process language. Interpretive discourse in Psychoanalysis. Readings: Schwartz, J. M. Trauma, Finitude, and Temporality in the Films of Charlie Kaufman. Paper presented at the IAPSP Conference 2011, Los Angeles. Stolorow blog: Blues, Trauma, Finitude. April 27th 2010: Stolorow, R. D. (2007). Trauma and Temporality. Trauma and Human Existence: Autobiographical, psychoanalytic, and philosophical reflections. Vol. 23. Psychoanalytic Inquiry Book Series. Chapter 4. New York: The Analytic Press. SESSION 8. IST - CLINICAL THINKING IN PRACTICE. Penelope Starr-Karlin and Guests. Topics from amongst the following: Case conceptualization, the analytic dyad, analytic stance, the treatment process, sustained empathic inquiry, case conceptualization, attuned interpretations. The non-duality of thinking and feeling, word and image, analyst s subjectivity and patient s subjectivity. Wrap-Up. Readings: Atwood, G.E., Stolorow, R. D., (1993) Structures of Subjectivity. Hillsdale, NJ: The Analytic Press. pp Selected Chapters from: Stolorow, R. D. (2007). Trauma and Human Existence: Autobiographical, psychoanalytic, and philosophical reflections. Vol. 23. Psychoanalytic Inquiry Book Series. New York: Routledge. Stolorow, R. D. (2011). World, Affectivity and Trauma: Heidegger and Post-Cartesian Psychoanalysis. Psychoanalytic Inquiry Book Series, Vol. 35. Ed. J. D. Lichtenberg. NY: Routledge. Additional Course Readings: Bonn, E. (2010). Turbulent Contextualism: Bearing Complexity Toward Change. Int. J. Psychoanal. Self Psychol., 5:1-18. Maduro, P.N. (2008). Winters : Reflections on Feeling, and Not Feeling. International Journal of Psychoanalytical Self Psychology. 3: Maduro, P. N., The Mineness of my Throwness-into-Relationship: Extending Intersubjective-Systems Theory Perspectives on Experiences of Personal Ownership and Individuality. Daphne Stolorow Award, ICP,

47 Advanced Intersubjective Systems Theory (cont.) Rankin, J. (2010). Point of View Easier Said Than Done: Changing One's Theoretical Stance. International Journal of Psychoanalytic Self Psychology. 5: Trop, G. S., Burke-Trop, M. L., Trop, J. L. (1999). Contextualism and Dynamic Systems in Psychoanalysis: Rethinking Intersubjectivity Theory. Constructivism in the Human Sciences. Vol. 4, No 2, Other papers by ICP IST community. 46

48 Finding One s Own Way as A Psychoanalyst (FOOWAP) Instructor: Judith Vida, M.D. COURSE BACKGROUND AND GOALS For six years, this was a required class positioned to come at or near the end of the four year program of required and elective seminars. The elective version is identical to the original with one exception: for an eight-week class there is a maximum enrollment of 9. If interest in the class exceeds the space available, preference will be given to candidates in the 4 th year or beyond. This class was removed as required when the Curriculum Committee and the Board determined that its autobiographical framework violated boundaries established by the Code of Ethics of the American Psychological Association regarding the presentation of autobiographical material in a psychoanalytic curriculum. In its reformulation as an elective, the class exists (and persists) to question those boundaries, and much more than that. FOOWAP is offered in the spirit of the autobiographical dialogue, the premise that whatever we say, do and write, and whatever our theory or practice, exist(s) mainly in the context of our personal story. Very much as it is in the clinical situation, where we analyze transference and countertransference responses, you cannot really understand what I say or write unless you know something of me, some of my autobiography (my biography as I tell it), and in the same way I cannot understand you. And, further than that, many times we do not really understand what we have said until we receive and understand one another s response. But, unlike the relative safety of clinical space, conference space [which includes seminar space] can be a disaster area where too often we are re-traumatized when we meet one another defensively straining to demonstrate knowledge in the impersonal disguise of most clinical and theoretical presentations. At the same time, each clinical and theoretical development in psychoanalysis and each case presentation is about the survival of the analyst, though the detail of it is usually secret, private, unacknowledged or unconscious. This makes it hard to know what we (readers and listeners) have heard or read, and who we are in relation to it. (Vida, 2003, listed in recommended readings.) Part of what determines whether conference space can become something of an analytic space is how we present our story; another part is contributed by how our