"TELL ME WHAT YOU THINK:" A REFLECTION ON JEREMY SAFRAN'S APPROACH TO PEDAGOGY.

The author reflects on how his relationship with Jeremy Safran during graduate school continues to inform his thinking around pedagogy and clinical training. Safran's emphasis on independent inquiry is highlighted, especially regarding the importance of seeking out perspectives and evidence that come into conflict with one's primary orientation. The author argues that Safran's pedagogical stance could be described as inhabiting a state of "pre-judgment," which is essential in both clinical and pedagogical contexts in the psychoanalytic field.

Re-learning from teaching: a personal reflection on Jeremy Safran's legacy.

Jeremy Safran's pedagogical style was singular in its emphasis on experiential learning through role-plays, use of session video recordings, and his full-hearted embrace of therapists' subjectivity as a tool for therapeutic change. This paper is a personal reflection on the author's experiences as Jeremy Safran's student and how they have translated into her own teaching and supervision. She shares how teaching has been a means of reconnecting with her experiences learning from Jeremy, and the ways in which she tries to carry forward his unique contributions to the next generation of students and trainees.

[Adverse childhood experiences, attachment representations and mentalizing capacity of psychotherapists in training]. / Aversive Kindheitserfahrungen, Bindungsrepräsentationen und Mentalisierungsfähigkeit von Psychotherapeuten in Ausbildung.

Adverse childhood experiences, attachment representations and mentalizing capacity of psychotherapists in training Objectives: In this study we analyzed the relation between adverse childhood experiences (ACEs), attachment representations and reflective functioning (RF) in psychotherapy trainees. Methods: 90 trainees in the beginning of their training of three psychotherapeutic approaches (CBT, psychodynamic and psychoanalytic) were assessed with the Adult-Attachment- Interview (AAI). AAIs were coded for attachment representation, ACE and RF. Experiences in psychotherapy as a patient before training were assessed by online inquiry. Data were analyzed via mediator- and moderator analysis. Results: Therapists in training show to be as burdened as the general population in terms of ACEs. Coding of the AAIs revealed a high percentage of secure attachment (85 %) and mentalizing capacities above the average (RF = 5.8). The relation between number of ACEs and RF was completely mediated by the degree of attachment security. The number of psychotherapy hours before training moderated the negative effect of the number of ACEs on RF. Conclusions: Results underline the importance of personal therapy during training and raise the question how reflective functioning can be fostered during training.

Child and Adolescent Psychoanalysis as Contemporary Psychotherapy: Insights From a Semistructured Interview of Practitioners.

In response to an emerging consensus that research is important to maintain and develop the field of child and adolescent psychoanalysis, 20 child and adolescent psychoanalysts underwent a semistructured interview concerning their current practices, background, and professional values. Grounded theory methodology was applied to a section of the narratives to produce shared concepts. A significant difference was found between how child and adolescent psychoanalysts are traditionally characterized and taught and how they currently practice. This distinction was supported by findings concerning the importance of active work with parents, the therapeutic relationship, and insight. These findings underscored the similarity of child and adolescent psychoanalysis to other fields of contemporary psychotherapy. They can be used to form a bridge between psychoanalysis and the other fields of psychotherapy and to maintain some presence of the field in contemporary academic research.

The evolution of psychoanalytic thought: a brief view through the lens of Western art and history: Freud and beyond.

OBJECTIVE: The aim of this paper is to explore the diversity and progress in psychoanalysis and psychotherapy post-Sigmund Freud from the perspective of Western art. Since 1900 the shift from one-person psychology to the more contemporary two-person psychology is reflected in the creativity of artists, particularly in their depiction of the mother-infant relationship. CONCLUSION: An alternative perspective in understanding the evolution of Man's nature can be drawn from a discourse between art, history and psychoanalytic thought. Using art as evidence that reflects concurrent changes in psychoanalytic thought is a stimulating way to engage trainee psychiatrists and psychiatrists in their exploration of human nature.

Is There a War on Women in Psychoanalysis? The Disappearance of a Group of Women Leaders.

Some older members of the Boston Psychoanalytic Society remarked that in the 1950s and 1960s there was a group of prominent women analytic leaders at BPSI. They were training analysts, writers, and teachers active in the society and in the community. They were succeeded primarily by men. The question arose Was that an expression of "the war on women"? This paper explores and discusses this question. Although there were some expressions of resentment at being "dominated" by women, the answer appears to be more complex. For various reasons there was not a group of younger women available to move into this role at that time. The reasons for this are described--including the need for a medical degree for psychoanalytic training, the cultural postwar pressures in the United States for women not to work, and the institutional structural problems making it difficult for women candidates, such as ambivalence about pregnancy and the delays in changes in theory to enter the curriculum. This made for discrepancies between theory and the experience of candidates. The earlier group of women were mostly trained in Europe and the implications of this are described. In the years when the leadership was primarily male, decisions subtly reflected this.

The Process of Case Writing: A Fourth Pillar of Analytic Training.

