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NYU Psychoanalytic Institute
Psychoanalytic Practice Development Scholarly Reading and Writing II This five-week course introduces candidates to the multi-faceted process of psychoanalytic writing, with an emphasis on vividly conveying case material to illustrate a clinical or theoretical point. We also consider in detail individual authors’ experiences as they create specific publications: what triggered the writing project, what sustained it, what impeded it, encounters with readers and editors, and the process of revising. In the first three weeks we will study four papers, two of them authored by the instructors. In the final two weeks, candidates will be asked to present their own brief written clinical vignette. Dreams in Clinical Practice assists candidates in beginning to
work with dreams in a therapeutic capacity. Instructors present
dream material, sessions, and vignettes that demonstrate how they
work with dreams. Candidates are encouraged to draw from the dreams
of their patients for class discussion and exploration. Clinical
clues and techniques are discussed that help candidates develop
greater comfort and facility in associating to, understanding, and
working creatively with dreams. A reading list is provided for background
reading but this is primarily a Introduction to Child Psychoanalysis The purpose of this course is to learn the basic elements of child analytic technique. The principles of child and adult psychoanalysis are the same, but differences in developmental level make for technical differences. Technique
II Theory
IV Candidates focus on Freud's two papers that established the "Structural Theory," the basic model upon which most later psychoanalytic theorizing has been built. The Ego and the Id introduces the structural model with the now universally known "id," "ego" and "superego," establishing a new framework for understanding psychoanalytic conflict and incorporating conscience and its origins. Inhibitions, Symptoms and Anxiety changed our understanding of anxiety and created a new way of looking at the relationship between the individual and the external world, paving the way for the development of modern concepts of adaptation and compromise formation. The "Development" sequence has been designed to prepare the candidates for both adult psychoanalytic work and child analytic work. These goals are furthered by this course, in which candidates learn the basic elements of child analytic techniques. The principles of child and adult psychoanalysis are the same, but the distinct developmental levels make for technical differences. With instructors who are experienced child analysts, candidates consider technique in the analysis of children of preschool and latency ages, and in work with families. Using instructors' clinical material as well as published cases, they discuss indications and aims, history taking, distinctions between adult and child analysis, the role of the family, use of play, and technique of interpretation. Candidates hear process material from the early phases of a second case from one of their members. Candidates examine and extrapolate from short segments of an analytic hour. Through this process, a candidate learns how an analyst forms and reforms moment-to-moment hypotheses while listening to the patient, continually testing these hypotheses against new information. This is an introduction to an important aspect of how analysts develop and refine their understanding of the process of a session.From the roots grounded in Freud's "Structural Theory" grows a new understanding of psychoanalytic theory and technique. Anna Freud's The Ego and the Mechanisms of Defense establishes the importance of analytic neutrality as maintaining an equidistance from the ego, the id, and the superego, sets forth the beginning principles of "defense analysis" and working from the surface, and brings to the forefront the importance of understanding developmental levels through the vehicle of examining adolescence for the first time. Heinz Hartmann's The Ego and the Problem of Adaptation revolutionized psychoanalysis by creating a new, broader base for a psychoanalytic understanding of human behavior by considering the human mind as an evolutionarily evolved adaptive organ. From these pioneers new generations of "ego psychologists" emerged, the forerunners of modern conflict/ structuralist theorists. The post oedipal, so-called "latency" period of development is examined. This is the age of beginning schooling, the developing importance of peer relations, and the phase in which much child analytic work is conducted.Affect
Theory II A child case is presented to the class by a member of the child faculty, with discussion and considerations of the developmental and therapeutic issues.
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