story is received --- this refers to how seriously is exercised the ethical responsibility of those who listen and read. This is therefore an issue of mutuality, which has an effect on the quality and the depth of the dialogue and the possibility for (mutual) transformation within it. For some years, Gershon J. Molad of Israel and I have been working collaboratively to explore the nature of the dialogue between analysts, and how the fate of its autobiographical essence thwarts or facilitates the analyst s clinical, theoretical, and personal development. We (2005, listed in recommended readings) distinguish two basic modes of learning: one is identification, with emphasis on a cognitive and intellectual patterning after a received tradition, personal, theoretical, and technical ; the other is introjection, an altogether different mode of learning. If identification is about taking in what already exists, introjection has to do with the absent, the absorbed, the disquieting new experience that we can t know how or if it will come out and how we will be affected by it, until it happens. With identification, the impetus for change is the aspiration to become or to emulate another; for introjection, the agent of transformation is desire, especially thwarted, unmet desire. As Nicholas Abraham and Maria Torok wrote, Learning to fill the emptiness of the mouth with words is the initial model for introjection. 1 In a way, this seminar can be seen as a prototypical laboratory, a laboratory for uncertainty. I would say that all our experiences and individual encounters exist in a personal laboratory in which we test (or do 1 (1972). Mourning or melancholia: introjection versus incorporation. In The Shell and the Kernel, N.T. Rand, ed., trans., intro. Chicago & London: University of Chicago Press, p

49 Finding One s Own Way as A Psychoanalyst (FOOWAP) (cont.) not test) empirical outcomes of our personal hypotheses (sometimes referred to as organizing principles but more than that). Hence we (and our dialogue) are all always research subjects in one another s personal laboratories. What is done with the data is partially private but also, at the same time, points to the importance of developing an ethics of relatedness. I will address the issue of ethics shortly. COURSE OBJECTIVES 1. To distinguish the autobiographical dialogue from the standard notion of self disclosure. 2. To establish the legitimate (and essential) place of the how as well as the what in clinical discourse (both dialogue and writing). 3. To facilitate awareness of the missing when clinical discourse disregards or refuses recognition of the autobiographical. COURSE DESCRIPTION Jean-Jacques Rousseau in his Confessions, completed in 1770, offers one of the earliest explorations (after St. Augustine and some others) of the autobiographical in print. Rousseau s great subject was the (troubled) relation of appearance to reality, the tension between the public and the private, the demonstration of the connection between feelings and philosophic thought. Rousseau focuses on the personal and the intimate, but in doing so he claims to gain access to general truths of ultimate significance. Early in the book he uses his very idiosyncratic responses to spankings to raise questions about the origins of sexuality and feelings about justice and injustice. He uses the fact of his father s failure to pursue him beyond Annecy when he ran away from Geneva to reflect on the fundamental maxim of natural goodness. Conversely he reveals apparently general discussions about the moral character of the theatre to be guided by personal desires to curry favor with the powerful and then shows that petty personal rivalries are connected with competing views about the proper place of an intellectual in society. In the Confessions every general issue is connected with a personal problem and every personal problem illustrates a general issue. 2 This is, of course, the premise of FOOWAP: to establish formally the legitimate participation of the link between the personal problem and the general issue. This participation is what Gersh Molad and I call the autobiographical dialogue, the area in which transference and countertransference are indistinguishably mingled, which has been the missing piece of traditional psychoanalytic training and official discourse (although this may be changing now). In its focus on the missing, this seminar thus follows an introjective rather than identificatory model. It is Gersh Molad s and my sense that the autobiographical dialogue, added to the personal analysis, the supervised analyses and the seminars, constitutes a fourth part of the tri-partite system of psychoanalytic training --- it