New Imago – serie

Desire, Self, Mind, and the Psychotherapies unifies psychological science with contemporary relational psychoanalysis, arguing that the disciplines can be integrated if the concept of repression is understood as motivated forgetting, creative aspects of unconscious processes are taken into account in cognitive science, and a "new experiences" model of change is acknowledged by psychoanalysts. Such a model of change allows for integration of behavioral, cognitive, visual, and other techniques into a psychoanalytically-informed psychotherapy.This book will be of interest to mental health professionals, psychoanalysts, psychologists, and psychotherapists.

Desire, Self, Mind, and the Psychotherapies unifies psychological science with contemporary relational psychoanalysis, arguing that the disciplines can be integrated if the concept of repression is understood as motivated forgetting, creative aspects of unconscious processes are taken into account in cognitive science, and a "new experiences" model of change is acknowledged by psychoanalysts. Such a model of change allows for integration of behavioral, cognitive, visual, and other techniques into a psychoanalytically-informed psychotherapy.This book will be of interest to mental health professionals, psychoanalysts, psychologists, and psychotherapists.

Desire, Self, Mind, and the Psychotherapies unifies psychological science with contemporary relational psychoanalysis, arguing that the disciplines can be integrated if the concept of repression is understood as motivated forgetting, creative aspects of unconscious processes are taken into account in cognitive science, and a "new experiences" model of change is acknowledged by psychoanalysts. Such a model of change allows for integration of behavioral, cognitive, visual, and other techniques into a psychoanalytically-informed psychotherapy.This book will be of interest to mental health professionals, psychoanalysts, psychologists, and psychotherapists.

This is not your typical psychotherapy case; it is the story of one man's inner struggle to find peace and happiness in an internal world filled with dangerous father figures and tempting but rejecting femme fatales. Training analyst, author, and four-time Nobel Peace Prize nominee Vamik Volkan weaves a compelling story of Hamilton's complete psychoanalysis. From one angle, it is an evocative, accessible page-turner, drawing readers from the professional world and the lay public into the inner life of a compulsive womanizer, and the psychoanalytic treatment that brought about massive change in his inner life and personal relationships. From another angle, it is about the profound influence of historical traumas transmitted across generations and how not only an individual's parents' personal trauma, but also ancestors' historical traumas, reverberate in the current generation. Our ancestors' suffering during wars, for example, does not disappear when our ancestors die or when wars end, but continues to influence their offspring. For the deeply inquisitive person and serious students of psychoanalysis, this is an opportunity to learn about psychoanalytic theory and technique applied to a single case.The book confronts the question "Does psychoanalysis help?" Through this detailed account of the psychoanalytic treatment processes, the reader witnesses the slow but compelling changes in Hamilton's internal world. Interspersed throughout the manuscript, J. Christopher Fowler, an experienced therapist, clinical researcher, and educator, challenges Volkan to explain how his psychoanalytic techniques affect changes in Hamilton's mind.

The privileged link of psychoanalysis to spoken language does not necessarily facilitate communication among analysts and psychotherapists of different mother tongues. The Journal of European Psychoanalysis—published since 1995—has long sought to overcome these linguistic barriers. Traditionally, it has introduced English readers to important European authors, as well as to authors of Latin American countries whose paradigms are close to European "styles." Freed of the editorial and political constraints that often govern the official organs of schools and institutions, the Journal of European Psychoanalysis has, for many years, regularly featured conversations with some of the most prominent and brilliant figures in contemporary psychoanalysis: highlighting debates and trends within psychoanalysis and related fields while remaining ever-sensitive to the practical, ethical, and theoretical implications of clinical practice. In Freud's Tracks collects some of the most engaging and provocative of these conversations, thus tracing a recent history of psychoanalysis in Europe while also evidencing the discipline's vital and vibrant connections with the fields of politics and social policy, science and philosophy, cultural studies and the social sciences.

