DOCSLIB.ORG

A Retrospective Study of the Outcome of Psychoanalysis and Psychotherapy for Children with and Without Chronic Medical Conditions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Retrospective Study of the Outcome of Psychoanalysis and Psychotherapy for Children with and Without Chronic Medical Conditions A Retrospective Study of the Outcome of Psychoanalysis and Psychotherapy for Children with and without Chronic Medical Conditions Maureen Avis Parr Thesis submitted for the Degree of Doctor of Philosophy of the University of London 1994 University College London ProQuest Number: 10016733 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10016733 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Acknowledgements I am glad to record my warm appreciation of those who have furthered my interest in, and curiosity about, psychoanalytic concepts. Among those who have inspired and encouraged me to think critically and creatively about such matters or who have enabled me to find the intellectual and emotional space to do so, are Parveen Adams, Liam Hudson, and Gillian Russell. My special thanks to them. My interest in the effects of physical handicap on children's development was first aroused by watching the skilled and intelligent interactions between a blind friend and his sighted family. I am grateful to Norman Octon, to Valerie Octon, and to their children for teaching me so much. This thesis was written under the supervision of Professor Peter Fonagy whose expertise and help I am happy to acknowledge. It is part of a large and ambitious psychotherapy process and outcome project based at the Anna Freud Centre. I am indebted to the entire research team, under the direction of Mary Target, for their hard work and patient attention to detail. This thesis is dedicated to the memory of Dr George Moran, Director of the Anna Freud Centre from 1987 until his tragically early death in 1992. The Project reported on in this thesis is a large-scale piece of research which has benefited from the input of a number of different researchers. The author of this report played a full part in collecting data, making research decisions about the data and discussing the findings and implications of the analysis. Her unique contribution was the analysis and interpretation of findings relating to children with chronic medical conditions. The present author alone was responsible for operationalising the parameters which identified these children, deciding the best way to control for extraneous variables, selecting their matched pairs, and subjecting their outcome scores and other data to statistical analysis. The interpretation of the results of such analyses are hers alone. In addition, the groundwork research reported on in the last chapter, demonstrating how children's psychoanalytic outcome may be reliably predicted from a simple procedure which takes an overall 'therapeutic benefit' score from a number of variables, some expeditious, others inhibitory, but all available to clinicians at the assessment period, is the sole work of the author of this thesis. ABSTRACT There is a good deal of evidence that medical and psychiatric conditions co-exist in patients considerably more frequently than would be expected by chance. Although the direction of causality is difficult to determine, there seems little doubt that childhood chronic physical illness or disability may precipitate emotional and behavioural pathology. Little is known about response to psychological treatment of children with severe long-term physical problems and few studies to date have compared the clinical response and outcome of such children with physically healthy control groups. In particular, children's reaction to psychoanalytic intervention has received almost no empirical attention at all. An extensive outcome study set up at the Anna Freud Centre, London, and reported on in this thesis is, as far as is known, the first large-scale study of child psychoanalysis ever attempted. The Centre is engaged in long-term, intensive psychoanalytic treatment of children and adolescents. Retrospective study of the process and outcome of child analysis, using material from cases spanning 40 years, has uncovered a large quantity