is the developmental part, and it has its own story. It is in the autobiographical dialogue that is born one s own way as a psychoanalyst, being able to hear one s own voice as a clinician, as a reader, as a writer, and as a person in ongoing confluent development. Thus the stance of the American Psychological Association about autobiographical material, in the guise of ethics, undermines what for us is the basic premise of psychoanalysis. In terms of understanding one s own voice, we see that the way we present our work to others is a two-way process: from one side, we deal with the difficulties we have in expressing ourselves as we bring the clinical experience to seminars, conferences, and consultations; and from the other, we look at how our expectations of being listened to and understood (or misunderstood) influences our inner analytic voice in working with a patient 3. Finding One s Own Way as A Psychoanalyst (FOOWAP) (cont.) 2 Christopher Kelly, Introduction to The Confessions and Correspondence, including the Letters to Malesherbes. The Collected Writings of Rousseau, Volume 5. Eds. C. Kelly, R.D. Masters, & P.G. Stillman, Trans. C. Kelly. Hanover & London: University Press of New England, 1995, p. xxxi. 3 Molad (2003). From interpretation to interpellation: Introductory remarks on the nature of transformational dialogue between analysts in conference space, and some notes on resistance, presented to International Federation for Psychoanalytic Education 14 th Annual Conference, Pasadena, CA, November 7; Molad & Vida (in preparation). The clinical relevance of the autobiographical dialogue in the dialogue between analysts in conference space. 48

50 Any relation, any encounter, any psychoanalytic seminar has its own overlay and underpinning of the personal, and that s where we will begin, to look at and to explore with one another the development of the voice of the analyst --- your voice, my voice. As we go, we will work to create an atmosphere safe enough for such a dialogue to emerge. Safe enough does not mean only nice and comfortable, although it can be that. It also means finding a way to include the difficult, the inevitable difficulties that arise along the way, and making use of them to expand both our self-understanding and our appreciation of the individuality of one another. Safe enough also means that how we listen to one another, how we listen and hold and work with one another, is as important as what we present. The outcome of this seminar is thus a shared responsibility; this is the active practice of ethics in the autobiographical dialogue between analysts. This is pluralism in action, not merely a philosophical premise, or idea, or ideology. What may become obvious (if it is not already) is that this can be difficult; a certain amount of anxiety (yours, and also mine) may be generated by even starting to touch it. It is also apparently a different reading of ethics than that of the American Psychological Association. Of course, within the notion of an ethics of relating, there must be some consideration for confidentiality, which is an issue of what use we will make of our contact with one another. Seminar Plan This is a seminar for introspection, for writing, and for relating, in the sense of both telling our story and responding to the stories of others. Relating to one another is our primary ethical responsibility, and constitutes our discussion. Your presence is essential. 1. Before the seminar begins, please read three articles that will be distributed: Mutual Tuning of Developmental Trajectories: The Shaping of Dialogue Between Analysts in Conference Space, by Gershon J. Molad, International Forum of Psychoanalysis, 2001, 10, ; The Autobiographical Dialogue in the Dialogue Between Analysts: Introductory Notes on the Use of Relational and Intersubjective Perspectives in Conference Space, by Gershon J. Molad and Judith E. Vida (a chapter in Relational and Intersubjective Perspectives in Psychoanalysis, J. Mills, ed., 2005, Jason Aronson, Inc.).; and A Dialogue of Unconsciouses, by Judith E. Vida, Journal of Analytical Psychology, 2003, 48, Also, before the seminar begins, I would like each class member to try to write a brief 4 autobiographical account of your involvement with psychoanalysis and particularly the personal development of your voice, in two parts, the what and the how. (Depending on your degree of comfort, these will be read by the whole class, and/or related by you to us.) The first part (the what ) is the story. One approach could be to look at the influence on you of your training model (as patient, therapist, supervisee and student; when these experiences are positive, the mode of learning tends