Psychology of the Transference, CW Volume 16 Reading Course LQP603 FALL / 2019 Beverley Zabriskie

Office: 952 Fifth Avenue at 76th st, suite 5 C for September classes – top bell on right side of door frame Mondays – 6:30 to 8pm Ten classes: Sept 16- Dec 2, 2019 (Holidays = Sept 30, Oct. 14) Contact information: [email protected]; 212 570 -0959

Course Description

Jung’s perspectives on Transference and Counter Transference can be traced from his 1912 Fordham Lectures, through his 1935 Tavistock lectures, where he first evokes the imagery of philosophical alchemy for interpersonal and intrapsychic affective dynamics, through his 1945 The Psychology of the Transference, wherein he deepens the Freudian Herbert Silberer’s perception of the alchemical coniunctio as a pertinent analogy, both of a depth analytic process within the transferential field. and the mandates of individuation.

In P of T, Jung outlines the goals of analysis. Three strong skeins of Jung's thought converged - his theory of psychic energy, his concept of psychization, (from Psychological Factors Determining Human Behavior, vol 8, pp115 ff and his view of the psyche as an ongoing affective and emotional regulating process of integration and dissociation ,toward equilibrium among multiple simultaneous opposites of part selves.

The imagery and patterns offer a guide to complex theory, dream interpretation, and the overlapping sequences of analytic stages and transferential field relationship.

Jung’s approach will be contextualized in the understanding of his era and to current theories. Read the P of T text on your own before we begin. As we unpack the 11 images of the Rosarium, participants will be asked to bring in illustrations from practice, most especially of various couplings and un- couplings among “all kinds of opposites.”.

Learning Outcomes By the successful completion of this course, candidates should be able to demonstrate:

JPA Syllabus Template 2019-2020_ldb 080319 1 - Alertness to the imagery and dynamics when a dominant or complexed view is challenged by material emerging from the unconscious. o Correlates between intrapsychic issues, symptoms, transferential field patterns, and dream material o The mind-body continuum of psychological and psychoid phenomenon in instinct, affect, emotion, imagery, and feeling o Some familiarity with Current Neuroscience terminology for the experiential and intuitive descriptions of earlier empirical explorations o Better Facility with moving among different applications of mythopoeic imagery via the understanding of the plasticity of mind and evolutionary developments o Greater awareness of counter-transferential inductions, reactions, and information in the service of the patient’s process o More acute perceptions of the various ins and outs, back and forths of analytic processes

Coursework

Contributing to class discussions via completed readings of Jung’s text and additional essays will be expected, with empirical illustrations from practice, participants will pay particular attention to how the imagery addresses contemporary concepts such as Theories of Other Minds, Neural Couplings, Affective Transmissions , Empathy and Sympathy, Neutrality and Abstinence as Analytic Postures.

One Rosarium Image and its Operation will be discussed each week. The first class will include the introduction of Jung’s basic views of analytic process. In the fifth week, both image 5 and 5 A will be discussed. In the last and tenth class, the epilogue will be included.

Attendance Policy Candidates are expected to attend and be on time for every session, and to let the faculty know in advance of a necessary absence.. If a candidate misses two or more classes, it is the faculty member’s prerogative to give the candidate a grade of "C" or an Incomplete , based on attendance alone. Please refer to pp 4-5 in the Handbook (2018) under Point-of-Contact, Feedback, and Evaluation. It is the candidate’s responsibility to arrange a point of contact appointment.

For References, see below.

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BACKGROUND BIBLIOGRAPHY FOR YOUR REFERENCE (THE MOST RELEVANT WILL BE STARRED )

MANY OF THE ESSAYS BELOW WILL BE SENT TO YOU AS ATTACHMENTS DURING THE COURSE OF THE CLASS. MANY ARE AVAILABLE ON LINE. BOOKS SUCH AS PALLY, FABRICIUS, AND EDINGER’S ANATOMY MAY BE PURCHASED.

ANALYTICAL PSYCHOLOGY AND PSYCHOANALYSIS TEXTS

*Cambray, J. *“Contemporary psychoanalysis in relation to analytical psychology: introduction and questionnaire.” J. Analytical Psychology 47(1), pp. 1-5, 2002

*“Enactments and Amplification”, J. Analytical Psychology 46(2), pp. 275-303, 2001.

Carter, L. 2003. “Influence and Internalization in the Light of Implicit Processes” presented at the North American Conference of Jungian Analysts and Candidates: The “Other” Explorations of Alterity in Analytical Psychology, Montréal, Quebec, Canada.

Hillman, J. 1985 Anima, An Anatomy of a Personified Notion. Dallas: Spring Publications,.

Jung, C. G. 1914,

(1928). `On psychic energy’. CW 8.

*(1935/1968). The Tavistock Lectures. ‘On the theory and practice of analytical psychology’. CW 18.

(*1936). ‘Psychological factors determining human behaviour’. CW 8.

(1947/1954). `On the nature of the psyche'. CW

JPA Syllabus Template 2019-2020_ldb 080319 3 *Knox, J. 2003. Archetype, Attachment, Analysis. Brunner-Routledge, London.

Kohut, H. 1984. How Does Analysis Cure? Chicago: University of Chicago Press.

*Miller, M. The Emotionally Engaged Analyst, Psychoanalytic Psychology 2008 Vol. 25, No. 1, 3–25 http://library.allanschore.com/docs/Miller108copy.pdf

*Pally, R. (2000). The mind-brain reality. London: Karnac Books.

