Psychological Reality, Transference and Counter
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Depth Psychology, Transference and Spirituality Antonio Moreno
The Linacre Quarterly Volume 58 | Number 4 Article 11 November 1991 Depth Psychology, Transference and Spirituality Antonio Moreno Follow this and additional works at: http://epublications.marquette.edu/lnq Recommended Citation Moreno, Antonio (1991) "Depth Psychology, Transference and Spirituality," The Linacre Quarterly: Vol. 58: No. 4, Article 11. Available at: http://epublications.marquette.edu/lnq/vol58/iss4/11 Depth Psychology, Transference and Spirituality Antonio Moreno, O.P. A previous contributor to Linacre, Father Moreno is at the Dominican School of Philosophy and Theology at the Graduate Theological Union. Oakland. Sigmund Freud was the genius who discovered psychoanalysis, namely, a process by which it is possible to penetrate the unconscious and discover its properties. Freud was an acute observer, and one of the phenomena he noticed was that in the course of analysis, the neurotic patient develops a particular interest in the person of the physician. That is, the patient seems to fall in love with the analyst, and, under these conditions, the analysis makes splendid progress. Because this attachment always appears, Freud was compelled to admit that we have to deal with a phenomenon in itself essentially bound up with the nature of the disease. I Freud called this phenomenon transference, that is, a transference offeelings to the person of the physician. Both positive and negative transferences play an important role in psychoanalysis, and Freud explains the nature of the transference as a recollection of the early relationships between children and parents: The transference is ove rcome by showing the patient that his feelings do not originate in the current situation, and do not really concern the person of the physician, but that he is reproducing something that had happened to him long ago. -
HERBERT ROSENFELD This Article Was First Published in 1971 in P
HERBERT ROSENFELD This article was first published in 1971 in P. Doucet and C. Laurin (eds) Problems of Psychosis, The Hague: Exceqita Medica, 115-28. Following the suggestion of the organizers of the Symposium that I should discuss the importance of projective identification and ego splitting in the psychopathology of the psychotic patient, I shall attempt to give you a survey of the processes described under the term: 'projective identification'. I shall first define the meaning of the term 'projective identification' and quote from the work of Melanie Klein, as it was she who developed the concept. Then I shall go on to discuss very briefly the work of two other writers whose use appeared to be related to, but not identical with, Melanie Klein's use of the term. 'Projective identification' relates first of all to a splitting process of the early ego, where either good or bad parts of the self are split off from the ego and arc as a further step projected in love or hatred into external objects whi~h leads to fusion and identification of the projected parts of the self with the external objects. There are important paranoid anxieties related to these processes as the objects filled with aggressive parts of the self become persecuting and are experienced by the patient as threatening to retaliate by forcing themselves and the bad parts of the self which they contain back again into the ego. In her paper on schizoid mechanisms Melanie IKlein (1946j considers first of all the importance of the processes of splitting and 117 Melanie Klein Today: Projective Identification denial and omnipotence which during the early phase of develop ment play a role similar to that of repression at a later stage of ego development. -
The Development of Compassionate Engagement and Action Scales For
Gilbert et al. Journal of Compassionate Health Care (2017) 4:4 DOI 10.1186/s40639-017-0033-3 ORIGINAL RESEARCH Open Access The development of compassionate engagement and action scales for self and others Paul Gilbert1*, Francisca Catarino2, Cristiana Duarte3, Marcela Matos3, Russell Kolts4, James Stubbs5, Laura Ceresatto6, Joana Duarte3, José Pinto-Gouveia3 and Jaskaran Basran1 Abstract Background: Studies of the value of compassion on physical and mental health and social relationships have proliferated in the last 25 years. Although, there are several conceptualisations and measures of compassion, this study develops three new measures of compassion competencies derived from an evolutionary, motivational approach. The scales assess 1. the compassion we experience for others, 2. the compassion we experience from others, and 3. self-compassion based on a standard definition of compassion as a ‘sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it’. We explored these in relationship to other compassion scales, self-criticism, depression, anxiety, stress and well-being. Methods: Participants from three different countries (UK, Portugal and USA) completed a range of scales including compassion for others, self-compassion, self-criticism, shame, depression, anxiety and stress with the newly developed ‘The Compassionate Engagement and Actions’ scale. Results: All three scales have good validity. Interestingly, we found that the three orientations of compassion are only moderately correlated to one another (r < .5). We also found that some elements of self-compassion (e.g., being sensitive to, and moved by one’s suffering) have a complex relationship with other attributes of compassion (e.g., empathy), and with depression, anxiety and stress. -