of demographic, clinical and therapeutic information. This thesis presents a brief overview of the psychoanalytic or psychotherapeutic treatment of 769 children and young people between the ages of two and 19 years, looking at a wide range of variables associated with diagnostic profiles, demographic characteristics and parental and family factors and relating these, where possible, to treatment and outcome. More detailed attention has been paid to a subgroup of 81 children with long-term physical disabilities, including chronic handicaps such as visual, motor or auditory impairment, chronic organic illnesses like diabetes and epilepsy, and the chronic psychosomatic syndromes of asthma and eczema. They have been matched with appropriate control subjects to try to ascertain the extent to which the presence of a defined medical condition influences the effectiveness of psychotherapy. We found that medical conditions alone did not affect response to treatment. The target groups of chronically disordered children showed few differences from related control groups. However, a variety of other factors influencing outcome have been identified. Table of Contents Part One Background and Introduction CHAPTER ONE Psychoanalysis and its Epistemological Background 1.1 What is Psychoanalysis? 15 1.2 Further considerations of psychoanalytic theory 17 1.3 The relationship between psychoanalytic theory and therapy 18 1.4 Can case studies be used as scientific evidence? 23 1.4i Free association 26 1.4Ü Transference 28 1.4iii Implications 29 1,4iv Some disadvantages of the case study 30 1.4v Case studies concluded 34 1.5 Scientific criteria 35 1.6 Experimental evidence 37 1.7 The deterministic substrate of psychoanalytic theory and method 39 1.8 Psychoanalytic therapy 42 1.9 Therapies compared 45 1.10 Two universes 49 1.11 Conclusion 49 CHAPTER TWO The Psychoanalysis of Children 2.1 Children in psychiatry and psychoanalysis 53 2.2 The first child patient 56 2.3 Ego psychology 57 2.3i Ego origin 59 2.4 Conclusion 62 CHAPTER THREE Outcome Research 3.1 Outcome versus process 64 3.2 The self-evaluation of psychoanalysis 65 3.3 Child psychotherapy outcome research 69 3.4 Specific issues in outcome research 71 3.4i Ecological validity 71 3.4Ü Treatment length 72 3.4iii Treatment defectors 73 3.4iv Follow-up 74 3.4v Diagnostic profiles 77 3.4vi Maturational effects 79 3.4vii Long-term retrospective studies 80 CHAPTER FOUR Child Psychiatric Epidemiology 4.1 Introduction 83 4.2 Epidemiology 84 4.2i Clinic referrals 87 4.3 Major child psychiatric diagnoses 88 4.3i Learning disorders 88 4.3Ü Specific reading retardation 89 4.3iii Under-achievement 89 4.3iv Problems in speech and communication 89 4.3v School refusal 90 4.3vi Fears and anxieties 91 4.3vii Enuresis 91 4.3viii Sleep disturbance 91 4.3ix Conduct disorders 93 4.4 Children at risk 93 4.4i Age 94 4.4Ü Sex 94 4.4iii Social class 94 4.4iv Family size 95 4.4v Ordinal position 95 4.4vi Migration 96 4.4vii Family type 96 4.4viii Marital distress 97 4.4ix Parental loss 98 4.4x Separations 99 4.4xi Hospitalisation 100 4.4xii Parental mental illness 101 4.5 Factors associated with improvement or failure to improve 103 CHAPTER FIVE Medical Conditions in Children 5.1 Introduction 106 5.2 Epidemiology 106 5.3 The interaction between physical and psychological states 108 5.3i From the psychological to the physical 109 5.3Ü From the physical to the psychological 111 5.4 The reaction of others to illness or disability 111 5.4i The reactions of the family 112 5.4Ü The general public 113 5.4iii The children themselves 114 5.5 Coming to terms with chronic disability 115 5.6 Unconscious reactions 116 5.7 Self-esteem and the development of the ego 117 5.8 Common problems 121 5.Si Separations 121 5.8ii Hospitalisations 121 5.8iii Operations 125 5.8iv Restraint 125 5.9 Disabled group 126 5.9i Deaf 126 5.9Ü Blind 127 5.10 III group 129 5.10i Epilepsy 130 5.1 Oil Diabetes 132 5.10iii Haemophilia 133 5.11 Psychosomatic group 133 5.11i Asthma 136 CHAPTER SIX Linking the Conceptuai to the Empiricai 140 Part Two The Anna Freud Centre Project CHAPTER SEVEN Methodology 7.1 Selecting subjects 147 7.2 Information extracted 148 7.2i Assessment procedure 148 7.2Ü Treatment and termination