Areas of Study:
- History & Development of Psychoanalysis
- Clinical Case Seminars
- Clinical Treatment of Specific Disorders
- Study & Clinical Use of Dreams
- Comparative Psychoanalysis
- Psychoanalytic Theory & Technique
- Cultural, Political, & Spiritual Issues
- Gender & Sexuality
- Development & Life Span Issues
- Infancy & Psychoanalysis
Introduction to Contemporary Psychoanalysis: Theory, Practice, and Ethics (PDPSA.4547)
Instructors: Mary-Joan Gerson & Elizabeth Goren & Jill Salberg
To introduce first-year Postdoctoral students to the wide range of theoretical and clinical orientations that constitute the world of contemporary psychoanalysis. This course will serve as an introduction to the diverse perspectives that are taught in the NYU Postdoctoral Program by exposing students to the key ideas and concepts, the historical development, and the clinical approach of each of the major orientations or schools. Ethical considerations relevant to psychoanalytic practice will be emphasized. (Ethics component of the course)
Writing Psychoanalytically (PDPSA.4553)
Instructor: Steven Knoblauch
This course is designed to be taken concomitant with any other course in the Postdoctoral Program or as an independent study project. It serves as an opportunity to write about a particular topic or question either emerging within another course taken at the same time as this course, or as an independent writing project. It is unique to the program as it offers six classes in which candidates are able to compare and contrast their writing over time and with each other.
Psychoanalytic Supervision (PDPSA.4543)
Instructor: Helen Gediman
This course reviews the present state of psychoanalytic thinking on the supervisory process with major emphases on the supervisory process in a climate of theoretical diversity and heterogeneity and the supervisory process as a triadic system with multiple interactions as the focus. Readings and clinical presentations by students are utilized to illustrate the main issues being studied.
THE HISTORY & DEVELOPMENT OF PSYCHOANALYSIS FOCUSING ON SPECIFIC CONTRIBUTORS: Selected Topics (PDPSA.4580)
As in the humanities, and unlike some sciences, psychoanalysis must be studied historically. Whatever one’s current point of view, a well-educated analyst must have a solid understanding of Freud’s contributions and texts as well as those of other significant contributors. Often the contributions of seminal psychoanalytic writers must also be studied in conjunction with their school of thought. This course teaches students the theory and practice of psychoanalysis through a study of notable individuals’ contributions, developmentally and historically, as well as by studying the historical development of specific schools of thought. In various semesters or in different sections this course will focus on one contributor or tradition.
The Evolution of Freud’s Thought I, 1895-1915
Instructor: Elliot Kronish
The Evolution of Freud’s Thought II, 1915-1937
Instructor: Elliot Kronish
Essentially Interpersonal: Understanding Relational Theory from its Interpersonal Psychoanalytic Roots
Instructors: Ann D'Ercole
Psychoanalytic History and Changes in Technique: The Place of Interpretation in the Therapeutic Process
The Contemporary Kleinians of London
Instructor: Naama Kushnir Barash
Melanie Klein and Wilfred Bion
Instructor: Michael Eigen
We will spend seven weeks on Klein's paper, Notes on Some Schizoid Mechanisms, and seven weeks on parts of Bion’s Cogitations and A Memoir of the Future. The last week is open for loose ends, new directions, more questions, discussion, and probes.
Sandor Ferenczi and Relational Psychoanalysis
Instructor: Jay Frankel
Until his death in 1933, Ferenczi devoted himself to clinical problems that are at the heart of contemporary psychoanalytic concerns. In important ways, Ferenczi’s thinking remains relevant to current debates. According to psychoanalytic historian Paul Roazen, “There is not much in the way of recent ideas about technique that he did not anticipate.” Ferenczi’s pioneering theoretical and clinical ideas constitute an important basis for later British object-relational, self-psychological, American-interpersonal, and relational approaches.
This course will attempt to develop a critical understanding of Ferenczi’s contributions, both from within the personal and historical contexts in which they arose, and as they relate to contemporary theoretical and clinical thinking.
The primary focus of the course will be Ferenczi’s later writings--most relevant to contemporary clinical concerns. Ferenczi’s various so-called “experiments in technique,” from the last dozen or so years of his life, form the core of his legacy. These “experiments” encompassed his pioneering explorations into several interrelated clinical issues which continue to be of great interest among contemporary analysts:
1. the role and nature of object relations in early development;
2. trauma and its effects, including dissociation and identification;
3. regression and shifting self-states;
4. intersubjectivity, interpersonal influence, and the inevitable interaction of transference and countertransference;
5. curative factors in the analytic relationship, including the roles of kindness, play, limits, authenticity, honesty, openness, and mutuality.
Ferenczi’s technical experiments included several phases:
1. “active technique,” in which he explored the role of abstinence and frustration;
2. “relaxation technique”: an attempt to explore the therapeutic value of the analyst’s flexibility, empathy, and tact, and later his kindness, “maternal” indulgence, and nurturance; and
3. “mutual analysis,” a technique based upon Ferenczi’s growing understanding of trauma and of the traumatic aspects of the analytic relationship; here, both analyst and patient let themselves be analyzed by the other.
The course will also cover Ferenczi’s other important contributions: his early work, especially his paper on “Introjection and transference”; his collaboration with Rank; and Thalassa. We will also read important work by Michael Balint, the most influential extender of some of Ferenczi’s ideas; Jean Laplanche, who critiques and extends Ferenczi’s ideas on trauma; and will consider other, relevant subsequent and contemporary literature.
Throughout the course, we will relate the ideas of Ferenczi that are under discussion to more contemporary analytic thinking.
British Object Relations Theory: Fairbairn and Guntrip
Instructor: Neil Skolnick
Writing in the preface to Fairbairn's (1952) Psychoanalytic Studies of the Personality, Ernest Jones notes the geographical and professional isolation in which Fairbairn formulated his ideas. Yet Fairbairn most pointedly directed his revisions of classical psychoanalytic theory to others, notably Freud and Klein. This course will attempt to place Fairbairn's ideas in the context of the established currents of thought to which he addressed his writings. It will also attempt to draw the threads of his theory forward in time to more contemporary trends in relational theory, self psychology, and trauma theory. The course will rely heavily on clinical material to illustrate the comparative issues discussed.