A Critical Examination of the Theoretical and Empirical Overlap Between Overt Narcissism and Male Narcissism and Between Covert Narcissism and Female Narcissism
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Smith College: Smith ScholarWorks Smith ScholarWorks Theses, Dissertations, and Projects 2009 A critical examination of the theoretical and empirical overlap between overt narcissism and male narcissism and between covert narcissism and female narcissism Lydia Onofrei Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Onofrei, Lydia, "A critical examination of the theoretical and empirical overlap between overt narcissism and male narcissism and between covert narcissism and female narcissism" (2009). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1133 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]. Lydia Onofrei A Critical Examination of the Theoretical and Empirical Overlap Between Overt Narcissism and Male Narcissism, and Between Covert Narcissism and Female Narcissism ABSTRACT Within the past twenty years, there has been a proliferation of empirical research seeking to distinguish between overt and covert types of narcissism and to elucidate the differences between narcissistic pathology among men and women, yet these two areas of research have largely been carried out independently of one another in spite of clinical observations suggesting a relationship between them. This project was undertaken to systematically examine whether an overlap exists between the clinical category of overt narcissism and male/masculine narcissism, or between the category of covert narcissism and female/feminine narcissism. Secondly, it sought to elaborate on areas of overlap between these categories. -
A Counter-Theory of Transference
A Counter-Theory of Transference John M. Shlien, Harvard University "Transference" is a fiction, invented and maintained by the therapist to protect himself from the consequences of his own behavior. To many, this assertion will seem an exaggeration, an outrage, an indictment. It is presented here as a serious hypothesis, charging a highly invested profession with the task of re-examining a fundamental concept in practice. It is not entirely new to consider transference as a defense. Even its proponents cast it among the defense mechanisms when they term it a "projection". But they mean that the defense is on the part of the patient. My assertion suggests a different type of defense; denial or distortion, and on the part of the therapist. Mine is not an official position in client-centered therapy. There is none. Carl Rogers has dealt with the subject succinctly, in about twenty pages (1951, pp. 198-217), a relatively brief treatment of a matter that has taken up volumes of the literature in the fleld.[1] "In client-centered therapy, this involved and persistent dependency relationship does not tend to develop" (p. 201), though such transference attitudes are evident in a considerable proportion of cases handled by client-centered therapists. Transference is not fostered or cultivated by this present-time oriented framework where intensive exploration of early childhood is not required, and where the therapist is visible and available for reality resting. While Rogers knows of the position taken here and has, I believe, been influenced by it since its first presentation in 1959, he has never treated the transference topic as an issue of dispute. -
A Model for Cognitively-Based Compassion Training: Theoretical…
Social Theory & Health https://doi.org/10.1057/s41285-019-00124-x ORIGINAL ARTICLE A model for cognitively‑based compassion training: theoretical underpinnings and proposed mechanisms Marcia Ash1 · Timothy Harrison2 · Melissa Pinto3 · Ralph DiClemente4 · Lobsang Tenzin Negi2 © The Author(s) 2019 Abstract Across cultures and belief systems, compassion is widely considered to be benefcial for the development of personal and social wellbeing. Research indicates that com- passion-training programs have broad health benefts, but how and why compassion- training programs are efective is still relatively unknown. This paper describes the theoretical underpinnings of a specifc compassion-training program, CBCT® (Cog- nitively-Based Compassion Training), and proposes an integrative model that draws on existing health behavior constructs to identify CBCT’s core components and hypothesizes their directionality and interaction. The model includes two primary categories of skill development: (1) intrapersonal skills leading to greater resiliency, and (2) interpersonal skills leading to greater compassion. It is hypothesized that these two pathways are mutually reinforcing and both contribute to greater wellbe- ing. This model provides a foundation for theory-driven research on the underlying mechanisms in CBCT training. An understanding of CBCT’s mechanisms is a criti- cal step towards optimizing and personalizing the intervention to meet the needs of specifc populations. Keywords Compassion · Wellbeing · Resilience · Contemplative practice · Mechanisms of behavior change Introduction The purpose of this paper is to provide a conceptual model that explains how the components of Cognitively-Based Compassion Training (CBCT ®) lead to greater resilience, compassion, and wellbeing. There is a compelling body of evidence to support the role of compassion in improving health and wellbeing (Hofmann et al. -