material 156 7.3 Data elicited 157 7.3i The Child Behaviour Checklist 158 7.3.ia Our use of the Achenbach checklist 159 7.3Ü The Diagnostic and Statistical Manual 162 7.3iia Our use of the DSM 163 7.3iii International Classification of Diseases 166 7.3iv Children's Global Assessment Scale 169 7.3v Global Assessment of Functioning Scale 171 7.3va Our use of the CGAS and the GAF 171 7.3vi Parental Symptom Checklist 171 7.4 Summary of instruments used 172 7.5 Selection of target groups 174 7.5i Subset of chronically ill and handicapped children 175 7.5ia Accidents 177 7.5ib Operations 177 7.5ic Chronic conditions 178 7.5id Acute illness 179 7.5Ü Severely disabled target group 180 7.5iii Severely ill target group 183 7.5iv Limitations to the validity of psychosomatic as an aetiological category 183 7.5iva Organic illnesses 183 7.5ivb Psychosomatic
Load more

Recommended publications
  • Projective Identification As a Form of Communication in the Therapeutic Relationship: a Case Study
    PROJECTIVE IDENTIFICATION AS A FORM OF COMMUNICATION IN THE THERAPEUTIC RELATIONSHIP: A CASE STUDY. MICHELLE CRAWFORD UNIVERSITY OF THE WESTERN CAPE 1996 A minor dissertation submitted in partial fulfillment of the degree of Masters of Arts in Clinical Psychology http://etd.uwc.ac.za/ TABLE OF CONTENTS ACKNOWLEDGEN1ENTS ABSTRACT 11 CHAPTER ONE INTRODUCTION 1 CHAPTER TWO THE THERAPEUTIC RELATIONSHIP 6 2.1 Introduction 6 2.2 Donald Winnicott's concept of the "holding environment" as a metaphor for aspects of the therapeutic relationship 7 2.3 Wilfred Bion's concept of the "container and contained" as a metaphor for the therapeutic relationship 8 2.4 Transference 9 2.4. l Freud's Formulation: 9 2.4.2 Subsequent historical developments and debates around transference and its interpretation: 12 2.5 Countertransference 21 2.5.1 Freud's Formulation: 21 2.5.2 Subsequent historical developments and debates around countertransference and its usefulness: 22 2.6 Review 28 CHAPTER THREE PROJECTIVE IDENTIFICATION 30 3.1 Introduction 30 3.2 Freud's Contribution 30 3.3 Melanie Klein's definition of Projective Identification 32 3.4 Subsequent theoretical and technical developments of Projective Identification 35 3.5 Review 42 http://etd.uwc.ac.za/ CHAPTER FOUR CHILD PSYCHOTHERAPY 44 4.1 Introduction 44 4.2 Freud's contribution to child psychotherapy 45 4.3 Melanie Klein's play technique 48 4.4 Anna Freud's approach to child psychotherapy 52 4.5 Donald Winnicott's formulations around play and child psychotherapy 54 4.6 Review 55 CHAPTER FIVE MEI'HODOLOGY
    [Show full text]
  • Short Term Psychoanalytic Psychotherapy
    Short term Psychoanalytic Psychotherapy Information for Parents and Carers annafreud.org Overview Short-term psychoanalytic psychotherapy (STPP) is offered to young people who are depressed and have been troubled by quite serious worries and unhappiness for some time. In the last few years the availability of STPP has been growing in the light of research studies which have indicated how helpful it can be. Many NHS clinics now offer this treatment to depressed young people. What is said in the sessions is kept confidential between the young person and their therapist. The only exception to this arises if the therapist thinks they are at risk (from themselves or someone else) or are a risk to someone else. In such a situation there will be a discussion between therapist and young person about who else in the family or community might need to know to help in keeping things safe. How long will it last? Your son or daughter will be offered 28 sessions with their therapist, each one lasting 50 minutes. Sessions take place each week at a regular time. There are breaks for holiday periods and depending on the starting date, there are likely to be two of these holiday periods in the course of the therapy, which will last overall between 8 and 9 months. The day and time of the session is negotiated between the therapist and the young person and is arranged as far as possible to take account of the demands of school, college and/or work and family circumstances. How we help There is an opportunity at the start for the young person to decide with your support whether they feel this sort of help is what they want.