Winnicott: The Evolution and Impact of His Work
Instructor: Joyce Slochower
In this course we will examine Winnicott's contribution to current psychoanalytic theory and practice. In addition to reading selected papers of Winnicott’s, we will read a sampling of writings by other writers who have explicitly addressed and/or expanded on Winnicott's ideas. In each class we will discuss clinical issues in the context of Winnicott's thinking; one class will be devoted to case presentations.
Jungian Ways of Working with Images: Interpretative and Experiential Techniques
Instructor: Michael Vannoy Adams
Hans Loewald and the Emergence of Contemporary Freudian Psychoanalysis
Instructor: Seymour Moscovitz
Introduction to the Work of Jacques Lacan
Instructor: Jeanne Wolff-Bernstein
This seminar will provide an introduction into the theoretical work of the French psychoanalyst, Jacques Lacan. The course will be divided into four parts: first we will look at some very basic theoretical concepts of Lacan, such as the three registers of “The Imaginary, The Symbolic and The Real” which Lacan considered to be major re-readings of Freud’s basic tenets; secondly, we will study more closely what role the signifier and structural linguistics play In Lacan’s theory which lead him to the thesis that “the unconscious is structured like a language. “Some chapters of Freud’s Interpretation of Dreams will show how Lacan’s model of the unconscious is a mere translation of Freud’s early work layered over with a transparency of a theory of linguistics.
On the second day, we will examine Lacan’s concept of “the objet a”, and learn how to differentiate it from the usual conception of an internal object in the theory of Melanie Klein and show its linkage to and difference from Winnicott’s transitional object. In addition, we will turn our attention on the second day of class to Lacan’s central concept of jouissance and how it relates and contrasts to the dynamics of human desire and need. If time permits, we will also discuss how jouissance can be seen as Lacan’s reconceptualization of Freud’s life and death drive and how it also is central to Lacan’s idea of the sintome.
Individuating the Psychoanalytic Experience: Wolstein, Fromm & Ferenczi
Instructor: Tom Jordan
Desire's Voice: Agency, Truth, and Free Association
Instructor: Jill Gentile
Reading Tom Ogden
Instructor: Jill Gentile
The Sexual Non-Instinctual Drive & the Centrality of Otherness: an Introduction to the Work of Jean Laplanche
Instructor: Jose Carlos Calich
Relational Self Psychology: Essential Contributions
Instructor: Carolyn Clement
This is a 1-point course (12.5 hours of class time) sponsored by the Relational Track that will meet for 8 sessions. We will examine the key constructs of self psychology, initially laid out by Kohut and subsequently elaborated by the intersubjectivists, among others. The critical ideas, radical for their time, laid out an experiential, constructivist understanding of development and therapeutic action. The psychology of the self is a developmental, teleological theory at heart, keeping the patient’s strivings for growth and transformation always in mind, while simultaneously struggling with the sequelae of earlier trauma. Contributions by Winnicott, Fairbairn, contemporary Kleinians, and mother-infant researchers/theorists will be integrated into the readings and discussions as they enrich our understanding of the criticality of recognition, beginning in the earliest moments of life, and the self-immolating quality of defensive structures erected in response to overt negation, confusing double binds or “insidious absence,” as described by Kohut.
Relational Self Psychology: Evolving Theory & Clinical Practice
Instructor: James Fosshage
Kohut’s (1971) early conceptualization of the self and selfobject matrix contributed to the yet emergent paradigm transformation from intrapsychic to relational field models. This early relational foundational structure that all psychological phenomena emerge within a relational field became articulated even more abundantly when in 1984 Kohut emphatically wrote: “self-selfobject relationships form the essence of psychological life from birth to death” (p. 47).
The purpose of this course is to delineate Kohut’s model and the subsequent and ongoing evolutionary changes in that model that have contributed to what we now call, “Relational Self Psychology.” Cutting edge topics will include: epistemological and field (systems) theories, formation and transformation of the organization of experience, evolving concepts of self and selfobject, key clinical implications of the organizing model of transference, the use and impact of the analyst’s subjectivity with empathic and other listening/experiencing perspectives, and the analyst’s expanded participation in implicit and explicit processes, enactments and therapeutic action. We will highlight major contributions of relational self psychology, at times comparatively with those contributions of other relational approaches. While theoretical, clinical implications, augmented with clinical vignettes and case presentations, will be central throughout the course.
The Teaching of Jacques lacan Initial
Instructor: David Lichtenstein
CLINICAL CASE SEMINARS — THE PSYCHOANALYTIC RELATIONSHIP: Selected Topics (PDPSA.4581)
Case seminars and careful, detailed monitoring of psychoanalytic process over time are among the hallmarks of clinical psychoanalytic education. This course encourages students to present their own clinical work in detail over time working with feedback from other students and with the guidance of faculty. Depending on the semester or section the focus may be on treatment from a particular theoretical slant or on specific aspects of the treatment.
Clinical Seminar in Psychoanalytic Process
Instructor: Philip Bromberg
Clinical Case Seminar--Doing the Work: The Experience of Analyst and Patient
Course outline being revised. Stay tuned for a new outline coming soon to this site. Thank you.
Instructor: Barbra Locker
Intersubjectivity and Subjectivity: Theory and clinical practice Clinical Case Seminar,
Instructor: Jessica Benjamin
The course will trace the development of the intersubjective perspective beginning with its roots in Winnicott and moving forward into the work of Ogden, Racker, then continue with my own work and other contemporary relational discussions of the Third, the therapeutic value of mutuality, the use of the analyst's subjectivity, the role of enactments.
Each class session will involve presentations of clinical work by students along with discussion of the reading. Class limited to ten people.
The Analytic Relationship: The Dialogue of Unconsiouses & the Uses of the Shelf
Instructor: Anthony Bass
This seminar combines features of a clinical case seminar emphasizing the therapeutic relationship, and one on the clinical theory of technique. Students will be invited to share some clinical process from their own practices as a point of departure for exploring unconscious experience at the heart of therapeutic work, and the nature of therapeutic relations. Papers will be assigned following each session, which will be selected to illuminate aspects of the work under discussion, and to illustrate ways in which theory can be helpful in navigating difficult clinical waters, and in deepening the work. Reading selections vary from year to year for their relevance to the clinical material under discussion, but have included a wide range of classical and contemporary thinkers, including Ferenczi, Freud, Balint, Winnicott, Guntrip, Fairbairn, Klein, Khan, Bollas, Parsons, Mitchell, Ghent, Hoffman, Aron, Bass, Black, Davies, Levenson, Wolstein, and others. Themes that frequently emerge in considering complex transference/countertransference situations have included unconscious communication between therapist and patient, enactment, impasse, mutuality, the analytic frame, symmetrical and asymmetrical dimensions of therapeutic relations, and others, which are considered in the context of their bearing on the clinical work under consideration.