The privileged link of psychoanalysis to spoken language does not necessarily facilitate communication among analysts and psychotherapists of different mother tongues. The Journal of European Psychoanalysis-published since 1995-has long sought to overcome these linguistic barriers. Traditionally, it has introduced English readers to important European authors, as well as to authors of Latin American countries whose paradigms are close to European "styles." Freed of the editorial and political constraints that often govern the official organs of schools and institutions, the Journal of European Psychoanalysis has, for many years, regularly featured conversations with some of the most prominent and brilliant figures in contemporary psychoanalysis: highlighting debates and trends within psychoanalysis and related fields while remaining ever-sensitive to the practical, ethical, and theoretical implications of clinical practice. In Freud''s Tracks collects some of the most engaging and provocative of these conversations, thus tracing a recent history of psychoanalysis in Europe while also evidencing the discipline''s vital and vibrant connections with the fields of politics and social policy, science and philosophy, cultural studies and the social sciences.

Hypocrisy Unmasked explores the motives, meanings, and mechanisms of hypocrisy, challenging two principal psychoanalytic assumptions: First, that hypocrisy expresses deviant, uncontrollable impulses or follows exclusively from superego weakness; and second, that it can be understood solely in terms of intrapsychic factors without reference to the influences of the field. Ronald C. Naso argues that each of these assumptions devolve into criticisms rather than explanations and demonstrates that hypocrisy represents a compromise among intrapsychic, interpersonal, situational, and cultural/linguistic forces in an individual life. Hypocrisy Unmasked accords a healthy respect to the hypocrite's existentiality, including variables like opportunity and chance, and focuses on situations where the hypocrite's desires differ from those of others and on the moral principles that count in decision-making rather than how they are subsequently rationalized. Ultimately, hypocrisy exposes the ineradicable moral ambiguity of the human condition and the irreconcilability of desires and obligations.

Hypocrisy Unmasked explores the motives, meanings, and mechanisms of hypocrisy, challenging two principal psychoanalytic assumptions: First, that hypocrisy expresses deviant, uncontrollable impulses or follows exclusively from superego weakness; and second, that it can be understood solely in terms of intrapsychic factors without reference to the influences of the field. Ronald C. Naso argues that each of these assumptions devolve into criticisms rather than explanations and demonstrates that hypocrisy represents a compromise among intrapsychic, interpersonal, situational, and cultural/linguistic forces in an individual life. Hypocrisy Unmasked accords a healthy respect to the hypocrite''s existentiality, including variables like opportunity and chance, and focuses on situations where the hypocrite''s desires differ from those of others and on the moral principles that count in decision-making rather than how they are subsequently rationalized. Ultimately, hypocrisy exposes the ineradicable moral ambiguity of the human condition and the irreconcilability of desires and obligations.

Working with Trauma: Lessons from Bion and Lacan by Marilyn Charles takes concepts from the psychoanalytic literature and translates them into user-friendly language. In this book, Charles focuses on clinical work with more severely disturbed patients, for whom trauma has impeded their psychosocial development. Introducing ideas from Bion and Lacan, such as “empty speech” and “attacks on linking,” she shows the reader their clinical utility. Her use of clinical moments, rather than more lengthy vignettes, invites readers to recognize that type of dilemma and imagine how they might use the concept in their own work.

This volume offers very specific illustrations of psychoanalytic ways of thinking and working in both clinical and pedagogical contexts with children. It is designed for professionals who work with infants, children, and adolescents, and who are seeking modes of working that respects emotions, that embrace context, and that privilege imagination and possibility. For professionals who already practice in ways that are sympathetic to these modes of working, the scholarly underpinning of this work offers a rationale for taking a stand in favor of emotionally focused, child-centered work and in opposition to systems that negate the lives of children. This book is for caring professionals who devote their lives to creating spaces for children to find their own paths and is intended to serve as a source of sustenance and support for such work.