    [Show full text]
  • “Twin One, Twin Too” What Does It Mean to Be a Twin? a Psychoanalytic Investigation Into the Phenomenon of Twins
    “Twin one, twin too” What does it mean to be a twin? A psychoanalytic investigation into the phenomenon of twins. By Emer Mc Cormack The thesis is submitted to the Quality and Qualifications Ireland (QQI) for the degree of MA in Psychoanalytic Psychotherapy from Dublin Business School, School of Arts. Supervisor: Dr. Gráinne Donohue Submitted: July 2015 Table of Contents ACKNOWLEDGEMENTS 4 ABSTRACT 6 CHAPTER ONE 7 Twin mythology Twin mythology & identity 9 Twinship 11 CHAPTER TWO 13 (Identity formation) Jacques Lacan and Melanie Klein Jacques Lacan The mirror stage Jacques Lacan: The family complexes: intrusion. Melanie Klein: Depressive position & schizoid mechanism CHAPTER THREE 23 Identity formation in twins Melanie Klein 23 Dorothy Burlingham 25 Anna Freud & Dorothy Burlingham: Hampstead Nursery’s. 27 Alessandra Piontelli 28 Sigmund Freud 30 Wilfred Bion 31 Death of a twin CHAPTER FOUR 34 Conclusion BIBLOGRAPHY 38 2 Acknowledgements This thesis would not have been possible without the love and support of a number of incredibly special people. First and foremost, I would like to express my gratitude to my supervisor Grainne Donohue, whose expertise, understanding and patience, added considerably to my experience of writing this piece of research. A very special thank you to my class mates Laura- Mai, Hugh, Valerija, Mary and Simona “we have made it” it has been a pleasure working alongside you all over the last three years a beautiful friendship has developed between us so here’s to our further plans together. I must also acknowledge some of my very dear friends Jamie, Davina and Rachel you have all been absolute rocks to me over the last few years.
    [Show full text]
  • Detailed Biography [PDF]
    Biography Born on 3 December 1895, Anna Freud was the youngest of Sigmund and Martha Freud's six children. She was a lively child with a reputation for mischief. Freud wrote to his friend Fliess in 1899: „Anna has become downright beautiful through naughtiness..." Anna finished her education at the Cottage Lyceum in Vienna in 1912, but had not yet decided upon a career. In 1914 she travelled alone to England to improve her English. She was there when war was declared and thus became an "enemy alien". Later that year she began teaching at her old school, the Cottage Lyceum. A photo shows her with the 5th class of the school c.1918. One of her pupils later wrote: "This young lady had far more control over us than the older 'aunties'." Already in 1910 Anna had begun reading her father's work, but her serious involvement in psychoanalysis began in 1918, when her father started psychoanalyzing her. (It was not anomalous for a father to analyze his own daughter at this time, before any orthodoxy had been established.) In 1920 they both attended the International Psychoanalytical Congress at The Hague. They now had both work and friends in common. One common friend was the writer and psychoanalyst Lou Andreas- Salomé, who was once the confidante of Nietzsche and Rilke and who was to become Anna Freud's confidante in the 1920s. Through her, the Freuds also met Rilke, whose poetry Anna Freud greatly admired. Her volume of his „Buch der Bilder" bears his dedication, commemorating their first meeting.