Codependency in Master's-Level Counseling Students
Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2007 Codependency in Master's-Level Counseling Students Terri Lynne Pardee Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Higher Education Commons, and the School Psychology Commons Recommended Citation Pardee, Terri Lynne, "Codependency in Master's-Level Counseling Students" (2007). Dissertations. 619. https://digitalcommons.andrews.edu/dissertations/619 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews University School of Education CODEPENDENCY IN MASTER’S-LEVEL COUNSELING STUDENTS A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Terri Lynne Pardee March 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3261212 Copyright 2007 by Pardee, Terri Lynne All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Diploma in Professional Studies in Psychodynamic Counselling
© Copyright The Counselling Foundation 2020 Diploma in Psychodynamic Counselling Course Handbook 2020-2021 CONTENTS Introduction 2 Purpose of the Programme 3 The Counselling Foundation Training Team 4 Course Timetable & Course Information 5-11 Overall Course Structure Table 12 Assessment Table and Programme Aims 13 Core Seminars (Year One) 14-29 Techniques and Practice Human Development Clinical Concepts Core and Modular Seminars (Year Two) 30-56 Psychopathology 1 & 2 Theories of Analytic Group Work Personal and Professional Issues Clinical Concepts 2 The Practice of Counselling 1 & 2 Introduction to Other Approaches Counselling Skills Development and Clinical Practice 57-61 Course Procedures, Information and Regulations 62-67 BACP Accreditation Pathway 68 Confidentiality Policy and Further Information Regarding Your 69-70 Training Frequently Asked Questions 71 Training at a Glance 72 1 © Copyright The Counselling Foundation 2020 Introduction It is with great pleasure that we welcome you to the Diploma in Psychodynamic Counselling training programme. This course is offered by The Counselling Foundation Training Centre. It is a pre-qualifying programme that aims to provide student counsellors with the skills and knowledge which will enable them to become practitioners in Counselling Centres, the NHS and other agency settings. The Programme, when taken in conjunction with our 2-year Advanced Diploma in Psychodynamic Counselling is BACP accredited. On achieving the Advanced Diploma, students will have a counselling qualification for independent practice and most of the elements needed to apply for individual accreditation by the BACP. Within this handbook students will find much of the information needed for the academic year 2020- 2021 including course regulations, structure, content, assessment procedures, staffing and course management. -
A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians
American Journal of Psychiatry and Neuroscience 2019; 7(2): 43-51 http://www.sciencepublishinggroup.com/j/ajpn doi: 10.11648/j.ajpn.20190702.13 ISSN: 2330-4243 (Print); ISSN: 2330-426X (Online) A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians Joseph R. Laracy 1, 2, 3 1Department of Systematic Theology, Seton Hall University, New Jersey, USA 2Department of Catholic Studies, Seton Hall University, New Jersey, USA 3Department of Mathematics and Computer Science, Seton Hall University, New Jersey, USA Email address: To cite this article: Joseph R. Laracy. A Logotherapeutic Approach to Pastoral Counseling Education for Catholic Seminarians. American Journal of Psychiatry and Neuroscience. Vol. 7, No. 2, 2019, pp. 43-51. doi: 10.11648/j.ajpn.20190702.13 Received : May 23, 2019; Accepted : June 20, 2019; Published : July 23, 2019 Abstract: Viktor Frankl, MD, PhD is one of the most widely known and highly respected professors of psychiatry and neurology of the twentieth century. In this article, we adapt and apply some of his profound insights for Catholic pastoral counseling education. Pastoral counseling is a very important aspect of the general pastoral formation of Catholic seminarians. The goal of any pastoral counseling course should be twofold. First, it should give seminarians a basic knowledge of mental illnesses to understand their parishioners better. Second, it should offer them concrete techniques to be used in the context of pastoral counseling. Seminary classes in pastoral psychology and counseling sometimes lack a consistent, coherent theoretical foundation, or may attempt to teach techniques inappropriate for use by future parish priests. This paper presents a logotherapeutic approach for the formation of seminarians in pastoral counseling. -
The Self-Conscious Emotions