The Therapeutic Object Relationship
Instructor: Mark Grunes
The Transference-Countertransference Matrix, A Clinical Seminar
Instructor: Irwin Hirsch
Working at the "Intimate Edge"
Instructor: Darlene Ehrenberg
Special focus will be on how one uses oneself to work at what I call the “intimate edge” of the relationship and how this can open the work in unique ways and lead in directions that might not be possible otherwise. Particular attention will be given to issues of vulnerability and desire in patient and in analyst. Participants are invited to bring in their own case material and/or I can provide detailed process examples as a springboard for discussion. There will also be opportunity to clarify how this is different from other ways of working. I am open to the specific interests of participants and to including other readings. The goal is to have a lively and vital dialogue that will be meaningful and stimulating for all, to engage subtleties of the interactive experience between analyst and patient that often are hard to talk about, and to consider how to “open” the work in ways that can be transforming for both patient and analyst.
Countertransference in Working with Trauma
Instructor: Nina Thomas
Working with trauma in the consulting room presents a number of challenges for the analyst, not least being able to remain present to our patients in the face of the intense distress that occurs with narrating and re-experiencing traumatic events. This clinical case seminar will focus on the transference-countertransference engagements that occur in working with trauma particularly as the various states that may be experienced between therapist and patient become the re-enactment of the patient’s (and analyst’s) traumas
The 6 sessions of the class will begin with a discussion of countertransference in our work with traumatized patients through the instructor’s sharing her own work. Following the introductory session candidates will be asked to present their work with an eye toward how trauma themes emerge in the transference countertransference. Readings will be assigned as they are appropriate to the cases candidates present. To select the most relevant for candidates’ specific concerns I ask that candidates prepare a brief (no more than one page) precis of their work and the issues they want to address.
Case Seminar: Using Winnicott in the Clinical Setting
Instructor: Aaron Thaler
Clinical Case Seminar: How Different Theoretical Approaches Inform the Analyst's Direct Clinical Experience with Patients
Instructor: Warren Wilner
The Art of Psychoanalysis: A Clinical Case Seminar on Working (and Playing) with the Unconscious
Instructor: Danielle Knafo
Countertransference in Working with Trauma
Instructor: Nina Thomas
The Psychoanalytic Relationship: Initial Sessions, Creating Analytic Space (Clinical Case Seminar)
Instructor: Andrea Greenman
CLINICAL TREATMENT OF SPECIFIC DISORDERS: Selected Topics (PDPSA.4582)
The psychotherapist and psychoanalyst must learn to tailor the treatment to the needs of the individual patient. One factor in individualizing treatment is to take into account diagnostic considerations and various dimensions of psychopathology. This course introduces students to current, sophisticated thinking about how psychoanalysis works with various styles of personality and forms of pathology. Each semester or section will focus on a different category or personality style taught from one or more theoretical perspectives.
Narcissistic States and the Therapeutic Process
Instructor: Sheldon Bach
Adult Survivors of Childhood Sexual Abuse
Instructor: Judith Alpert
Psychoanalytic Psychotherapy with the Person with Psychotic Processes
Instructor: Brian Koehler
An Object Relations Approach to Personality Disorders II: Narcissistic Disorders & the Use of Transference Focused Therapy
Instructor: Diana Diamond
Treatment of the Difficult Patient
Instructor: Richard Lasky
Treatment of Borderline and Narcissistic Disorders
Instructor: Isaac Tylim
Selected Issues in Trauma Studies
Instructors: Judith Alpert, Robert Prince, Nina Thomas, & Isaac Tylim
Virulent xenophobia, terrorist attacks, devastating natural disasters or wide ranging wars ,violence and sexual trauma. The ubiquity of trauma in everyday life – whether we are talking about our patients, ourselves, or our society - has become glaringly evident particularly in the aftermath of recent political eventsaround the world including our own country. We are aware of how much need there is for psychoanalysts working with traumatized individuals to be well versed in the multiple manifestations, reverberations and consequences of traumatic events for the psychic life of patient and analyst alike.
The four instructors of this course represent the four tracks within Post Doc. They will present their psychoanalytic perspectives on trauma that arise out of his/her understanding of the subject in its individual as well as socio-cultural meanings.In each of the course blocks there will be overlapping themes, particularly that of the legacy of trauma across generations as well as the effects on the analyst of working with trauma. The impact of countertransference on the analyst and on the work itself will be considered through the theoretical lens of the individual instructors who represent the four theoretical orientations of the Post Doctoral Program.
Repetitive Painful States
Instructor: Elliot Kronish
Shame and Narcissism: Developmental Issues and Clinical Approaches
Instructor: Mary Libbey
Psychoanalytic Perspectives on Addictive Disorders: Integrating Contemporary Theory and Traditional Treatment Approaches
Instructor: Debra Rothschild
Addiction and substance misuse are considered to be “bio-psycho-social” disorders, and as such, must be considered and addressed from all 3 perspectives, biological, psychological and socio-cultural. This course will place the study of addiction and substance misuse in that context, with an emphasis on the psychological underpinnings and, in particular, psychoanalytic contributions to theory and treatment. Students should complete the class with an improved sense of how treatment of substance use can be integrated into analytically oriented therapy.
This class will introduce students to the historic contributions made by analysts to the understanding of addictive disorders, review the traditional treatment of these disorders, and then will elaborate the recent modifications in both fields that are bringing them closer together. A relational turn in psychoanalytic thinking, an increased flexibility in applying psychoanalytic concepts to a psychoanalytic psychotherapy, along with a development in substance use treatment moving away from the Disease Model abstinence-only approach toward an acceptance of Harm Reduction, has opened the way for communication and cross-fertilization between the fields that has not existed for some time, allowing for a newly expanded role for psychoanalysts in the treatment of substance misuse.
The overarching theme of the course will be the integration of relational psychoanalytic ideas into substance use treatment. The semester will be divided into four sections. In the first, we will review some of the historic psychoanalytic writings on substance abuse and addiction and discuss how they impact our thinking today and what contributions they have made to current treatment approaches. Part 2 will introduce students to various aspects of substance use treatment, including complementary therapies and tools which can aid in recovery, such as group and family therapies, cognitive behavioral approaches, 12 step programs, and pharmacologic interventions specific to substance misuse. In Part 3, we will review current trends in addiction treatment, with an emphasis on relational psychoanalysis and how concepts such as working with self-states and enactments apply to treating substance misuse. Harm Reduction therapy and its compatibility with relational psychoanalysis will be introduced and explored. Applying this to what we have been discussing over the course of the year will result in an integrated approach to treating substance users that resides within a relational psychoanalytic harm reduction orientation.