    [Show full text]
  • Course Guide Doctorate in Child and Adolescent Psychoanalytic Psychotherapy (Dpsych)
    Course Guide Doctorate in Child and Adolescent Psychoanalytic Psychotherapy (DPsych) Overview NHS Placements This 4 year full time, highly selective professional doctorate aims to The clinical training is funded and quality assured by Health develop the academic, clinical and research skills needed to practice Education England (HEE), via the Local Education and Training Boards as a professional Child and Adolescent Psychotherapist, and will lead (LETBs). A limited number of training posts are offered by the NHS, to the award of DPsych and professional membership of the for which trainees can apply. The posts are four year fixed term Association of Child Psychotherapists (ACP). The programme is a training contracts, usually based in a Child and Adolescent Mental collaboration between UCL, the Anna Freud National Centre for Health Service (CAMHS) team, and provide funding (including salary Children and Families and the Independent Psychoanalytic Child and contributions to training expenses), time for study and training and Adolescent Psychotherapy Association (IPCAPA) at the British as well as the opportunities to meet all the clinical requirements of Psychotherapy Foundation (bpf), alongside NHS training placement the training. There are a number of posts across London and the providers. The theoretical orientation of the training represents the South East of England. thinking of the Independent School within the British Psychoanalytic movement. A Jungian pathway has been developed for those in All trainees must have the experience of working within a clinical Jungian analysis. placement but in exceptional circumstances, for example where trainees are not eligible to work in the UK or wish to undertake their The course combines working in a clinical setting, with lectures and training on a less full-time basis, trainees may self-fund and IPCAPA seminars to support academic development and the opportunity to will endeavour to organise appropriate clinical experience for them.
    [Show full text]
  • Exploring Clinicians' Experience of Countertransference in Play Therapy
    Smith ScholarWorks Theses, Dissertations, and Projects 2015 Exploring clinicians' experience of countertransference in play therapy Asya Tsarkova Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Tsarkova, Asya, "Exploring clinicians' experience of countertransference in play therapy" (2015). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/669 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Asya Tsarkova Exploring Clinicians’ Experience of Countertransference in Play Therapy ABSTRACT The purpose of this qualitative study was to explore clinicians’ experience of countertransference in play therapy. Through semi-structured individual interviews with twelve clinicians, narrative data was collected on the ways in which clinicians experience, process, and utilize countertransference in play therapy. Some of the findings of this study support previous research and theoretical literature on countertransference in the field of child psychotherapy. Additionally, this study’s findings introduce the possibility that specific aspects of play therapy have a unique effect on the experience and processing of countertransference in play therapy due to the nature of this therapeutic modality. Implications for social work practice highlight the need for
    [Show full text]
  • A Neo-Adlerian Approach Elizabeth K. Baker, MA Adler University
    Running head: KLEINIAN THEORY 1 Kleinian Theory: A Neo-Adlerian Approach Elizabeth K. Baker, M. A. Adler University KLEINIAN THEORY 2 Kleinian Theory: A Neo-Adlerian Approach It is commonly believed that Sigmund Freud is the father of modern psychotherapy. However, many forget that Freud did not pioneer the field of psychoanalysis alone (Adler University, n.d.). Freud met Alfred Adler in 1902 and they along with Rudolf Reitler and Wilhelm Stekel started the “Wednesday Night Meetings” (Mosak & Maniacci, 1999). These meetings are credited as being the foundation for the creation of the Psychoanalytic Society (Mosak & Maniacci, 1999). While Freud often viewed Adler and the others as one of his followers, Adler viewed himself as a colleague, which eventually led to Adler leaving the Vienna Psychoanalytic Society, of which Adler was actually the first president and not Freud (Mosak & Maniacci, 1999). According to Ansbacher and Ansbacher (1956), Adler had created his own theory within the Freudian frame, in which Freud incorporated into his theory. Therefore, while many view modern psychotherapy being composed largely as neo-Freudian approaches, in reality these approaches are likely better credited as neo-Adlerian. They are neo-Adlerian because they followed Adler’s basic tenets and not those created by Freud. Within the field of modern psychotherapy there are a number of theoretical approaches. For the purposes of this paper, two approaches will be examined: Kleinian theory (Melanie Klein Trust, 2016) and Adlerian theory, also called Individual Psychology (Mosak and Maniacci, 1999). First, a survey of the major principles of Kleinian theory will be delineated, followed by an explanation of Adlerian theory.