EMOTIONS The Self-Conscious Emotions Michael Lewis, PhD Institute for the Study of Child Development, UMDNJ-Robert Wood Johnson Medical School, Child Health Institute, USA September 2011 Introduction 1 Until recently, the self-conscious emotions have been poorly studied. Little research on their meaning, how they develop, and how individual differences arises have been conducted, even though Charles Darwin 2 discussed them in some detail as far back as his book, The Expression of the Emotions in Man and Animals. Darwin’s observations were not followed up by neither psychoanalysis nor developmental psychopathology until about 40 years ago. In part, this was due to Freud’s focus on guilt and on the confusion between such self- conscious emotions as embarrassment, guilt and shame. In fact, Darwin’s observations and theorizing were not able to differentiate these different self-conscious emotions, in large part due to his measurement of the self- conscious emotions, where he used blushing behaviour. While blushing is a useful behaviour to measure, many people do not blush. Moreover, blushing is a measure of self reflection in the presence of other people, most noticeable embarrassment, but is not a measure of all the other self-conscious emotions such as shame, guilt or pride. While Darwin recognized the role of a person’s thoughts, especially around the emotion of embarrassment, he did not use cognitive capacities as a way to differentiate between them. Subject Michael Lewis, in his studies of the origins of the self-conscious emotions, makes the point that to understand the ontogenesis of these emotions in children, it is necessary to consider the cognitive development of the child 3,4 which likely give rise to them. -
Transference and Countertransference and the Trauma Triangle: Ethics 3 Hours
TRANSFERENCE AND COUNTERTRANSFERENCE AND THE TRAUMA TRIANGLE: ETHICS 3 HOURS ROSALIE W. HYDE LCSW FACULTY CO-FOUNDER THE HOUSTON GALVESTON TRAUMA INSITUTE PRIVATE PRACTICE 3100 RICHMOND Ave #110 Houston Texas 77098 713-960-8450 [email protected] SUPERVISOR/TEXAS SOCIAL WORK LICENSURE CONSULTATION: INDIVIDUAL AND GROUP “EASIER SAID THAN DONE” Boundaries are the limits that allow for a safe connection based on the client’s needs. The law and our professional Codes of Ethics by themselves cannot address most of the situations encountered by therapists and their clients in the difficult work of psychotherapy with traumatized people. The law and code are both narrative and literal and the real territory of ethics is ruled by more implicit boundaries, which prohibit actions that betray the client and the therapist. This unchartered territory is the dangerous ground of the therapy relationship, and in which we must steady our course to make rational, relational decisions to protect the client, the relationship and ourselves. THE TRAUMA TRIANGLE VICTIM PERPETRATOR WITNESS/ RESCUER COLLUDING OR POWERLESS TRAUMATIC EXPERIENCES Psychological trauma can be anything that is too much for the person to manage emotionally. There are a variety of life events that are traumatic to a person, including some experiences that for one person may be overwhelming and not overwhelming to another. For Example: SEXUAL ABUSE PHYSICAL ABUSE/BATTERING RAPE FEMALE GENITAL MUTILATION NEGLECT EXPERIENCE OF BEING OVER-CONTROLLED OR MONITORED EXPERIENCE OF BEING CRITICIZED OR BLAMED WITNESS TO ABUSE OF ANY KIND TO ANOTHER TORTURE/IMPRISONMENT POVERTY/HUNGER WAR/COMBAT TRAUMA EARLY LOSS OF A PARENT LOSS OF A CHILD OR SIBLING DISABILITY/ CHRONIC ILLNESS IN A PARENT / SIBLING CHRONIC ILLNESS, REPEATED HOSPITALIZATIONS, TERMINAL ILLNESS ACCIDENTS: AUTO, FIRE, MANUFACTURING, ETC. -
Course Prospectus
CERTIFICATE/DIPLOMA IN SUPERVISION Training in Psychodynamic Supervision with a Jungian Emphasis A one-year CPD clinical training course This advanced course delivered by experienced clinicians is for practitioners with a minimum of 3 years’ clinical experience post-qualification who are registered with BPC or UKCP or accredited with BACP. Participants are required to have their own supervision in place by the start of the course. A psychodynamic training and substantial experience of psychodynamic therapy/analysis are required. Course This leads to a two tier award - either to the SAP Certificate in Supervision or, with the addition of a written paper, to the SAP Diploma in Supervision which satisfies the requirements for membership of the British Association for Psychoanalytic and Psychodynamic Supervision. The course is in two strands: Theory and Practice of Supervision: 10 monthly Saturday workshops (9:30 am—3 pm) at the SAP They are led by senior SAP analysts, including contributors and editors of three leading books in the field. Supervision of Supervision: Weekly groups run by senior SAP analysts. To apply Application forms and further information from: Urvi Bhatt, Education Manager tel: 020 7419 8898 email: [email protected] or on our website at http://www.thesap.org.uk/training-and-events/advanced-professional-development- courses/certificate-and-diploma-in-supervision General course information Duration: 10 Saturdays, one Saturday per month, (October – July) Venue: The Society of Analytical Psychology, 1 Daleham Gardens, London, NW3 5BY Convenor: Miranda Alcock Course Fee: £1620 Supervision of Supervision Fee: £900 Total CPD Hours: 55 hours of seminars + 60 hours of supervision of supervision Course content Below is a representative list of topics covered in the programme .