september 2023
12sep7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
october 2023
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
19oct7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
26oct7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
november 2023
02nov7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
09nov7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
16nov7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
30nov7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
december 2023
07dec7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
14dec7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
21dec7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
Event Details
COURSE DESCRIPTION: This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as
Event Details
COURSE DESCRIPTION:
This course introduces all candidates and students to the fundamental mental states that lie behind the Subjective Self development during the first three years of life, as well as during the mind’s reparation process in psychotherapeutic clinical treatment.
We enter this terrain through a poignant vision of Melanie Klein’s theory, highlighting her unique and universal psychic positions: the Paranoid-Schizoid Position and the Depressive Position. Thomas Ogden’s (1986) The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue will be used in this course as a roadmap.
Dr. Kavaler-Adler teaches all the chapters on Melanie Klein’s view of psychic “phantasy” and of the two psychic positions, where Ogden provides vivid clinical illustrations from his own practice.
She also comments on her own clinical case examples, and clinical case articles, as in the poetic birth of the passionate and related self in “Regrets for Daddy” from her 2013 book Anatomy of Regret: From Death Instinct to Reparation and Symbolization through Vivid Clinical Cases.
The vision of the main contributions of the British Object Relations theorists continues with chapters from The Matrix of the Mind that depict some of the primary and developmental theories of D. W. Winnicott. The original thinking of D.W. Winnicott in relation to the matrix of the mind residing in the “maternal matrix” is explored and demonstrated in clinical examples. Also, Winnicott’s unique vision of “potential space” is explicated.
Contrasts between Melanie Klein’s thinking and that of Winnicott are acknowledged, while the veritable truth that Winnicott was inspired by Klein in all his thinking is also acknowledged. Winnicott was outlining his contrasting view of the environment, and its evolution into the interpersonal realm that emerges through transitional space and transitional objects.
Winnicott’s view of the “holding environment” for both the mother of an infant and toddler and for the psychotherapist of a character disordered (“false self”) patient will also be part of the beginning exploration of Winnicott’s genius, as he combined the knowledge of being a pediatrician with that of being a psychoanalytic clinician with a developmental focus.
The latter part of the course will relate to readings in Dr. Kavaler-Adler’s 2014 book The Klein-Winnicott Dialectic: Transformative New Metapsychology and Interactive Clinical Theory, related to these two primary British Object Relations theorists, enlarging the scope provided by Dr. Thomas Ogden.
This book introduces readers to the psychobiographies of Melanie Klein and D. W. Winnicott, illustrating how each of the mothers of these two theorists influenced the construction of their boldly contrasting, and yet clinically complementary theories. Chapters read for class will introduce students to the dramatic domination of Melanie Klein’s mother during her life, both literally (during her early life until her divorce and entrance into psychoanalysis with Karl Abraham), and then theoretically (during her later life as a psychoanalyst who pioneered psychoanalytic Object Relations).
Klein-Winnicott Dialectic book will also be used to show Dr. Kavaler-Adler’s clinical work that integrates major contributions of each of these two formidable and pioneering clinical theorists. This book helps students to understand how the combination of the contributions of Melanie Klein’s and of D. W. Winnicott’s clinical theory can provide for the most profound, healing, and transformative clinical work. Also, the combination of Winnicott’s view of “object survival” through the therapeutic “holding environment” and the therapeutic process of mourning, first written about by Melanie Klein, can be seen to initiate the “developmental mourning” process spoken about by Susan Kavaler-Adler in all her work.
The subjects of “transitional space” and of the transition from the paranoid-schizoid position to the depressive position are also addressed head on in the clinical chapters of The Klein-Winnicott Dialectic.
The students are encouraged to comment on the materials and to ask questions, as well as to share their own clinical experience, which creates a rich communal atmosphere.
Dates
Thursdays, October 12, 19, 26; November 2, 9, 16, 30; December 7; 14; 21, 2023 (8:40pm – 9:55pm)
january 2024
11jan7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
18jan7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
25jan7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
february 2024
01feb7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
08feb7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
15feb7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
22feb7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
29feb7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
march 2024
07mar7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
14mar7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
april 2024
04apr7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
11apr7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
18apr7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
25apr7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
may 2024
02may7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
09may7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
16may7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
23may7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
30may7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
june 2024
06jun7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)
13jun7:15 pm8:30 pm“Analyst as Instrument” Group Supervision Class
Event Details
COURSE DESCRIPTION: This course offers a group supervision experience, in which
Event Details
COURSE DESCRIPTION:
This course offers a group supervision experience, in which students respond deeply to each other’s clinical work, and also risk sharing their own clinical work in order to get meaningful feedback.
The course is entitled “The Analyst as Instrument” because the focus is on how the clinician uses his/hers own feelings, thoughts, sensations, and perceptions in each therapeutic session as an avenue to the most acute understanding of their patients (or clients). Students learn through firsthand sharing of clinical struggles what is deflected and projected out from the patient’s internal world. This approach is based on the work of generations of object relations theorists, originally derived from the British object relations school.
This approach stems back to Melanie Klein’s concept of projective-identification, Paula Heimann’s understanding of countertransference, Heinrich Racker’s contribution on “concordant” and “complementary” countertransference, as well as on Wilfred Bion’s views on translating concrete unprocessed “beta” elements (enactments) into symbolic “alpha” communication, which involves of processing projective-identifications as an integral part of countertransference phenomenon. Further contributions were made by the representatives of the British school, such as D.W. Winnicott (in his paper on “Hate in the countertransference”) and by the American theorists who wrote about ‘subjective” versus “objective” countertransference (Otto Kernberg, Lawrence Epstein, and Jeffrey Seinfeld).
The basic idea is that everything that a psychoanalytic object relations clinician experiences while in the room with the patient can be mentally (Peter Fonagy’s “mentalization”) and symbolically processed, so that it is understood in terms of core traumas and conflicts within the patient’s internal world, which are enacted upon the therapist, because the patient cannot contain and consciously experience his/her own traumas and conflicts. Whatever is said by the patient is then seen as secondary to what the patient might be enacting at any one moment, especially in relation to a core developmental arrest trauma that disrupted basic self integration and separation-individuation. This approach is critical with character disordered patients, as their psyche does not operate on containing repression; this results in compulsion to propel their own internal experience out into the other they are with, inducing feelings in the therapist of being either the traumatizing parent (part object) or the traumatized child self (part self). Object relations theories help therapists to process those projective-identification experiences, so that they can understand the traumatic disruptions in a patient’s core, stemming from the time of the early pre-oedipal parent-child sadomasochistic enactment.
For all patients, it is essential that their analysts understand/feel how to be “in their skin.” In the case of neurotic patients, verbal associations do reflect such feelings in terms of core conflicts. Thus, the understanding of these symbolically meaningful verbal associations and memories allows the therapist to understand the patient’s core conflicts, as they are continually retriggered in the unconscious areas of a repressed psyche. Participants of this course will also benefit from the mere experiential learning of how to process “objective countertransference,” and such concepts as transitional space, transitional object, holding environment, psychic container, and projective identification.
Dates
1/10/19 – 3/14/19 (Thursdays, 7:15pm-8:30pm)
3/28/19 – 6/06/19 (Thursdays, 6:15pm -7:30pm)