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Interviewwithbienfilet.Pdf
I interviewed Dr. Filet to better understand why the Dutch Psychoanalytic Institutes decided to merge to become one Dutch psychoanalytic institute. Dr. Filet said, “you should understand a little of what went on before the split - All these things have long term effects. First of all, and this is my personal opinion, because the controversies were so deep and wide and long term, there will be many people who think differently than I do. He then outlined the history of the Dutch Psychoanalytic Society. This year, actually, we are celebrating the hundredth year of the Dutch psychoanalytic society. It was established in 1917 — the same year as the British psychoanalytic society. Both were early societies. The first society was in Vienna and after that the Berlin psychoanalytic society. There were many revisions - especially in Germany after WWII. At that time new ones were established, and the Dutch Psychoanalytic Society was revised. One hundred years ago, it wasn’t yet a society, but more a group of interested physicians. For training they went to Vienna (to be analyzed by Freud) and take courses. Later they went to Berlin where Carl Abraham was the founder and leading teacher. Abraham analyzed Melanie Klein. Anna Freud was analyzed by her father —god forbid. In Holland there was no regular training program - only scientific meetings. The Dutch only really started to have a regular training program (in the model that most societies have -i.e. courses, training analysis, supervisions and final case presentation) after WW2. Before WW2, Dutch analysts went to Berlin or Vienna to train. -
Transference and Countertransference
Washington Center for Psychoanalysis Psychoanalytic Studies Program, 2018-2019 TRANSFERENCE AND COUNTERTRANSFERENCE 18 December 2018- 19 March 2019 Tuesday: 5:30-6:45 Faculty: David Joseph and Pavel Snejnevski “I believe it is ill-advised, indeed impossible, to treat transference and countertransference as separate issues. They are two faces of the same dynamic rooted in the inextricable intertwining with others in which individual life originates and remains throughout the life of the individual in numberless elaborations, derivatives, and transformations. One of the transformations shows itself in the encounter of the psychoanalytic situation.” Hans Loewald Transference and Countertransference OVERVIEW OF THE COURSE Although it was first formulated by Freud, transference, as we currently understand it, is integral to all meaningful human relationships. In a treatment relationship characterized by the therapist’s professional but friendly interest, relative anonymity, neutrality regarding how patients conduct their lives, non-judgmental attitude, and a shared conviction that associating freely and speaking without censorship will best facilitate the goals of the treatment, patients come to experience the therapist in ways that are powerfully and unconsciously shaped by aspects of earlier important relationships. The patient is often not aware that he is “transferring” these earlier experiences to the therapist but is also often completely unaware of “transferred” reactions to the therapist that only become manifest as the treatment relationship develops. Laboratory experiments in animals demonstrate neurophysiological processes that cast light on the processes that contribute to transference reactions in humans. If a rat is trained to respond negatively to the sound of a bell that is paired with an electric shock, recordings from a single cell in the structure of the brain that responds to fear will indicate nerve firing. -
Please Consult the Brochure
candidate brochure / catalog of courses / directory Oregon Psychoanalytic Institute September 2016 Draft Note: This document is currently under revision. Contact the Administrative Director with any questions 1 OREGON PSYCHOANALYTIC CENTER 2250 NW Flanders Street #312 Portland, OR 97210 Phone 503.229.0175 Fax 503.229.0176 [email protected] www.oregonpsychoanalytic.org ADMINISTRATIVE STAFF Susan Dimitman Managing Director [email protected] Lindsey Smith Program Coordinator [email protected] 2 Table of Contents Introduction 4 Educational Philosophy 5 Non-Discrimination Policy 5 Historical Background & Accreditation 6 Course of Studies 6 Admission Requirements 6 Personal Qualifications 8 Admission Procedures 8 Evaluation Process 8 Reapplication 9 Transfer Applications 9 Enrollment 10 Faculty Advisor 10 Progression 10 Training Analysis 11 Supervised Clinical Work 12 Insurance & Licensure 13 Case Selection, Assignment & Fees 13 Case Records & Reports 14 Informed Consent 15 Advanced Status & Unsupervised Work 15 Seminar Attendance 16 Graduation 16 Remediation, Probation & Dismissal 17 Leave of Absence 18 Transfer from Clinical to Academic Program 19 Advanced Education & Training 19 Ethical Contract 19 Certification by APsaA 20 Scientific Writing: Boverman Award 20 Training Analysis & Supervision Fees 20 Tuition & Related Fees 21 Calendar of Classes 21 Curriculum 21 Pre-matriculation 22 Course Descriptions by Year 22 Year one 23 Year two 25 Year three 29 Year four 32 Year five-plus (post seminar) 35 Library 35 Pep-Web 35 Continuing Education Credits 35 Executive Committee 37 Website Info & Rosters 37 3 INTRODUCTION The Mission of the Oregon Psychoanalytic Center is: To educate psychotherapists and the community in order to promote emotional growth, honor diversity, and develop the life of the mind. -