Adult Onset Trauma
Instructor: Ghislaine Boulanger
In recent years psychoanalytic clinicians increasingly have found themselves treating patients who have survived life threatening assaults individually or in groups; or witnessed sudden, untimely, and often violent deaths; or learned of the sudden, violent death or disappearance of a loved one. Often this experience has led to profound and long lasting psychological symptoms; the survivor has exchanged the sense of a more or less continuous self or selves, for an unfamiliar mortal self for whom time stands still. She has lost the capacity to experience a range of affects, of senses on which she could rely. Her capacity both to reflect and to relate has been forfeited. Until recently psychoanalysts had few ways of acknowledging these symptoms and incorporating adult onset trauma into their theory and practice, emphasizing instead the consequences of childhood trauma or stressing the importance of psychic reality and overlooking the role of historical reality in the etiology of these disorders. This one credit course systematically explores the literature and phenomenology of catastrophic dissociation, draws distinctions between childhood trauma and adult onset trauma, and considers the clinical consequences of this disorder. Subjectively and metapsychologically, adult onset trauma requires careful consideration in its own right. If this position is not clearly understood, those who have survived catastrophic trauma in adulthood are in danger of being situated beyond the reach of effective psychoanalytic practice. Workshop participants will be encouraged to share their own experiences in working with these conditions.
An Object Relations Theory Approach to Personality Disorders I: Borderline Disorders & the Use of Transference Focused Therapy
Instructor: Monica Carsky
When the Body Has a Mind of Its Own: An Interpersonal Approach to Eating Disorders
Instructor: Jean Petrucelli
Ghosts in the Consulting Room: A Seminar on Repetitive (Re)Enactments
Instructor: Margery Kalb
Clinical & Theoretical Issues in the Treatment of Pathological Dissociation & DID
Instructors: Elizabeth Howell & Sheldon Itzkowitz
Narcissism in the Interactive Matrix: Contemporary Perspectives on Technique
Instructor: Sarah Schoen
Treating Forms of Catastrophic Anxiety in Analytic Work
Instructor: Marvin Hurvich
Affect Regulation Theory: A Clinical Model
Instructor: Daniel Hill
Regulation theory is a synthesis of attachment theory, interpersonal neurobiology, traumatology and dissociative studies, mother-infant studies and relational psychoanalysis. It provides a clinical model encompassing a theory of bodymind, of optimal development, of pathological development, and of treatment. Among other things, candidates will learn how to think about the bodymind fluctuating between regulated-integrated and dysregulated-dissociated states, about the emotional patterns and object relations of secure and insecure attachment, about relational trauma and its sequelae, and about non-verbal, implicit interactions as essential processes in the treatment of psychiatric and personality disorders understood as manifestations of deficits in the capacity to regulate affect.
THE STUDY & CLINICAL USE OF DREAMS: Selected Topics (PDPSA.4583)
The origins of psychoanalysis go back to Freud’s study of his own and his patients’ dreams and to his first major work, The Interpretation of Dreams. This course introduces students to current theories of dreaming, empirical research on dreaming, and clinical work with dreams. Each semester or section will focus on a specific aspect of dreams, such as methodology for dream interpretation or comparative study of dream theories.
Clinical Seminar on Dream
Instructor: Mark Blechner
Contemporary Perspectives on Dreaming: Theory, Research and Practice
Instructor: James Fosshage
Dreaming is the continuation of thinking during sleep. Utilizing the imagistic-symbolic encoding and processing of the right-brain, dreaming, especially REM dreaming, continues the processing and organizing, affect regulating, conflict resolving functions necessary to maintain our psychological balance and developmental trajectory.
Our models of dream formation substantially shape our exploration and understanding of dreams. In this course, we will compare models of dream formation and dream interpretation, providing a historical perspective on the evolution of thought and practice within the various psychoanalytic approaches. We will then focus on the organizing functions of dreaming, and, specifically, on what I have formulated as the organizing model of dreams and corresponding guidelines for working with dreams. We will review ongoing contributions of REM sleep, dream content and neuroscience research. Through theoretical explorations and clinical presentations by candidates and instructor, the central aim of the course is to facilitate candidates’ competence and confidence in exploring and understanding dreams within the clinical encounter.
COMPARATIVE PSYCHOANALYSIS: Selected Topics (PDPSA.4584)
Contemporary psychoanalysis is diverse and pluralistic, some might even say fragmented into various schools and theories. This course examines psychoanalytic theories and clinical practices using a model of “comparative psychoanalysis.” Theories and practices are examined historically, compared along the lines of theoretical and clinical issues, and compared for their implications in the treatment situation. Readings and course discussions add complexity and depth to the student’s sense of the contributions and limitations of each model for clinical practice.
Comparative Analysis of Major Contemporary Orientations
Instructor: Warren Wilner
Comparative theories of Therapeutic Action
Instructor: Irwin Hirsch
Inter-Orientation Case Seminar
Instructor: Barbara Dusansky
A Clinical Approach to Transforming Enactment
Instructor: Michael Varga
Comparing Models of Intersubjectivity from Different Theoretical Perspectives
Instructor: Steven Knoblauch
Relational Practice: An Integrative Psychoanalytic Perspective
Instructor: Paul Wachtel
The course will look closely at the ways that theoretical assumptions shape clinical practice and will consider how various developments in the evolving relational tradition open new possibilities for clinical understanding and intervention. At the same time, it will look at ways in which relational thinkers have at times unwittingly incorporated more of the older “one-person” models they are ostensibly critiquing than is commonly appreciated, and will consider how this has affected relational practice. In addition, we will explore how narrowing one’s vision to attend almost exclusively to psychoanalytic ideas and clinical models ignores important developments in other theoretical traditions that can enhance our clinical effectiveness. The relational perspective potentially opens a variety of valuable points of intersection with ideas and methods of therapists from outside the psychoanalytic tradition. We will consider ways in which psychoanalytic work can be broadened and deepened by incorporating elements from family systems thinking, experiential approaches, and recent new developments in the constructivist and affect-centered branches of cognitive-behavioral therapy (which depart very considerably from the versions of cognitive-behavioral therapy with which most psychoanalytic therapists are familiar and which have led them to view cognitive-behavioral approaches as rather thoroughly uncongenial to the spirit of their work). We will examine the implications for transference, countertransference, and the exploration of subjectivity in expanding practice to include these modalities and examine when they deepen and when they impede the aims of deep psychoanalytic work.