    [Show full text]
  • Wilhelm Reich and the Corruption of Ideals: a Discussion in the Context of Dusan Makavejev’S WR: Mysteries of the Organism
    Wilhelm Reich and the Corruption of Ideals: A Discussion in the Context of Dusan Makavejev’s WR: Mysteries of the Organism Lore Reich Rubin, M.D. William F. Cornell, M.A. Abstract This article utilizes Dusan Makavejev’s semi-documentary film on Wilhelm Reich, WR: Mysteries of the Organism as case material for an examination of the interplay of idealization and ideology in Reich’s work and that of his followers. The article seeks to clarify the original political and clinical intent of Reich’s work (first presented at a meeting of the Pittsburgh Psychoanalytic Society and Institute, October, 13, 2006). Key words Wilhelm Reich – Body Psychotherapy – Idealization – Ideology – Dusan Makavejev INTRODUCTION TO THE FILM: Idealization & Ideology William F. Cornell World War I had left Sigmund Freud deeply dispirited. Freud determined that his psychoanalytic movement had a fundamental social (though not political) responsibility (Danto, 2005), and at his urging each city with a major psychoanalytic center established a clinic offering free psychoanalysis and education to the poor and working class, first in Berlin in 1920 under Karl Abraham and then in Vienna in 1922. Reich’s experience in the Vienna clinic had a profound influence on him. In The Function of the Orgasm, Reich described his experience in the clinics as pivotal in his work: The psychoanalytic clinic became a fountainhead of insights into the mechanisms of neuroses in impecunious people. I worked in this clinic from the day of its opening as the chief assistant physician… The consultation hours were jammed. There were industrial workers, office clerks, students, and farmers from the country.
    [Show full text]
  • Obituary: W. Ernest Freud (1914 –2008)
    International PSYCHOANALYSIS News Magazine of the International Psychoanalytical Association Volume 17, December 2008 Obituary: W. Ernest Freud (1914 –2008) W. Ernest Freud is best known as the 18-month-old child that Sigmund Freud observed playing ‘fort, da’ and described in Beyond the Pleasure Principle (1920). What is less known is that he was also Freud’s only grandchild to become a psychoanalyst. Once, when asked when his psychoanalytic training began, W. Ernest Freud replied, ‘In my mother’s belly.’ Ernest was the son of Freud’s second daughter, Sophie Freud, and Max Halberstadt, a portrait photographer. He was born Ernst Wolfgang Halberstadt on 11 March 1914 in Hamburg, Germany, but changed his name to W. Ernest Freud after the Second World War, partly because he felt his German sounding name would be a liability in post-war England and partly because he always felt closer to the Freud side of his family. When Ernest was born, Freud sent a note to Sandor Ferenczi: ‘Dear friend, Tonight (10th/11th) at 3 o’clock a little boy, my first grandchild! Very strange! An oldish feeling, respect for the wonders of sexuality!’ (Brabant, 1993, p. 545) Ernest’s life was full of tragedy and courage, love and work. He enjoyed a blissful infancy with his mother, while his father was at war; and when his father returned, Ernest experienced him as an unwelcome intruder. When Ernest was four, his brother, Heinerle, was born and he too was experienced as an intruder. After the war, Sophie became pregnant again but contracted the Spanish Flu and died, with her third baby in her womb.