Transference in Everyday Experience: Implications of Experimental Research for Relevant Clinical Phenomena
Review of General Psychology Copyright 1998 by the Educational Publishing Foundation 1998, Vol. 2, No. 1,81-120 1089-2680/98/13.00 Transference in Everyday Experience: Implications of Experimental Research for Relevant Clinical Phenomena Susan M. Andersen and Michele S. Berk New York University Experimental research examining the clinical concept of transference (S. Freud, 1912/1958; H. S. Sullivan, 1953) using a social-cognitive model has demonstrated that mental representations of significant others are stored in memory and can be activated and applied in new social encounters, with consequences for cognition, evaluation, affect, motivation, expectancies, and self-evaluations (S. M. Andersen & N. S. Glass- man, 1996; S. M. Andersen, I. Reznik, & S. Chen, 1997). These findings constitute an empirical demonstration of transference in everyday social relations and suggest that transference is a normal, nonpathological process, occurring both inside and outside of psychotherapy, following basic rules of social information processing. In this article, clinical implications of this research are discussed, including how the content versus process of transference may contribute to maladaptive transference responses and the potential value of identifying triggering cues in transference in real life and in therapy, to promote more adaptive responding. Mental representations of significant others they are stored in memory and applied to new profoundly influence everyday life. In daily interpersonal encounters. social interactions our emotions, motivations, In our own work, we have examined this inferences, self-evaluations, and behaviors are process empirically and have conceptualized it all affected to an extent by information in in social-cognitive terms, that is, in terms of memory about our past relationships with mental representations of significant others that important others. -
Reanalysis1 Exercise in Definition
(1968) Contemp. Psychoanal., 4:83-102 Reanalysis1 Alberta B. Szalita, M.D. Not to enlighten one who can be enlightened is to waste a man; to endeavor to enlighten one who cannot be enlightened is to waste words. The intelligent man wastes neither his man nor his words. CONFUCIUS THERE IS HARDLY any vocation in which there is so much coincidence between the person and his work as in our profession. The psychoanalytic tenets must become part of one's personality rather than an external set of theoretical conjectures. What the analyst is or wants to be has more to do with the way he works than the theoretical frame he uses. And since the work is accomplished in discrete segments of direct, immediate experience and response, this is very difficult if not impossible to reproduce in an abstract form, suitable for generalization. Psychoanalysis is an aristocratic method. It is meant for few by few. It is a method of self-investigation, self-correction, self-redirection, and reorganization, which require disciplined thought and serious commitment. The democratization and widespread application of this method, irrespective of the qualifications of the recipients as well as the practitioners, have brought many disappointments to both sides. The institutionalization of the method has taken away some of the freshness it had in its earlier stages and rigidified it and put it into harness—an added burden toindividual initiative. Yet psychoanalysis remains the method of choice in acquisition of self-knowledge and alleviation of unnecessary mental suffering for suitable patients. For many of us have felt the immense benefits in our development and increased knowledge in the ways of man. -
The Training Institute of Npap – the National Psychological Association for Psychoanalysis
6 THE TRAINING INSTITUTE OF NPAP – THE NATIONAL PSYCHOLOGICAL ASSOCIATION FOR PSYCHOANALYSIS September 1, 2020 to August 31, 2021 TABLE OF CONTENTS History and Founding Principles of NPAP ........................................................................................................ 4 The NPAP Vision, MIssion, and Values ............................................................................................................ 5 Vision ....................................................................................................................................................................... 5 Mission ..................................................................................................................................................................... 5 Values ...................................................................................................................................................................... 5 Why Choose NPAP for Your Training? ............................................................................................................. 6 Academic Program ............................................................................................................................................................................. 6 Diversity ............................................................................................................................................................................................. 6 Democratic Tradition of Governance ................................................................................................................................................ -
Jacques Lacan -The French Freud?