Theoretical Pluralism and the Working Clinician
Instructor: Fred Pine
Comparative Models in Psychoanalytic Theory
Instructor: Steven Ellman
Our Bodies, Our Patients' Bodies, the Dance
Instructors: Katie Gentile, Steven Knoblauch, & Sue Shapiro
With a flurry of interest in the body permeating the psychoanalytic literature, this course is designed to increase the analyst’s awareness of her own somatic experience, develop a conscious awareness of and attention to her patient’s body language and become aware of the analyst’s attention to and use of her own body as s/he attends to the embodied registrations communicated by the patient. Each class will have both a didactic and an experiential component. Sensitivity to, and use of, embodied registrations in self, other and interactive patterning will be facilitated in each class with training/supervisory exercises as well as relevant readings and discussion. Readings will include reviews of body psychotherapy literature providing an historical background to the present interest in the body as well as important research and practices developed which can be useful within a psychoanalytic focus. Additional readings will demonstrate recent approaches to incorporating attention to and use of the body within an analytic practice. Clinical comparisons will demonstrate the difference in focus between body psychotherapy approaches and psychoanalytic attention to embodied registrations. Historical and contemporary controversies regarding attention to bodily experience will also be addressed.
Transformations of Agency: Theory and Clinical Phenomenology
Instructor: Jill Gentile
Clinical Implications of the Cognitive Neuroscience Revolution
Instructor: Michael Moskowitz
Psychotherapy Integration: CBT & Psychoanalysis
Instructor: Jill Bresler
PSYCHOANALYTIC THEORY & TECHNIQUE: Selected Topics (PDPSA.4585)
This course focuses on the intricate and complex relationship between theory and clinical technique. How do we understand the psychoanalytic method? What are the technical implications of diverse theories? What is the relationship between theory and technique and when can theory aid or interfere in treatment? Each semester or section will examine a specific theory and its application in depth and detail.
Theory of Psychoanalytic Technique I
Instructor: Andrew Druck
Theory of Psychoanalytic Technique II
Instructor: Andrew Druck
Relational Concepts: An Integrative Seminar: From Normal Multiplicity to Traumatic Dissociation in Clinical Practice
Instructor: Jody Davies
This seminar will focus on the concept of dissociation, and its implications in clinical practice. This term has come to be so over used within the relational literature that it’s meaning has become difficult to discern in any particular context. What does dissociation mean? Is dissociation different from repression, and if so how? What do we mean when we talk about dissociation of memory? Dissociation of affect? Dissociation of meaning? Does dissociation always imply severe trauma? What is the difference between a dissociative model of mind and a multiple self state model of mind? We will explore these questions and others by looking at a model of mind that ranges from a normal multiple self state configuration to severe traumatic dissociation. We will also explore how dissociation is used differently by object relations theorists, trauma theorists, and interpersonal/Sullivanian theorists.
The course will alternate between theoretical discussions and case presentations by seminar participants. Each participant will be asked to present a case to the class. Readings will be tailored to the cases being presented but will draw on works by Freud, Janet, Fairbairn, Mitchell, Davies, Davies and Frawley, Stern, Bromberg, Van der Kolk, Itzkowitz, Howells, to mention only a few.
Relational Pulse: From Foundations to Dynamic Differences and Expansion Today
Instructor: Lisa Director
This course explores central approaches to the analytic situation from the vantage point of the relational school today, in all its vibrant differences and persistent growth. Two strong orientations shape my course design:
1) A comparative emphasis - to highlight relational pluralism, stemming from lively differences in the school and new international influences.
2) An interest in serious disorder and primitive states - to probe new therapeutic means, nonverbal and nonreflective, underemphasized in the founding relational era, and now at the cutting edge of interest.
Introduction to Relational Models of Psychoanalysis and Their Implications for Treatment
Instructor: Jeremy Safran
In this course we will review some of the key theorists and theoretical traditions that have had an impact on the development of relational psychoanalysis, and explore a number of themes that have played central roles in the relational conversation about theory and practice. Key theoretical and clinical themes to be examined will include the nature of therapeutic action; epistemology and the analyst’s authority; mutuality & symmetry in the analytic relationship; self & selves, the analyst’s subjectivity, intersubjective negotiation, ritual and spontaneity; and transference and countertransference. Rather than viewing relational analysis as a unified theory, we will approach it as a type of comparative psychoanalysis which has evolved (and continues to evolve) through a synthesis of ideas and principles emerging from the American interpersonal tradition, Kleinian and neo-Kleinian theory, the British Independent tradition, self psychology, feminist thinking and postmodern theory. We will also examine the way in which the Freud-Ferenczi controversy had an impact on the development of classical psychoanalysis, as well as the different ways in which Ferenczi’s legacy was absorbed by both the British Middle School and the American interpersonal tradition. And finally we will examine the roles that different cultural and historical contexts have played in the emergence of different psychoanalytic traditions, and the specific ways in which the emergence of relational psychoanalysis can be understood in the context of contemporary American culture.
I will send the reading materials to everyone before the course begins. Please read the articles/chapters assigned for the first class in advance, so that we can discuss them when we first meet. Depending on the background and interests of class members as well as the way in which our conversation evolves, I may occasionally assign additional readings or substitute other readings for those currently on the syllabus. When this happens I will send everyone electronic copies of the relevant readings.