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children.There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children’s special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed. Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Françoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children’s emotions and understand the usefulness of psychoanalytic approaches for enhancing children’s lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children. Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children.There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children’s special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed. Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Françoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children’s emotions and understand the usefulness of psychoanalytic approaches for enhancing children’s lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children. Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.

Working with Trauma: Lessons from Bion and Lacan by Marilyn Charles takes concepts from the psychoanalytic literature and translates them into user-friendly language. In this book, Charles focuses on clinical work with more severely disturbed patients, for whom trauma has impeded their psychosocial development. Introducing ideas from Bion and Lacan, such as “empty speech” and “attacks on linking,” she shows the reader their clinical utility. Her use of clinical moments, rather than more lengthy vignettes, invites readers to recognize that type of dilemma and imagine how they might use the concept in their own work.

In Relating to God: Clinical Psychoanalysis, Spirituality, and Theism, Dan Merkur conceptualizes religious discourse within psychoanalysis. He proposes that God be treated as a transferential figure whose analysis leads to a reduction of the parental content that is projected onto God. Merkur notes that religious conversion experiences regularly involve theological intuitions that are either rational or, owing to morbid complications, have undergone displacement into irrational symbolism. Analysis renders the religiosity more wholesome.Traditionally, psychoanalytic thought has been dismissive of religion. Freud is on record, however, as having called psychoanalysis a neutral procedure. He argued that religion, with its dependency on a providential God who punishes disobedience, imagines spirituality on the model of human parents and fails to approach spirituality in an appropriately scientific manner. He wrote little of spiritual phenomena, but mentioned both the rationality of the universe and the parapsychological occurrence of thought transference.Occasionally, later psychoanalysts used different language in order to contrast wholesome and morbid forms of religion. Erich Fromm distinguished authoritarian and humanistic religions, while D. W. Winnicott condemned fetishistic behavior while approving of playful illusions that require “belief-in.” These formulations constructed a middle position for clinicians, neither categorically opposed to religion as classical psychoanalysis was, nor do they embrace cultural relativity as “spiritually oriented” psychotherapists are currently advocating.What sorts of spiritual practices does psychoanalysis find unobjectionable? As examples of humanistic religion, Fromm named Zen Buddhism, Buddhist mindfulness meditation, and the via negativa or “way of negating” that some Christian and Jewish mystics have followed. Because the Bible-based approaches are little known, Merkur discusses their histories, procedures, and psychoanalytic understanding.

In Relating to God: Clinical Psychoanalysis, Spirituality, and Theism, Dan Merkur conceptualizes religious discourse within psychoanalysis. He proposes that God be treated as a transferential figure whose analysis leads to a reduction of the parental content that is projected onto God. Merkur notes that religious conversion experiences regularly involve theological intuitions that are either rational or, owing to morbid complications, have undergone displacement into irrational symbolism. Analysis renders the religiosity more wholesome.Traditionally, psychoanalytic thought has been dismissive of religion. Freud is on record, however, as having called psychoanalysis a neutral procedure. He argued that religion, with its dependency on a providential God who punishes disobedience, imagines spirituality on the model of human parents and fails to approach spirituality in an appropriately scientific manner. He wrote little of spiritual phenomena, but mentioned both the rationality of the universe and the parapsychological occurrence of thought transference.Occasionally, later psychoanalysts used different language in order to contrast wholesome and morbid forms of religion. Erich Fromm distinguished authoritarian and humanistic religions, while D. W. Winnicott condemned fetishistic behavior while approving of playful illusions that require “belief-in.” These formulations constructed a middle position for clinicians, neither categorically opposed to religion as classical psychoanalysis was, nor do they embrace cultural relativity as “spiritually oriented” psychotherapists are currently advocating.What sorts of spiritual practices does psychoanalysis find unobjectionable? As examples of humanistic religion, Fromm named Zen Buddhism, Buddhist mindfulness meditation, and the via negativa or “way of negating” that some Christian and Jewish mystics have followed. Because the Bible-based approaches are little known, Merkur discusses their histories, procedures, and psychoanalytic understanding.