*Salman, S. 1999.“Dissociation and the Self in the Magical pre-Oedipal Field” in Journal of Analytical Psychology. Vol. 44, No.1. Blackwell Publishers, Oxford, U.K.

. 2006. “True Imagination” in Spring: a Journal of Archetype and Culture, Spring Journal Inc., New Orleans, Louisiana

2006. “Beyond the Margins: From Projective Identification to Active Imagination – the Question of Technique in Analytical Psychology” In Proceedings of the 16th International Congress in Analytical Psychology. 2006. Zurich: Daimon-Verlag

Weiner, J. Transference and Countertransference in Contemporary Perspectives in Cambray, J. and Carter, L. eds (2004. Analytical Psychology: Contemporary Perspectives in Jungian Psychology, East Sussex and New York: Brunner-Routledge. 149-175

Zabriskie, B. *1995 “Exiles and Orphans: Jung, Paracelsus, and the Healing Images of Alchemy.” (Quadrant, XXVI: 1&2. New York: C.G. Jung Foundation *1996. “Fermentation in Alchemical Practice” M.A. Mattoon, ed. Proceedings of the Thirteenth International Congress for Analytical Psychology, Zurich, 1995 Einsiedeln: Daimon Verlag.

2000 “Transference and Dream in Illness: Waxing Psyche, waning body” Journal of Analytical Psychology - 45, 75-92.

(2000) “Thawing the Frozen Accidents: The Archetypal Dimension of Counter-Transference:” (1997) Journal of

*2004 “Imagination as Laboratory” Journal of Analytical Psychology 49, pp.235-242.

*NEUROSCIENCE

JPA Syllabus Template 2019-2020_ldb 080319 4 Bertolero and Bassett. How Matter Becomes Mind. Scientific American, July 2019, vol. 321. Number 1 , pp.26 – 33

Llinas, R. R., & Churchland, P. , Ed (1997). The mind-brain continuum. New York: Carfax Publishing.

PSYCHOLOGY AND ALCHEMY TEXTS

Spring: a Journal of Archetype and Culture, 2006, Alchemy. Spring Journal Inc., New Orleans, Louisiana

*Edinger, E. *1985. The Anatomy of the Psyche. La Salle: Open Court.

*Halligan and Shea (eds.) 1992. The Fires of Desire. Erotic Energies and the Spritual Quest. Crossroads, New York.

*Henderson and Sherwood, (2003). Transformation of the Psyche by East Sussex and New York: Brunner-Routledge.

Jones, Jung, Hillman. 1995, Salt and the Alchemical Soul. Spring Publications, Woodstock, Conn.

Jung, C. G. (1913, 433). (Theory of Psychoanalysis, 1912, 18, 1946. The Psychology of the Transference. CW 16. para. 353 -564. 1955. Mysterium Coniunctionis. CW 14.

Marlan, Stan. 2005. The Black Sun. The Alchemy and Art of Darkness. Texas A & M Press. College Station, Texas.

*von Franz, M.L. 1979. Alchemical Active Imagination. Dallas. Spring Publications. (out of print but in Mann library)

1980. Alchemy. Toronto: Inner City.

Whitmont, E.C. 1993. The Alchemy of Healing. Psyche and Soma.North Atlantic Books. Berkeley, Calif.

ALCHEMY - Background Sources

Berman, M. 1989. The Reenchantment of the World. New York: Bantam

JPA Syllabus Template 2019-2020_ldb 080319 5 Books. (Third Printing).

Dobbs, B. J. T. 1975. The Foundations of Newton's Alchemy. . Cambridge: Cambridge University Press.

*Fabricius, J. 1989. Alchemy. Northamptonshire: The Acquarian

Press.

*Grossinger, Richard. ed. The Alchemical Tradition in the Late Twentieth Century. Berkeley: North Atlantic Books, 1979.

Haeffner, Mark. The Dictionary of Alchemy. 1991. London: The Acquarian Press.

McLean, A. 1989. The Alchemical Mandala. Grand Rapids. Phanes Press.

Newman, W.R. (2004) Alchemy and the Quest to Perfect Nature. Chicago: U of Chicago Press.

Roob, Alexander. 1997. Alchemy and Mysticism, Taschen: Cologne.

Assessment (cf pp 4-5 2018 Handbook) Point-of-contact meetings

Instructors give feedback throughout a course and are expected to meet, either in person or by phone, with each candidate at the end of a course to talk evaluatively about the candidate's work for that trimester. Likewise, candidates are encouraged to speak about their experiences of the class during these conversations. Candidates are further encouraged to speak with the Dean of Candidates if anything emerges from these meetings that raises any concerns about their progress or class experience.

Grading /Evaluations

When a candidate successfully completes a course, this information is logged into the JPA database and the candidate receives credit. For Candidates seeking IAAP certification, grades are noted as Pass/Fail. For Candidates who are in the NYS License Qualifying Program, letter grades are assigned along with written evaluations.

JPA Syllabus Template 2019-2020_ldb 080319 6 In situations where faculty concern about a candidate's commitment to the class or understanding of the material in a course has not been satisfactorily resolved in the class or as a result of the point-of-contact meeting, a grade of “C”, or lower, or a “Fail” will be given. Any grade below “B” prompts a meeting with the candidate, the Dean and the instructor. If there is consensus from this meeting that everyone present understands the concern and is satisfied with the means by which it will be addressed and resolved then the matter is left within that group. The Dean will write up a summary of their meeting and a copy of the report will be given to each member of that group.

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