toward the identificatory; when disappointing, it is more introjective); another could be your situation in the cultural and social milieu, and how you observe that you talk to one another. (In previous years of this seminar, class members were asked to select a most-loved and most-hated article and to write something about the autobiographical origins of that love and hate, as a way-in to exploring the dialogical autobiography. It was useful for some and not for others, so it has been dropped as a requirement, but it can be a way to begin your thinking.) The second part (the how ) is an observation of yourself thinking about and writing the first part, thus creating an in vivo vignette. Before the seminar begins, I would like you to send me (by or regular mail) a copy of what you have written. Please note: there is no right way or wrong way to respond to this assignment; there is only your way --- whatever that is --- and that s what we aim to explore and recognize. No right way or wrong way also means that no individual evaluations will be given. Satisfactory completion means meeting the attendance requirements. The objective of the class is not knowledge but experience, and no one but you can be the judge of your experience. You will be present in your own way, and you will use (or not use) your own voice entirely as you wish. Your observations (shared or not) of yourself during this process constitute the essence of the seminar. In previous iterations of this class, I have written a general comment on the class process which served as each class member s evaluation; one year, during the last session, I asked everyone to write a sentence Finding One s Own Way as A Psychoanalyst (FOOWAP) (cont.) 4 Brief means one or two pages; some may wish to write less, others more, but please be specific in your writing, rather than general; use details. 49

51 describing their experience; these sentences were then collected and became the general evaluation. (Of course, this does not replace your personal evaluation of the class which you prepare separately and privately.) 3. At each session, one (or more) of you will be asked to relate what you have or have not written, from which our conversation will develop --- and what that means is relate rather than read. In other words, I d like you to tell us what it was like to write what and as you did --- we may already have read what you have written, and be able to ask questions. Figure about 15 or so minutes for the initial presentation. All along we will have an open discussion of where we have been, using our shared experience as content. In addition, as a formal opportunity for feedback, after each of you has presented, I would like you to write just a few lines or a paragraph describing the experience; during the following week, we will hear these responses related as well. Everyone is expected to participate in this process, which will build as we go, so your regular attendance is crucial to the success of the class. If we have heard from everyone by the end of the next-to-last session, the last session can be reserved for the remaining post-presentation responses, and a general discussion. COURSE OUTLINE Week One. Orientation: introducing the autobiographical dialogue and ourselves. Papers by Molad, Molad &Vida, and Vida may (or may not) be referred to. Questions about the seminar. Possibly one presentation. Week Two. Response from last week s presenter. One or more presentations. Week Three. Responses from last week. One or more new ones. Week Four. Responses from last week. One or more new ones. Week Five. Responses from last week. One or more new ones. Week Six. Responses from last week. One or more new ones. Week Seven. Responses from last week. One or more new ones. Week Eight. Responses from last week. Any remaining presentation. Review of the seminar experience. 50

52 Psychoanalysis and the New Sciences of the Brain Instructor: John M. Watkins, Ph.D. COURSE DESCRIPTION This course will review historical and contemporary attempts to bridge psychoanalysis and neuroscience, beginning with the early foundations of neurology in Freud s theory, and extending to modern theories including those of Allan Schore, Mark Solms, Joseph Palombo, and Daniel Stern. The course will focus on three key concepts: empathy, memory, and sense of self. The collapse of Freud s attempt to bridge neurology and psychology left a legacy of dualism that remains with psychoanalysis and much of psychology today a dualism that was absent from Freud s earlier neuropsychological work. Spanning Freud s neuropsychological and psychoanalytic theories is a methodology based on the detailed analysis of single or small series case