Fragments of Trauma and the Social Production of Suffering: Trauma, History, and Memory offers a kaleidoscope of perspectives that highlight the problem of traumatic memory. Because trauma fragments memory, storytelling is impeded by what is unknowable and what is unspeakable. Each of the contributors tackles the problem of narrativizing memory that is constructed from fragments that have been passed along the generations. When trauma is cultural as well as personal, it becomes even more invisible, as each generation’s attempts at coping push the pain further below the surface. Consequently, that pain becomes increasingly ineffable, haunting succeeding generations. In each story the contributors offer, there emerges the theme of difference, a difference that turns back on itself and makes an accusation. Themes of knowing and unknowing show the terrible toll that trauma takes when there is no one with whom the trauma can be acknowledged and worked through. In the face of utter lack of recognition, what might be known together becomes hidden. Our failure to speak to these unaspirated truths becomes a betrayal of self and also of others. In the case of intergenerational and cultural trauma, we betray not only our ancestors but also the future generations to come. In the face of unacknowledged trauma, this book reveals that we are confronted with the perennial choice of speaking or becoming complicit in our silence.

The Ethics of Remembering and the Consequences of Forgetting: Essays on Trauma, History, and Memory brings together scholars from a variety of disciplines that draw on multiple perspectives to address issues that arise at the intersection of trauma, history, and memory. Contributors include critical theorists, critical historians, psychoanalysts, psychotherapists, and a working artist. The authors use intergenerational trauma theory while also pushing and pulling at the edges of conventional understandings of how trauma is defined. This book respects the importance of the recuperation of memory and the creation of interstitial spaces where trauma might be voiced. The writers are consistent in showing a deep respect for the sociohistorical context of subjective formation and the political importance of recuperating dangerous memory—the kind of memory that some authorities go to great lengths to erase. The Ethics of Remembering and the Consequences of Forgetting is of interest to critical historians, critical social theorists, psychotherapists, psychosocial theorists, and to those exploring the possibilities of life as the practice of freedom.

Transgenerational Trauma and the Aboriginal Preschool Child: Healing through Intervention approaches trauma from transgenerational perspectives that go back to the early colonization of Australia, and describes what that event has historically meant for the country’s Aboriginal population and its culture. This history has continued to propagate traumatically across subsequent generations. This book reveals the work underway at Gunawirra, a group in Sydney founded to work against transgenerational trauma in families with children aged 0–5. The group then began working with projects in more than forty country preschools throughout the state of New South Wales.Two intrinsic forms of healing that are an integral part of this ancient culture: Dadirri (deep listening), and The Dreaming, are foundational concepts for the treatment. While these concepts are core elements of the project, this book also employs fresh contemporary theory and case studies that present ways to effectively address the deeper psychological origins and presence of trauma in our present-day preschool children, and in traumatized children throughout the world. It gives special attention to the use of therapeutic measures based in psychoanalytic thought and related modes of responding to trauma. Through many moving examples the book unites—through art, stories of The Dreaming, and the ancient gift of listening—a powerful way of approaching present-day work with Aboriginal people and their children.The contributors’ work is at the forefront of field research, clinical work, and theoretical interdisciplinary work. This book is essential to workers and teachers who deal daily with traumatized children in their communities and schools. In the usefulness of its model, the depth of its thinking, and the intensity of its methodology, Transgenerational Trauma and the Aboriginal Preschool Child breaks new ground in the treatment of trauma for people who care for children everywhere.

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children.There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children’s special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed. Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Françoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children’s emotions and understand the usefulness of psychoanalytic approaches for enhancing children’s lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children. Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.