The Analysis of Conflict in Contemporary Psychoanalytic Theory and Practice
Instructor: Stanley Grand
Interaction in Psychoanalysis: Transference, Countertransference, and Enactment
Instructor: Gil Katz
The Body in Analytic Reverie: The Experience of the Bodily Self in Development & in Analysis
Instructor: Sharone Bergner
Hate, Envy, and Destructiveness
Instructor: Sue Grand
This course investigates forms of hostility and aggression as they appear in both clinical and cultural contexts. We approach this study from diverse theoretical perspectives, drawing on Freudian, Self Psychology, Neo-Kleinian, British Object Relations, Relational, and Interpersonal theories. Each week, we will integrate a classical text with contemporary literature, linking the theoretical material with a clinical study and a cultural problematic. During the semester we will keep moving from the micro to the macro, as we study human cruelty: we will look at racism, genocide, war, poverty. Throughout, we will be exploring some recurrent questions. How do we define destructiveness, and how do we recognize its manifestations? What is its relationship to trauma and dissociation? How is it eroticized? How is it constituted by its inter-subjective and cultural surround? What is the analyst's contribution to the dynamism of aggression? Do analysts fear, split off, and extrude their own hostility? If so, how is that gendered? How is this difficulty related to shame, to analytic training, and/or to trans-generational transmission? When we encounter the patient's destructiveness, how do we meet it? Is the concept of negative transference adequate to our clinical struggle? Each meeting, we will keep returning to our overarching inquiry: how does our clinical predicament comment on our cultural predicament? Students will be encouraged to bring in problematic case vignettes for the group to think through together.
Constructivism and the Psychoanalytic Situation
Instructor: Donnel Stern
Subjectivity and Intersubjectivity in Relational Psychoanalysis
Instructor: Bruce Reis
Dialectical Constructivism I
This course will explore the meaning, the clinical, existential, and moral ramifications of the perspective on the analytic process that I’ve called “dialectical constructivism.” The main text for the course will be my book Ritual and Spontaneity in the Psychoanalytic Process: A Dialectical-Constructivist View (R and S) (The Analytic Press, 1998; pb 2001). We will also read a series of essays since 1998 that take the dialectical constructivist view to new frontiers.
In general I’m listing, in required and optional readings, my own responses to critiques and reviews. Needless to say, it would be best if you were able to read the critiques and the reviews first, but I think you’ll be able to follow and, hopefully, get much from the responses alone. I do quote or paraphrase a lot that I take up to discuss.
I am offering two independent courses on Dialectical constructivism: Dialectical Constructivism I in the fall and Dialectical Constructivism II in the spring. Dialectical Constructivism I will focus on readings from my own work. It will entail study of philosophy, theory, and extensive clinical illustrations from my own experience. Dialectical Constructivism II will be organized largely around case presentations by students complemented by considerations from the fall readings as well as several additional essays, some highlighting the interface of psychoanalytic process and social consciousness and activism. The two courses are complementary. I personally would hope that people enrolling in the fall would also be inclined to enroll in the spring in order to achieve the level of integration that emerges from dialogue about one’s own clinical work.
Dialectical Constructivism II
Instructor: Irwin Z. Hoffman
Building on Dialectical Constructivism I in the fall, this seminar will attend further to new frontiers in the conceptualizing of therapeutic action in psychoanalysis. Case presentations by the students will provide the clinical material through which we will try to illustrate the ways in which the analytic process generates opportunities for creative initiatives by analysts and patients that facilitate change and growth. The principal readings will be several essays of mine that have appeared since the publication of my book in 1998 and that we did not read (or get to) in the fall. Included as background will be a recent unpublished paper of mine (“Willing to be willing . . .) that is rather unconventional in a number of ways. We will contrast it and the constructivist approach in general with two published case presentations that were followed by critiques by me. These cases illustrate “contemporary” approaches that are nevertheless quite traditional in ways that contrast with dialectical constructivism. In particular, the emphasis falls upon exploration of meaning in the spirit of illuminating the patient's dynamics without the analyst taking responsibility either for neurotic forms of repetition or for the discovery and development of new possibilities. Among the change promoting factors to consider in dialectical constructivism are the notion of the patient's progress as a reparative gift, the notion of the patient as a responsible co-constructor of the analytic relationship, the sense of the relationship as a "whole" as the context for the patient's development, and reflection on the sociopolitical surround of psychoanalytic work.
We will continue to explore the implications of dialectical constructivism for psychoanalysis as science. As we work with our case presentations we will attend to the nature of the learning that they make possible, what I call “nonlinear constructivist learning,” and the kind of growth of “clinical sensibility” that can ensue. We will compare that process with the kind of “technically rational” acquisition of knowledge and of skills that systematic empirical research allegedly promotes.
Finally, we will discuss the potential interface of psychoanalytic work and raised sociopolitical consciousness and consider the potential dialectical interplay of the two. A panel (at Division 39 meeting in Chicago in 2010) published in Psychoanalytic Dialogues in 2013, introduced by Neil Altman with papers by Lynne Layton and Malcolm Slavin and my commentary on both, will serve as part of the grounds for our discussion.
Current Controversies in Psychoanalysis: Journal Club
Instructor: Lewis Aron
Free to Be Me...So Now What?--Choosing Technique When There Is No Right or Wrong
Instructor: Steven Tublin
Moments of Meaning: The Widening Scope of Interpretive Intervention
Instructor: Andrea Greenman
The Unobtrusive Relational Analys
Instructor: Robert Grossmark
This course addresses the challenges met when working as a relational analyst with patients and states that are not amenable to verbal and dialogic engagement. Further, this course illuminates psychoanalytic work with patients who can appear to be more related and reflective, but harbor sequestered self states that are dominated by the non-represented and inchoate. Such patients and states are challenging for psychoanalytic work that assumes some verbal expressiveness, reflective function and mutuality in the patient. This course offers an expansion of psychoanalytic engagement and intersubjectivity to engage with these areas.
The unobtrusive relational analyst lends his or her subjectivity to companion the patient in their often wordless and formless inner worlds and states of being. Rather than seeking to bring the patient into the register of understanding and the symbolic, the analyst’s unobtrusive yet engaged companioning of the patient into non-represented and non-symbolized states creates an address for these dimensions of being that may not be available to a treatment that places greater store on interpretation of conflict or on the examination of analyst-patient interaction.
Psychoanalytic healing is seen as most effective when the analyst can flow and be-with the patient within the very registers that are most damaged and constrained. This companioned and shared experience creates the ground within which mind, self and relatedness become fertilized. The analyst’s subjectivity is not withheld. Rather, the analyst brings those parts of his/her subjectivity that are amenable for use by the patient.
The course pulls together diverse psychoanalytic ideas. Beginning with Michael Balint’s initial ideas of the unobtrusive analyst the course engages with holding and containment, field theory, non-represented states, enactment, witnessing and being-with, along with Grossmark’s concepts of the unobtrusive relational analyst, the flow of enactive engagement and psychoanalytic companioning.