reports; a method that remains at the heart of many critical historical shifts in both psychoanalysis and neuropsychology. Intrinsic to this method is an effort to make sense of individual experience. This seminar explores the issues and problems inherent in bridging psychoanalysis and neuroscience by examining single case reports, together with supporting theoretical articles, derived from the work of theorists who have been active in attempts to bridge psychoanalysis and neuroscience. In addition, several recent works by neuroscientists that examine empathy, memory, and sense of self will be examined. What, if anything, do neuroscience concepts contribute to psychoanalytic case formulation? Is the reductionism implicit in neurobiological theories fundamentally at odds with the experiential foundations of self psychology and intersubjective theory? COURSE OBJECTIVES 1. Review historical and contemporary theories bridging psychoanalysis and neuroscience. 2. Review case studies from the published literature and as presented by seminar participants that encompass issues that span both neurobiology and psychoanalysis. 3. Provide a conceptual framework for examining the relevance of psychoanalysis for the treatment of individuals traditionally managed within a neurological or medical framework. COURSE OUTLINE Week 1 Introduction: Strategies for Bridging Psychoanalysis and Neuroscience Kandel, E. R. (1999). Biology and the future of psychoanalysis: A new intellectual framework for psychiatry revisited. American Journal of Psychiatry, 156, Watkins, J. M. (in press). On Aphasia, the Danger Situation, and Contemporary Efforts to Link Psychoanalysis and Neuroscience. Optional: Schore, A. N. (1997). A century after Freud's Project: Is a rapprochement between psychoanalysis and neurobiology at hand? Journal of the American Psychoanalytic Association, 45(3), Chapter 2: In Watkins, J. M. Psychoanalysis and the New Sciences of the Brain Stolorow, R. D. (2006). The relevance of Freud s concept of danger-situation for an intersubjective-systems perspective. Psychoanalytic Psychology, 23, Week 2 Introduction to Selected Neuroscience Concepts I: The neuron, neurotransmitters, neuronal networks, mirror neuron, and Theory of Mind Iacoboni, M. (2008). Chapter 1 Monkey see, monkey do. Chapter 6. Broken Mirrors. In Mirroring People: The new science of how we connect with others. New York: Farrar, Straus, Giroux. 51

53 Psychoanalysis and the New Sciences of the Brain (cont.) Decety, J. and Lamm, C. (2006) Human empathy through the lens of social neuroscience. TheScientificWorldJOURNAL 6, DOI /tsw Ramachandran, V.S. (2011). Introduction: No mere ape and Chapter 5: Where is Steven? The riddle of autism. In The tell-tale brain: A neuroscientist s quest for that makes us human. New York: Norton. Optional: (Optional purchase) Brain Model & Puzzle: Anatomy & Functional Areas of the Brain (Norton Series on Interpersonal Neurobiology) - Norton Professional Books Decety, J & Grezes, J. (2006). The power of stimulation: Imagining one s own and other s behavior. Brain Research, Zaki, J., Weber, J., Bolger, N., & Ochsner, K. (2009). The neural bases of empathic accuracy. Proceedings of the National Academy of Sciences, 106, Gallese, V. (2003). The roots of empathy: The shared manifold hypothesis and the neural basis of intersubjectivity. Psychopathology, 36, (Optional purchase) Ratey, J. J. (2001). A user's guide to the brain: Perception, attention, in the for theaters of the brain. New York: Pantheon Books. [You can read selectively and get a great deal out of this book] Week 3 Introduction to Selected Neuroscience Concepts II: Memory McNally, R.J. Chapter 6: Theories of repression and dissociation. In Remembering Trauma. Cambridge, MA: Belknap Press. Sroufe, L.A., et al. (2005). Clinical Implications, Chapter 13 In The Development of the Person, New York: The Guilford Press. Optional: Squire, L.R., & Kandel, E.R. (2009). Chapter 8: Priming, Perceptual Learning, and Emotional Learning. In Memory: From mind to molecules (2 nd Ed.). Greenwood Village, CO: Roberts. Week 4 Solms Neuropsychoanalysis: Freud s Mind and Luria s Brain Chapters 2, 9, 10. In Solms, M. & Turnbull, O. (2002). The brain and the inner world: An introduction to the neuroscience of subjective experience. New York: Other Press. Chapter 6: Psychoanalytic observations on a case of Wernicke s aphasia: perforated consciousness. In Kaplan- Solms, K. & Solms, M. (2002). Clinical studies in neuro-psychoanalysis. New York: Karnac. Optional: Solms, M. (2000). Freud, Luria and the clinical method. Psychoanalysis and History, 2, Chapters 1, 2, 4. In Brothers, L. (2001). Mistaken identity: The mind-body problem reconsidered. New York: State University of New York Press. Atwood, G. E., & Stolorow, R. D. (1997). Defects in the self: Liberating concept or imprisoning metaphor? Psychoanalytic Dialogues, 7, Week 5 Schore s Regulation Theory Chapter 6: The effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. In Schore, A. N. (2003a). Affect dysregulation and disorders of the self. New York: Norton 52