Jacques Lacan -the French Freud? John Bird French intellectual life appears to exercise a contexts: (i) ten months of wrestling with Lacan's fascination, some might say a dreadful influence, on texts; Cii) a developing awareness that Freud had the .English intellectual avant-garde. In the 1960s already said all that is important in Lacan in a far it was the tortuous debate between Sartre and Levi more accessible form and, by implication, that what Strauss; in the 1970s, the 'true', dehumanised Marxism is new in Lacan is radically non-Freudian; (iii) a of Althusser; and as we enter the 1980s, we have a new developing annoyance with unclarity, with a position master, embodied in the labyrinthine prose of Jacques that sees the world as so opaque that study of it Lacan. The 'theory of the subject' is with us and yields only incomprehensible edifices in front of Freud has, at last, been assimilated into Parisian which the mind reels. debate, and in this process, into Marxism itself. And yet, doubts exist. How far are we still with Freud? Is the Marx/Freud marriage legitimate? One is initially bedazzled by La.can's elephantine prose, beguiled by his new conceptual armoury, a uniting of The Three Processes Freud and linguistics, in whose glossaries the word Three processes are crucial for Lacan in any under 'real' is defined under the entry for 'imaginary'. standing of the person and of his entry into the And then comes the act of interpretation, an act in world of rules, of society. One of the processes is which many have already failed, and many will continue centrally Freudian, the Oedipus situation, which to do so. -
The Presence of the Analyst in Lacanian Treatment Joachim
The presence of the analyst in Lacanian treatment Joachim Cauwe Stijn Vanheule Mattias Desmet 1 Abstract. Transference implies the actualization of the analyst in the analytic encounter. Lacan developed this through the syntagm “the presence of the analyst”. However, two completely different presences emerge in the course of his seminars with major implications for the way the treatment is directed. Following Lacan’s statement that the transference is constituted by real, symbolic and imaginary dimensions, we will develop how, in terms of Lacan’s early work, the analyst’s presence represents a phenomenon at the crossroads between the world of signifiers and images. For Lacan during the 1960’s and after, the analyst’s presence necessarily involves the Real. This means that it points to the moment symbolization has reached it’s limits. The clinical implications of Lacan’s interpretation of the presence of the analyst that incorporates the Real are manifold and affect psychoanalytic practice with regard to the position and the interventions of the analyst. Specifically, interventions targeted at provoking changes in defenses against experiences of excess or senselessness are discussed and illustrated through case vignettes and a published case. This paper discusses how transference can be considered to be “the navel of the treatment” pointing to the necessity of traumatic material to emerge in relation to the analyst. 2 “It cannot be disputed that controlling the phenomena of transference presents the psychoanalyst with the greatest of difficulties. But it should not be forgotten that it is precisely they that do us the inestimable service of making the patient’s hidden and forgotten erotic impulses immediate and manifest. -
Shuttle Analysis, Shuttle Supervision, and Shuttle Life-Some Facts, Experiences, and Questions1 Gábor Szőnyi Tamara Štajner-Popović 2
1 Shuttle Analysis, Shuttle Supervision, and Shuttle Life-Some Facts, 1 Experiences, and Questions Gábor Szőnyi Tamara Štajner-Popović 2 Tremendous effort supported the spreading of psychoanalysis in what was formerly known as "Eastern Europe." Since 2002, the Han Groen Prakken Psychoanalytic Institute of Eastern Europe has integrated this work. In many cases, training components had to be provided in "shuttle format." Shuttle analysis can be considered as an experimental domain in psychoanalytical education. The discussions on shuttle analysis have brought into the foreground some of the aspects of the process: high variation of setting; handling of unavoidable cultural c1ash; special shaping of defenses; the repetitive separation; shuttle life as a consequence-periodically interrupted practice, combination with shuttle supervision; high investment. Training with shuttle components is always a project, never a routine, because of the demand on extra organizational investment. We discuss shuttling from the point of the analyst, of the candidate, of the supervisor, and of the developing organization. Questions include special defense mechanisms, observations on transference- countertransference, "shuttle reality" of ten resembling a "dream-like reality," and special problems of supervision. The question of evaluation is an especially difficult one. The evaluation is as traditional as in regular education. At the end, we face the question: What makes shuttle analysis/shuttle training work? HISTORICAL BACKGROUND In 1987, a handful of potential candidates from different parts of Eastern Europe (Prague, Belgrade, Warsaw, and Zagreb) under the auspices of the new/old Hungarian Society met with the Executive of the European Psychoanalytical Federation (EPF) in Hungary. For years, there have bee n sporadic contacts, but the analy tic community was, so to say, just more or less aware of Eastern Europe. -
