Specialized Field Syllabus

The Psychoanalytic Reiew, 2011

International Journal of Psychoanalysis, 2009

The history of the last century shows the almost constant presence of psychoanalysis in the academic setting and, simultaneously, the incredible absence of analytic training at the universities. This paper outlines the project of the Buenos Aires Psychoanalytic Association (APdeBA) to create a higher education institution of its own (IUSAM) specifically aimed at lodging psychoanalytic training within a university setting. The project was approved by the Argentine educational authorities in 2005 and received the economic support of the International Psychoanalytical Association (IPA). The academic structure of the university is described, whose goal is broadened to the interdisciplinary field of mental health with psychoanalysis as an integrating axis. Some of the characteristics of the traditional ‘university model’ as well as its relationship with psychoanalysis are pointed out. With the IUSAM, psychoanalytic training is not included as a part of an already established university, it rather creates a new one, with the support of a well-known psychoanalytical association (APdeBA) which endorses its activities and guarantees its identity. IPA’s requirements for analytic training (didactic analysis, supervisions and seminars) have been fully preserved in this new context. Finally, some of the advantages and disadvantages of including analytic training into an academic environment are listed.

GEORGIAN PSYCHOLOGICAL JOURNAL

2017

“If Psychoanalysis can help us better understand human behavior, then it must certainly be able to help us understand literary texts which are about human behavior” (Tyson.p11) “Psychoanalytic Criticism provides a stimulating approach to literary analysis that holds that we humans are complex yet somewhat understandable creatures who often fail to note the influences of the unconscious on our motivations and our everyday actions” (Bressler.p161)

Psychoanalytic Inquiry, 2019

There has been much conversation in recent years about the lack of access to psychoanalytic ideas among young people (i.e. early career professionals, graduate students, and undergraduate students). In 2005 the American Psychoanalytic Association launched an outreach task force, the 10,000 Minds Project, in the belief that the future of psychoanalytic thought depends on engaging undergraduate students in psychoanalytic ideas. Ten years later, Hampshire College emerges as an important psychoanalytic vista for interested undergraduates.

International Forum of Psychoanalysis , 2018

Book Review Written together with David Lerman

For many years, I have taught " Introduction to Psychoanalysis " from the vantage point of Descriptive Psychology. The policy I try to follow is to use ordinary language and to avoid concepts and theory that does not actually inform my day-today practice. Each semester, given input from my students, this is revised. Early in my training, I was strongly influenced by George Klein's effort to separate clinically useful theory from Freud's metaphysics. Accordingly, I present theory in non-deterministic language. What follows reflects my adaptation of his project and a liberal stealing from his work. Below you will find 15 statements that I take to be basic beliefs and choice principles that are commonly shared within the psychoanalytic community. When the statement is in the form of theory or belief, the essential questions the reader should ask are empirical: is the development of personality or the understanding of behavior accurately or usefully articulated? Does it actually happen this way? When the statement is in the form of a maxim, the essential questions are conceptual: is the statement well formed, logically correct, and where should it be applied? Following most statements is a brief note describing how the belief, theory or maxim is put into clinical practice. As a work in progress, frequently updated for clarity and inclusion, your thoughts, comments and recommendations are welcome and valued.

The Journal of Psychiatry & Law, 2005

Psychoanalytic Psychotherapy is the third in Nancy McWilliams' trilogy explaining psychodynamic treatment through the eyes of a brilliant but unassuming teacher, writer, and psychoanalyst. As a clinician and frequent advocate for psychotherapy, I marvel at McWilliams' achievement in her latest work. Psychoanalytic Psychotherapy is not only an educative tool for therapists, but it is also an invaluable aid for advocates explaining psychodynamic concepts to lay audiences. Given how severely the most basic concepts of psychodynamic thought have been obfuscated, this alone is no small contribution.