The educational and clinical effects of the process of case writing during analytic training have not been extensively studied, even though the case report, as a product, has prompted attempts to make it a more revealing and accurate document. Countertransference experiences during an analysis can constrain both the candidate's writing and the analytic work, while examining them during the writing process can deepen the candidate's analytic work. Three overlapping resistances to the writing, and their underlying anxieties, are described. These are publication resistances: concerns about the anticipated reception of the candidate's work by potentially critical readers; transference resistances: feelings toward the analytic institute that requires the writing; and countertransference or reimmersion resistances: fears of reawakening reactions from the analysis. These can interfere with finding a safe internal space in which to write. Examples are given of writing through of these resistances during case supervision, resulting in more open writing and in a deepening of the analytic work. As the case writing process can have direct and potentially profound effects on the candidate's current and future analytic work, it is proposed that the process of case writing is a fourth pillar of analytic training, in addition to the candidate's personal analysis, case supervision, and didactic seminars.

The analyst's hatred of analysis.

Analytic work is loved and hated. Both attitudes deserve scrutiny, but the analyst's hatred of analysis, which transcends countertransference responses to individual patients, represents an impediment to gratifying analytic work whose recognition and conceptualization has been resisted. The author suggests that antipathy among analysts toward analysis and the analytic situation is normative and expectable, yet commonly experienced as shameful. He speculates that it is sometimes disavowed and projected. Training institutes might inadvertently foster this sense of shame rather than promote its working through. The recognition that analytic identity functions as both a loving and a persecutory internal object has implications for psychoanalytic education and practice.

On the experiential and psychotherapeutic dimensions of psychoanalytic supervision: an interpersonal perspective.

I advocate in this article for supervision to provide a frankly psychoanalytic (i.e. psychotherapeutic) experiential encounter for the supervisee, and the stipulation that it convey experientially the very idiom it is intending to impart. I contend that the psychotherapeutic and experiential potentials of psychoanalytic supervision have often been prescriptively delimited, to the detriment of its participants' potential transformations and evolutions as psychoanalysts and persons. I address some of the unique contributions interpersonal psychoanalytic theories offer in support of conducting psychoanalytic supervision in terms of my suggested modifications.

The beginnings of psychoanalytic supervision: the crucial role of Max Eitingon.

Psychoanalytic supervision is moving well into its 2nd century of theory, practice, and (to a limited extent) research. In this paper, I take a look at the pioneering first efforts to define psychoanalytic supervision and its importance to the psychoanalytic education process. Max Eitingon, the "almost forgotten man" of psychoanalysis, looms large in any such consideration. His writings or organizational reports were seemingly the first psychoanalytic published material to address the following supervision issues: rationale, screening, notes, responsibility, supervisee learning/personality issues, and the extent and length of supervision itself. Although Eitingon never wrote formally on supervision, his pioneering work in the area has continued to echo across the decades and can still be seen reflected in contemporary supervision practice. I also recognize the role of Karen Horney-one of the founders of the Berlin Institute and Poliklinik, friend of Eitingon, and active, vital participant in Eitingon's efforts-in contributing to and shaping the beginnings of psychoanalytic education.

Qualitative multi-centered study: Trustworthiness of the three-level model (3-LM) Part 1.

The 3-Level Model (3-LM) is proposed as a guide or heuristic for observing and describing patient change. Used since 2011 in the context of the International Psychoanalytic Association (IPA), its trustworthiness as a model still needs to be studied. OBJECTIVES AND METHODS: This study aimed to assess the trustworthiness of the 3-LM by comparing the output of three groups of IPA-certified analysts (Europe, North America and South America). The comparison was made using process and outcome measures as analytical tools. This objective was divided into specific objectives presented in two articles. Each group belonged to a different geographical region of the IPA. They all worked on the same clinical case and their output was analysed using the same structured qualitative methodology. To analyse levels 1 and 3 of the model, the Consensual Qualitative Research (CQR) method was used. For level 2, the Operationalised Psychodynamic Diagnosis (OPD-2) was used. RESULTS AND DISCUSSION: There was a predominance of convergence between each of the groups for each of the levels analysed, with some points of divergence. The implications of these results for the trustworthiness of the model, clinical practice, training and research in psychoanalysis are discussed.

Psychodynamic psychotherapy in psychiatry: the missing link?

Polarization of biological and psychosocial aspects of psychiatry determines the artificial division of the "biological" psychiatrists and psychiatrists "psychotherapists". This division resulted from a certain dose of mystification of the psychotherapeutic work of those practicing, and fear of psychological determinism of the functioning, of those who are looking for answers in the biological substrate. The gap of polarization is now described as a form of Cartesian dualism, the division of the mind and the brain. The integration of psychotherapy in psychiatry is the trend in psychiatric specialization, virtually erasing this dualism. This paper describes novelties related to psychotherapy training, as defined by the Section of Psychiatry within the European Union of Medical Specialities and the Psychiatry Residency Review Committee in the U.S.that provided guidelines for the psychotherapeutic competences of future psychiatrists. We are also describing the situation in Serbia, where there was a formal specialization in psychotherapy at the Medical Faculty in Belgrade, for over thirty years, and education in psychodynamics of adults, at the Mental Health Institute, from 1978 to 2007. In addition, there are a number of other schools of psychotherapy, providing training for psychiatrists. This framework allows the authors, based on their experience and previous research, to present their views concerning the future of training in psychodynamic psychotherapy in psychiatric education.