"Within the Realm of the Death Instinct" (1971)
Copyrighted Material. For use only by UPENN. Reproduction prohibited. Usage subject to PEP terms & conditions (see terms.pep-web. org). Int. J. Psycho-Anal. (1971) 52, 145 WITHIN THE REALM OF THE DEATH INSTINCT ANGEL GARMA, BUENOS AIRES This paper is intended as a basis for discussion the archaic heritage of human beings comprises not of the subject of aggression and will deal with only dispositions but also subject-matter-memory various aspects of the death instinct theory. My traces of the experience of earliergenerations(Freud, choice of this theory for discussion was influ- 1939, p. 99). enced by the existence in our modern civilization The above quotations show how for Freud, of profound discontents, in spite of immense the characteristics of both the primary instincts possibilities for happiness. and other human reactions are dependent on After a review ofthe theory I attempt to show the individual's ancestral and personal circum- that masochistic reactions are incompatible with stances. For instance, Freud, in his study on the pleasure principle. Afterwards I defend the the genesis of the superego, emphasizes the thesis that everybody loves or is aggressive importance of the influence of ancestral totemic against his neighbour as he loves or is aggressive society, and of the defusion of life and death against himself. I then investigate manifesta- instincts which comes from identification, de- tions of the death instinct unrelated to guilt sexualization and sublimation of the individual's feelings and discuss psychoanalytic interpre- relationship with his parents. The defusion tations of sadism turned against the self. In increases the manifestations of the self-destruc- conclusion I maintain that the theory of the tive instinct, because the ego struggles against death instinct, which answers to reality, is both the erotic instinct. -
When Psychotherapy Does Not Help
! " " # $%& " $%'( '%%% ! ) * +',-# .!/0 1 ! " . ! - - - ! " ! 1 ! - " " 1 - ! - " ! " 2 ! 3 ! ! - 4 ! '0 " " - - " - ! 1 - $% ! +5 6 ! " " 1 ! " 1 " - ! ! -" '( - ! - ! 1 ! '0 ! 6 ! - - " - ! 7 1 - - 8 - 1 ! " - ! ! 1 7 7 8 9 - " - ! " ) " - 8 # - ! - " ! ! $%'( ::" : ! ;<" !'==+>> 4?6>(0>'(5=>>'+> 4?6>(0>'(5=>>'=5 ! ! -'%5>' WHEN PSYCHOTHERAPY DOES NOT HELP Camilla von Below When psychotherapy does not help ...and when it does: Lessons from young adults' experiences of psychoanalytic psychotherapy Camilla von Below ©Camilla von Below, Stockholm University 2017 ISBN print 978-91-7649-913-9 ISBN PDF 978-91-7649-914-6 Printed in Sweden by Universitetsservice -
Learning from Linked Lives: Narrativising the Individual And
UNIVERSITY OF SOUTHAMPTON FACULTY OF LAW, SOCIAL AND HUMAN SCIENCES Southampton Education School Doctorate in Education Learning from linked lives: Narrativising the individual and group biographies of the guests at the 25th Jubilee dinner of the British Psychoanalytical Society at The Savoy, London, on 8th March 1939. A prosopographical analysis of the character and influence of the formative and significant figures present at the dinner. Julie Anne Greer Thesis for the degree of Doctor of Education June 2014 i Errata Changes from original submission (April 2016), marked with * P75 Post script research enabled the retrieval of Barbara Low’s original birth certificate under the name Alice Leonora Low, 1874, not 1877 as previously stated from her obituary. P119 Melanie Klein’s training analysis was with Karl Abraham in Germany and not Hans Sachs as stated in the original thesis. P119 Prof. Robert Hinshelwood notes that Klein did not psychoanalyse her own children, as stated, but made observations on them which she later drew on as she developed her technique as a child analyst from 1922. P138 Remastered photograph of the Jubilee dinner, taken from an original photograph and includes Anthony Monck Mason Payne. Faldezer should read Falzeder throughout. Apologies to Professor Falzeder. ii UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF LAW, SOCIAL AND HUMAN SCIENCES Southampton Education School Doctorate in Education LEARNING FROM LINKED LIVES: NARRATIVISING THE INDIVIDUAL AND GROUP BIOGRAPHIES OF THE GUESTS AT THE 25TH JUBILEE DINNER OF THE BRITISH PSYCHOANALYTICAL SOCIETY AT THE SAVOY, LONDON, ON 8TH MARCH 1939. A PROSOPOGRAPHICAL ANALYSIS OF THE CHARACTER AND INFLUENCE OF THE FORMATIVE AND SIGNIFICANT FIGURES PRESENT AT THE DINNER.