Clinical Cases in Current Literature : Contemporary Freudian Positions
Instructor: Sharone Bergner
Instructor: Bruce Reis
Love in the Psychoanalytic Relationship: Real Love, Transference Love, Danger & Possibility
Instructor: Jonathan Slavin
On Termination: Theoretical, Technical and Relational Considerations
Instructor: Jill Salberg
Termination has always been a problematic word that we have inherited from a poorly translated version of Freud’s original work on ending. Many analysts would prefer any word other than termination, a term suggesting being fired, exterminated or gotten rid of. Nonetheless the work does end and how we conceptualize and then work with that ending is important and necessary for the dyad. My specific interest has been in how terminations can be understood as co-created enactments of complex unconscious processes between patient and analyst. The old conceptualization that the analyst decides when the treatment is ready to be concluded does not always hold. Sometimes it is the patient who wants to end, and it is abrupt or unforeseen. While other times no one can see how they might end and an enactment of another kind is in play.
This class will look at the history of some of the writings on termination, noting the difficulties that were being addressed and discussed while also considering how ending treatment is a complex process vulnerable to disorienting dissociative processes. We will then move into more contemporary relational writings to see how the discussion has been reviewed and re-conceptualized, holding in mind the role of attachment styles and histories of trauma. Case vignettes, provided by the instructor and class members, will enable us to examine the difficulties inherent in ending while keeping in mind how essential ending may be to the working through and mourning process.
Mourning as Transformation: the Creative Edge of Traumatic & "Ordinary Loss"
Instructor: Donna Bassin
This course will provide candidates with a deeper understanding of the dynamics of unresolved mourning. Using a contemporary relational perspective, we will clarify clinical strategies for working with this most vulnerable population.
To some extent, all loss is traumatic. Although this course will focus on traumatic, unresolved mourning and its impact on patient and analyst, elements of these dynamics may well manifest to some degree in any treatment involving the theme of loss. Our central focus will be on the relationship between trauma and the variegated manifestations of unresolved mourning, but we will also consider how these themes may emerge more quietly in “everyday, ordinary” mourning. Therapeutic process becomes especially difficult when working with patients whose current losses activate early and/or multiple losses or other kinds of trauma. Here, an impasse threatens and must be worked with creatively.
But Apsychoanalysts working with these states confront the reactivation of their own losses (or of anticipated losses). We contend with a range of clinical difficulties here that make extraordinary demands on us as analysts and people, and these dynamics heighten our difficulty tolerating and working with intense mourning. Our capacity to bear knowing about our own unresolved losses will help. But creative improvisation (on analyst and patient's part) may also be required if the patient is to work through these early traumatic losses.
The nature of therapeutic work around unresolved mourning requires on-going engagement with painful and potentially destabilizing affect. The revival or co-creation of the third who can mourn with the mourner will be necessary if the impasse is to be resolved. The analyst's function as witness, participant, and 'outsider' during this process will be examined. The wisdom of collective mourning practices and memorial activity will be addressed for their use and limits within the treatment situation.
CULTURAL, POLITICAL, & SPIRITUAL ISSUES: Selected Topics (PDPSA.4586)
Psychoanalysis has been understood by some as a form of social ideology, influencing discourse around power, gender, race and class. From this point of view, psychoanalysis itself can be critiqued as constructing and constraining such discourses. In addition, psychoanalysis is viewed as part of the larger mental health system, with all its social welfare and social control functions. But psychoanalysis can also function in service of social critique, as when it offers understandings of socio-economic-political structures that are concealed in the surface of ordinary discourses. These include the workings of power and privilege and how these are distributed along lines of race, social class, culture, gender, and sexual orientation. Each semester or section of this course will focus on various political, spiritual, and cultural issues.
Psychoanalysis and Politics
Instructor: Steven Botticelli
More Than Personal: Political and Spiritual Dimensions of the Therapeutic Relationship
Instructor: Andrew Samuels
Race, Racism and Psychoanalysis
Instructors: Michael Moskowitz & Marsha Levy-Warren
Psychoanalysis and Buddhism: Phenomenological, Spiritual, and Cultural Issues
Instructor: Sara Weber& William Auerbach
Contemporary research demonstrates that both meditation and psychotherapy are effective in alleviating neurotic suffering. These findings have inspired an emerging field of practitioners and researchers who combine mindfulness and awareness practices and psychotherapy. A fundamental contribution of psychoanalysis is the view that psychic reality shapes neurotic suffering. Twenty-four hundred years before Freud, Shakyamuni Buddha also taught that neurotic suffering arose from psychological confusion. He closely analyzed narcissism and its complications and he believed that it was critical to understanding and healing neurosis. His method drew on meditation and contemplation as a way of transforming narcissistic vulnerabilities and confusion. Twenty-four hundred years later these same historically documented methods have attracted great interest among psychologists. Unlike psychoanalysis, Buddhism holds that conventional ego states are neurotic. While Freud’s goal was to turn neurotic misery into ordinary human suffering, Shakyamuni Buddha’s intention was to convert ordinary human suffering into spiritual awakening and freedom from suffering.
The aim of this class is for the candidates to become familiar with mindfulness and awareness practices, to introduce Buddhist psychology, and to discern correspondences with psychoanalytic thinking. We will compare how these methods influence psychoanalytic technique, how the analyst listens, and influences clinical thinking. It is the view of the instructors that by holding these complementary but diverse views in mind, a creative tension arises, which we believe to be very useful for psychoanalyst and patient.
Dissociation and Cultural Forms
Instructor: Elizabeth Hegeman
Foundations of Intersubjectivity: An Introduction to the Philosophy that Grounds Relational Thinking
Instructor: Jack Foehl
Psychoanalysis & Religious Narratives: The Christian Narrative
Instructor: Marie Hoffman
Psychoanalysis & Cultural Studies
Instructors: Steven Botticelli & Katie Gentile
Social Identities: Race, Class, Gender & Sexuality
Instructor: Melanie Suchet & Cleonie White
The Politics of Psychoanalysis & the Psychoanalysis of Politics
Instructor: Nancy Hollander
GENDER & SEXUALITY: Selected Topics (PDPSA.4587)
Historically, aspects of psychoanalysis were rooted in 19th century cultural assumptions about sexuality and gender. Feminist critiques of those assumptions, both within the field and from psychoanalytic outsiders, have led to dramatic changes in psychoanalytic theory and practice. This course links the psychic and the social in the construction of gender and sexuality. Each semester or section will examine one aspect of this constellation in depth, focusing variously on gender, sexuality, feminism, and/or queer theory.