The 'community turn': Relational citizenship in the Psychoanalytic Community Collaboratory®.

Drawn from five years of experience in the web-based Psychoanalytic Community Collaboratory, this paper explores implications of the 'community turn' in psychoanalysis for roles, methods, clinical theory, and training. With participants from many parts of the world, the Collaboratory has become a creative generator of projects including documentary films, community memorial initiatives, and mental health interventions in highly stressed communities. The Collaboratory's unique pedagogy offers valuable experiential learning about the complex intersubjective dynamics common to group and community life. Through reflection on the interpersonal dynamics of three critical incidents, we illustrate the interplay of intra-psychic and political aspects of identity--what we have termed 'relational citizenship', an intersubjective self-state in which the individual and the sociopolitical are psychically linked and where the challenges of identifying with and belonging to one or more collectivities are recognized and negotiated.

Psychodynamic psychotherapy: adults and children.

Psychodynamic psychotherapy is a major therapeutic modality for adults and children. It covers a number of related therapies based on psychoanalytic concepts and models. In this paper, we address new developments in thinking and practice, recent changes relating to teaching, and new findings from research and developmental science. A child case is presented to illustrate the complexity of arriving at a diagnosis and treatment.

Urine trouble: a social history of bedwetting and its regulation.

Bedwetting has confounded the presumed boundaries of the human body, existing in a fluid space, between the normal and pathological, its treatment has demanded the application of a wide array of different technologies, each based on a distinct conception of the relationship between the body and personality, human organs and personal conduct. In tracing the social history of bedwetting and its regulation, this article examines the ontological assumptions underpinning the treatment of bedwetting and how they have changed over the past two centuries. Through the analysis of medical journals, newspaper articles and magazine advertisements, different topologies are identified which redefine the boundaries of the human body and its capacities. From 16th-century naturalism, in which the human body is subordinated to a cosmic totality, to the circumscribed space of 19th-century paediatrics and the expansive circuits of behavioural psychology and modern psychoanalysis, the body has become multiplied, differently enacted through the application of diverse technologies. It was be shown how coordinating the messy and divergent conceptions of the human body has posed an endemic problem for the human sciences, and how the enduring tension between object enactment and subject constitution is an expression of modern "baroque" subjectivity.

The strange case of the Freudian case history: the role of long case histories in the development of psychoanalysis.

Sigmund Freud's five long case histories have been the focus of seemingly endless fascination and criticism. This article examines how the long case-history genre developed and its impact on the professionalization of psychoanalysis. It argues that the long case histories, using a distinctive form that highlighted the peculiarities of psychoanalytic theory, served as exemplars in the discipline. In doing so, the article extends John Forrester's work on "thinking in cases" to show the practical implications of that style of reasoning. The article illustrates how the form disappeared once the theoretical basis of the movement was set. The genre never became institutionalized, although the content of the five long case histories did, because of Freud's accepted role as theoretician of psychoanalysis.

Definitions of homework, types of homework, and ratings of the importance of homework among psychologists with cognitive behavior therapy and psychoanalytic theoretical orientations.

A random sample of 827 psychologists were surveyed to assess their definitions of homework, use of homework tasks, and perceived importance of homework. Theoretical orientation distinguished practitioners' responses. Cognitive-behavioral therapists defined homework as being closer to empirically supported therapy, whereas psychodynamic therapists rated homework as less characteristic of a process that embraces client responsibility and adaptive skills. Cognitive-behavior therapists did not limit their choices to activity-based tasks, and psychodynamic therapists reported using behavioral tasks "sometimes." Monitoring dreams and conscious thought were also used among the entire sample surveyed. Psychodynamic therapists rated homework as "somewhat" or "moderately" important, whereas cognitive-behavior therapists more often rated homework as "very important." Data suggest some homework may be common to different psychotherapeutic approaches. Findings are discussed in the context of recent theoretical work on homework in psychotherapy and recommendations for future research.

Why analysts need their patients' transferences. 1993.

This lead article to the Special Issue of the American Journal of Psychoanalysis, celebrating Charles Rycroft's life and work, was originally published in 1993. It is republished here with the generous encouragement and permission of Rycroft's widow, Jenny Pearson. This article is part of many, written by Rycroft on the psychoanalytic process and the role of projective identification in psychoanalytic training relationships. Here, Rycroft continues his thoughts in his previous paper, "On Ablation of Parental Images" (1965-1973), on the illusion of having created oneself. In the process of ablation of one's parental images and a search for replacement of them, the psychoanalyst is vulnerable to enact grandiose phantasies to become the new omnipotent parent in the analytic relationship. An overemphasis on the role of the transference can contribute to such phantasies of both analysts and their patients, interfere with the healthy growth of candidates, and become a process in which candidates surrender their healthy judgements and individual voices. The challenge in psychoanalytic training relationships is to reach a state of independence of thought, while at the same time achieve an ability to recognize the immense debt all analysts have to their analysts, teachers and even patients.