    [Show full text]
  • Location of Other Archival Material Relating to Psychoanalysis
    LOCATION OF OTHER ARCHIVAL MATERIAL RELATING TO PSYCHOANALYSIS U.K. British Library Papers of James and Alix Strachey Cambridge University Library and Cambridge colleges Correspondence with members of the BPS can be found amongst the archive collections. The Freud Museum The Museum looks after the books and papers which Sigmund and Anna Freud brought with them to London at their emigration in 1938. This includes their library, personal papers and photograph albums. The papers of Sandor Ferenczi are also held. Planned Environment Therapy Trust Archive Papers of Marjorie Franklin, Robert Hinshelwood and other papers relating to therapeutic communities. The archive also has a large collection of oral histories. John Rylands Library, University of Manchester Correspondence of Sigmund Freud and his nephew Sam Freud The Albert Sloman Library, University of Essex The papers of Michael and Enid Balint. They also hold an extensive collection of copies of letters by Sigmund Freud. The Wellcome Library A large amount of important primary source material for the history of psychiatry, psychology and psychoanalysis, including the records of both mental institutions and individuals involved in the field. Amongst the important collections of personal papers of psychoanalysts are those of D. W. Winnicott, John Bowlby, Melanie Klein, Charles Rycroft and Roger Money-Kyrle. Archives of the British Psychoanalytical Society 2013 The website has two useful guides highlighting primary source material relating to psychiatry, psychology and psychoanalysis. U.S.A. Boston Psychoanalytic Society Papers include those of Grete and Edward Bibring, Karen Horney, Felix and Helene Deutsch. Columbia University, New York Papers of Otto Rank. The Library of Congress Papers of Sigmund Freud and Anna Freud as well as other members of the Freud family.
    [Show full text]
  • DREAMS and Occultisml 1 [The Topic of the Last Three Paragraphs Was First Raised by Freud in Chapters II and III of Beyond the Pleasure Principle (1920G)
    Warning Concerning Copyright Restrictions The Copyright Law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be used for any purpose other than private study, scholarship, or research. If electronic transmission of reserve material is used for purposes in excess of what constitutes "fair use," that user may be liable for copyright infringement. THE STANDARD EDITION OF THE COMPLETE PSYCHOLOGICAL WORKS OF SIGMUND FREUD Translated from the German under the General Editorship of JAMES STRACHEY In Collaboration with ANNA FREUD Assisted by ALIX STRACHEY and ALAN TYSON VOLUME XXII (1932-36) New Introductory Lectures on Psycho-Analysis and Other Works SIGMUND FREUD IN 1929 LONDON THE HOGARTH PRESS AND THE INSTITUTE OF PSYCHO-ANALYSIS 30 NEW INTRODUCTORY LECTURES here offering us an extreme case; but we must admit that child­ hood experiences, too, are of a traumatic nature, and we need not be surprised if comparatively trivial interferences with the LECTURE XXX function of dreams may arise under other conditions as well,l DREAMS AND OCCULTISMl 1 [The topic of the last three paragraphs was first raised by Freud in Chapters II and III of Beyond the Pleasure Principle (1920g). Further LADIEs AND GENTLEMEN,-To-day we will proceed along a allusions to it will be found in Lecture XXXII, p. 106 below.] narrow path, but one which may lead us to a wide prospect.
    [Show full text]
  • The Early History of Psychoanalysis in San Francisco
    Benveniste, D. (2006) The Early History of Psychoanalysis in San Francisco. Psychoanalysis and History. 8(2) July 2006. The Early History of Psychoanalysis in San Francisco Daniel Benveniste, Ph.D. Caracas, Venezuela The early history of psychoanalysis in San Francisco formally begins with the opening of Alfred Kroeber’s psychoanalytic office in 1918 and ends with the death of Siegfried Bernfeld in 1953. Between those years, San Francisco witnessed a small group of Americans and European émigrés coming together and creating the foundation of psychoanalysis in San Francisco. The issues dominating the day were those of lay analysis, psychoanalytic training models and World War II. Within this small psychoanalytic community, there were a number of extremely creative analysts who, along with the rest, participated in some rare moments in which a creative and ecumenical spirit prevailed and others in which divisiveness limited them. Without a historical context, those of us in the depth psychologies tend to become arrogant and assert the ahistorical and timeless truth of our views. We fall victim to "the narcissism of minor differences" and project our dreaded other onto the various others around us whether they be pop psychology innovators, old guard upholders of the dogma, or just our theoretical cousins. But psychoanalysis is not a natural science. It is a historical science. Nathan Adler used to say, "Every generation must rediscover psychoanalysis for itself." And I would add that we must contextualize our discoveries and re-discoveries in the social, historical and economic moment in which we are situated. There are many reasons for recalling the early history of the depth psychologies in San Francisco.
    [Show full text]