Psychoanalysis, Gender & Sexuality in the 21st Century
Instructor: Jack Drescher
Sexuality in Relational Perspective
Sexuality & Polymorphous Perversity: Enigma, Transgression & the Sexual Body
Instructor: Avgi Saketopoulou
This course offers two sets of skills:
First, it offers a solid knowledge base of the dominant psychoanalytic ideas on sexuality and on the heated controversies currently reverberating in our field. We will survey a range of theories as to how both normative and transgressive sexualities arise; on what legitimately ‘counts’ as the sexual body and why; on how sexuality can get recruited by trauma, how it get lodged in its repetition and/or nominate a solution; on how the sexual intersects with class, race, ability, gender and ethnicity; on how the dynamics of institutional power that animate categories of difference (race, class etc) can become structuralized into the unconscious to mobilize forms of desire or produce sexual inhibition; and on how the sexual arises both manifestly and latently in the transference and countertransference.
Talking and thinking about sexuality is oftentimes accompanied by overwhelming, ecstatic anxieties. The added dimensions of privacy and intense, accelerated intimacy inherent in the psychoanalytic situation can make clinical work with sexuality singularly difficult. So the second intent of this course is that by creating a thinking space in which to reflect as a group about these difficult matters, we will also build a holding experience to which you, the analyst, can return to internally for reprieve when you are sitting alone with an analysand talking about sex–or noticing that you or the patient are avoiding talking about sex.
An interdisciplinary focus is necessary in studying sexuality; it protects against blindspots and helps highlight and reshuffle our assumptions. The syllabus therefore pairs seminal psychoanalytic texts with critical interventions from anthropology, sociology, philosophy, gender studies, social and queer theory, literature and, since sexuality traffics in the ineffable, art. Clinical material will help translate theory into practice.
The Power of Envy in Gender Development, Sexuality and Everyday Life
Instructor: Carolyn Ellman
Comparative Perspectives on Sexuality: Theoretical & Clinical Perspectives
Instructor: Galit Atlas (Koch)
DEVELOPMENTAL & LIFE SPAN ISSUES: Selected Topics (PDPSA.4588)
The genetic and epigenetic (developmental) points of view have long been important to psychoanalysis. Classical theory began with a focus on the development of sexuality and the psychosexual stages, but soon analysts were studying the development of the sense of reality and a variety of developmental lines. This course examines various developmental perspectives in psychoanalysis, sometimes by observing young children and at other times retrospectively through the reconstruction of earlier life experience in adults. Some semesters and sections focus on infant research, some on later developmental phases, some on the clinical implications of developmental theory, and some on very specific developmental factors such as early loss or the family context.
Developmental Perspectives in Psychoanalysis: Infancy through Latency
Instructor: Neal Vorus
Thinking Developmentally:The Life Cycle and Psychoanalysis I & II
Instructor: Marsha Levy-Warren
The Analytic Process & the Process of Development: Emerging Developmental Perspectives & the Actuality of Analytic Work
Instructor: Susan Warshaw
While early psychoanalytic models of the mind and theories of personality development were derived primarily retrospectively, as a result of reconstructive work with adults, the observations of clinicians actually working with children and adolescents, as well as the findings of contemporary developmental researchers, have played a significant role in stimulating the Relational turn in psychoanalysis, impacting both theory of personality development and technique.
In this course we will consider the uses we make of evolving developmental theory and research in our conceptualizations of clinical material, technique, and our understanding of the unfolding analytic process.
Though extensive readings are provided, we will use experience near clinical material to play with the implications (or not) of newer research and developmental understanding, juxtaposed with theories of mind and personality development rooted in various psychoanalytic traditions, including the Interpersonal.
This course will include, but expand beyond earliest stages of development of self and object relations, and explore significant transformations that occur during later developmental stages including and beyond adolescence. .
We will consider the key constructs of Non Linear Dynamic Systems Theory, recent research findings related to Neuroscience, as well as Epigenetics, and we will spend considerable time on Attachment Research, (in particular some Longitudinal research findings), the pros, cons and nons of relevance to our clinical theory and work.
Psychoanalytic Developmental Theory & Practice
Instructor: Adrienne Harris & Ken Corbett
This is a course designed to examine and interrogate psychoanalytic developmental models of mind beginning with Freud and moving to Klein, Bion, Speilrein, Ferenczi, Winnicott, Laplanche, The Boston Change Group, and Butler. How do these models (how don’t they) aid analysts in coming to know their patient’s inner relational worlds? How do these models (how don’t they) capture the interpenetration of the individual and the social field? The second half of the course turns to the intersections of development with matters of class, trauma, race, sexuality, and gender.
The Psychoanalysis of Work & Organizations: Clinical & Consulting Approaches
Instructor: Steven Axelrod
The Power of Envy in Gender Development, Sexuality, and Everyday Life
Instructor: Carolyn Ellman
Coupling: An Interpersonal Perspective on Adult Development and Intimacy
Instructor: Mary-Joan Gerson
The Developmental Lens and Adult Analytic Work
Instructor: Katherine Oram
Anxiety, Envy, Shame & the Developmental Process
Instructor: Christopher Bonovitz
INFANCY & PSYCHOANALYSIS: Selected Topics (PDPSA.4589)
The past several decades have seen an explosion of research on infancy, and the findings of infancy research have had a significant impact on psychoanalytic theory and practice. Psychoanalytic theory has itself influenced infancy research and infancy research has influenced psychoanalysis. Second-by-second analysis of face-to-face interactions between parent and infant have led to monumental changes in how we understand bodily and affect regulation as well as the early origins of relatedness and patterns of communication that continue to operate through the lifetime. Each semester or section of this course will explore recent developments in infancy research focusing on methodological considerations, theoretical and/or clinical implications.
Treating the "Difficult-to-Treat" Patient: Principles Derived from Infant Research
Instructor: Frank Lachmann
This course utilizes the research on early development, face-to-face mother-infant interactions and attachment theory studies, to understand difficulties encountered in the treatment of adult patients. The work of Beebe, Fonagy, Lyons-Ruth and Daniel Stern provides a broad and in depth perspective of the basic research that documents a fundamental need to be understood. How psychotherapy and psychoanalysis address this need is discussed through readings on empathy, expectations, and having an existence in the mind of the other. Specific disorders of childhood, including disorganized attachment, autism and Asperger’s Syndrome are discussed with respect to their contribution to an understanding of adult psychopathology.
Babies in the Bathwater: Images of the Infant in Psychoanalysis
Instructor: Stephen Seligman