54 Psychoanalysis and the New Sciences of the Brain (cont.) Chapter 3: Clinical implications of a psychoneurobiological model of projective identification; Chapter 8: The right brain as the neurobiological substratum of Freud s dynamic unconscious. In Schore, A. N. (2003b). Affect regulation and the repair of the self. New York: Norton Orange, D. (2003). Antidotes and alternatives: Perspectival realism and the new reductionisms. Psychoanalytic Psychology, 20, Optional: Chapter 4: Advances in neuropsychoanalysis, attachment theory, and trauma research: Implications for self psychology. In Schore, A. N. (2003b). Affect regulation and the repair of the self. New York: Norton. Chapters, 3, 6. In Brothers, L. (2001). Mistaken identity: The mind-body problem reconsidered. New York: State University of New York Press. Week 6 Neurodevelopmental Psychoanalytic Approaches: Palombo and Stern Chapters 2 through 6. In Palombo, J. (2001). Learning disorders & disorders of the self in children and adolescents. New York: W.W. Norton. Chapter 12: Treatment. In Palombo, J. (2006). Nonverbal learning disabilities: a clinical perspective. New York: W.W. Norton Optional: Chapter 7: Neurodevelopmental Psychoanalytic Approaches. In Watkins, J. M. Psychoanalysis and the New Sciences of the Brain. Week 7 New Strategies for Bridging Psychoanalysis and Neuroscience Cacioppo, J. T. (2002). Social neuroscience: Understanding the pieces fosters understanding of the whole and visa versa. American Psychologist, 57, Chapter 8. New strategies for bridging psychoanalysis and neuroscience. In Watkins, J. M. Psychoanalysis and the New Sciences of the Brain. Optional: Chapters 1 to 5. Cacioppo, J. T. & Patrick, W. (2008). Loneliness: Human nature and the need for social connection. New York: W. W. Norton. 53

55 Psychoanalytic Writing with an Emphasis on the Intersubjective Encounter: A Workshop Instructor: Joye Weisel-Barth, Ph.D., Psy.D. COURSE DESCRIPTION This class will focus on the process of developing psychoanalytic ideas and capturing clinical experience in writing. Class members will trace their own creative processes from initial inspiration to the organization, structuring, execution and, hopefully, fulfillment of that inspiration. Class time will divide between short communal writing exercises and more extended presentation of individual class members work. Participants are expected to read each other s material in advance and be prepared to offer constructive responses. Here is the proposed class process. In addition to two candidate presentations each week, there will be a short instruction and exercise session. The Instructor will collect and provide relevant short readings for each topic. COURSE OBJECTIVES 1. How to deconstruct and evaluate a piece of psychoanalytic writing. 2. How to construct a coherent clinical written presentation. 3. How to construct a coherent theoretical presentation. COURSE OUTLINE Week One: Beginnings Instructor will help each member choose a class project that reflects personal meaning and then will provide relevant information and illustrations for how to begin. One pre-selected member will then present the opening section of her/his own project. Week Two: Writing the Good Sentence This week will focus on how to construct a lively sentence, including the use of active construction and metaphors. Instructor will provide many examples. Week Three and Four: Writing the Clinical Encounter The task will be to examine the elements of dramatic and lyric storytelling. We will identify the patterns of familiar psychoanalytic narratives: i.e., the trauma narrative, the hero analyst, the suffering analyst, etc. The instructor will emphasize ways to include in written work the analyst s participation and influence in the analytic encounter. Candidates will read and critique samples of good clinical writing and try their hand at capturing the intersubjective encounter in prose. Week Five: Integrating Theory The candidates will explore different approaches to theory writing, including both straightforward pure linear exposition and theory integrated with clinical material. Week Six and Seven: Putting it all together We will address how to construct an essay or plan a book with the proper balance of inspiration and perspiration. We will explore multiple effective structures. 54