Reinterpreting the Borderline is a timely and comprehensive analysis of Heidegger’s philosophy and its relevance to the clinical fields of psychiatry, psychotherapy, and psychoanalysis. Cammell presents the key elements of Heidegger’s philosophy and further explores affiliations with other key philosophers influenced by Heidegger. By applying these philosophical ideas to developmental models and clinical treatments of borderline personality disorder, Cammell develops a system of ideas he terms “hermeneutic ontology,” exploring the fundamentally relational, embodied, affective, temporal, and technical aspects of existence that become problematized in the experience of “the borderline”--both for the suffering individual and the concerned clinician. Cammell posits that “borderline experience” extends beyond the suffering individual to the context of the psychotherapy itself, something in which the therapist and suffering individual must collaborate to overcome. Reinterpreting the Borderline provides a rich and complex study toward simultaneously overcoming the divide between theory and practice, philosophy and psychotherapy, and finally the borderline between suffering individuals and their concerned clinicians.

Trauma was a potent influence in the lives of pre-1924 Eastern European Jewish immigrants. They uprooted themselves because of grinding poverty, anti-Semitic discrimination, pogroms, and the violence of World War I. This book’s psychoanalytically-informed life stories, based on 22 in-depth interviews with the immigrants’ adult children, tell the tales of these immigrants and their children.Many of the children believed their parents had left their lives in Eastern Europe behind them. This disavowal—aided by the immigrants’ silence and denial—allowed their children to minimize the trauma and loss their parents suffered both before and after immigrating. I analyze the impact of parental trauma and loss on the second generation. Trauma and loss affected the transmission of memory, and, consequently, often immigrants’ recollections were not passed on to future generations. The topics of trauma and loss in the lives of Eastern European immigrants are relevant in understanding current immigrants to America.Often immigrants’ children tried to repay the debt that they felt was incurred by their parents’ sacrifices. Resilience, accomplishment, and their transition from their immigrant parents’ world to their own full participation in the American milieu characterized the adult lives of the immigrants’ children.

Adaption and Psychotherapy gives a concentrated but complete picture of Robert Langs’s adaptive clinical theory, and also expands Langs’s treatment of adaptation by examining Carl Jung’s theory of adaptation. This book articulates Jung’s positive and clinical understanding of adaptation in a way that allows comparison to Langs’s adaptive paradigm as well as a creative synthesis of the two approaches. The result is a development of Langs’s adaptive paradigm and an expansion of clinical theory and technique that is valuable for both Freudian and Jungian analysts.

Adaption and Psychotherapy gives a concentrated but complete picture of Robert Langs’s adaptive clinical theory, and also expands Langs’s treatment of adaptation by examining Carl Jung’s theory of adaptation. This book articulates Jung’s positive and clinical understanding of adaptation in a way that allows comparison to Langs’s adaptive paradigm as well as a creative synthesis of the two approaches. The result is a development of Langs’s adaptive paradigm and an expansion of clinical theory and technique that is valuable for both Freudian and Jungian analysts.

Breaking through Schizophrenia builds on the ideas of Jacques Lacan who argued that schizophrenia is a deficient relationship to language, in particular the difficulty to master the metaphoric dimension of language, which children acquire by the Oedipal restructuring of the psyche. This book is thus a countercultural move to present a less damaging view and a more efficient treatment method for schizophrenic persons. Through a collection of published and unpublished articles, Ver Eecke traces the path of Lacanian thought. He discusses the importance of language for the development of human beings and examines the effectiveness of talk therapy through case studies with schizophrenic persons.

Breaking through Schizophrenia builds on the ideas of Jacques Lacan who argued that schizophrenia is a deficient relationship to language, in particular the difficulty to master the metaphoric dimension of language, which children acquire by the Oedipal restructuring of the psyche. This book is thus a countercultural move to present a less damaging view and a more efficient treatment method for schizophrenic persons. Through a collection of published and unpublished articles, Ver Eecke traces the path of Lacanian thought. He discusses the importance of language for the development of human beings and examines the effectiveness of talk therapy through case studies with schizophrenic persons.