Psychoanalytic Formation, Transmission, Training (original) (raw)
Related papers
IUSAM-APdeBA: A higher education institute for psychoanalytic training
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.
2020
This is an innovative, interesting and creative way of exploring key psychoanalytic concepts. This most significant book offers a number of short presentations from prestigious analysts who explore and illustrate fundamental psychoanalytic concepts from a contemporary perspective. Clinical examples illustrate the different theoretical approaches that the authors follow, how they think and practise. Rooted on Freudian thinking, the reader will encounter different perspectives on concepts such as the presence of the analyst, transference, listening and interpretation, figures and forms, the frame and setting, the role of the drives, of trauma, sexualities and otherness among many other fundamental concepts. This book will be of great value to both psychoanalysts and to a wider interested readership alike." Catalina Bronstein, Training and Supervising Analyst of the British Psychoanalytical Society and Visiting Professor in the Psychoanalysis Unit at University College London "This is a great profoundly psychoanalytic contribution. Parsimonious, deep, insightful and introducing me to lots of things I halfknew or hadn't thought about. Good to keep by and browse at random. Will repay hours of attention." David Tuckett, formerly president of the European Psychoanalytic Federation,
An Intervention on Psychoanalysis and Its Movement
Buffalo to give a seminar entitled "Writing, the Pass, and the School: Psychoanalysis and the Task of Transmission." As the title of their collective presentation suggests, these three psychoanalysts were invited and agreed to speak, not only as members of a research group, nor even as psychoanalysts, but also as key actors in a more recent initiative: -the École Freudienne de Québec (EFQ). Whereas discussions of psychoanalysis tend to oscillate between theory and practice, the existence of this school cannot be understood in terms of either of these categories. Apollon, Bergeron and Cantin hasten to specify that the EFQ is the school of GIFRIC-one of the clinico-cultural interventions evoked in the name that this group has given itself. The EFQ is indeed an ongoing intervention in the sense that, although its stakes and its horizon might have been carefully calculated based on previous research and experience, it is a project that a certain number of people undertook at a certain time in a certain place without being able to foresee its outcome. It constitutes a rupture within the lives of its members and its collaborators, and perhaps within North American society, that has yet to be theoretically mastered. Indeed, the structure and activities of the school are designed to maintain this rupture and thereby to provoke an experience that is always "ahead" of any theoretical formalization. Rather than presenting a theory of "writing, the pass, and the school," our guests, as participants in the ongoing experience of the school, came to bear witness to the force of this rupture. As witnesses who remain immersed in the experience of which they speak, they brought this rupture with them "from Québec" into the space of the university. the university at buffalo steven miller an intervention on psychoanalysis and its movement
Ethics, Transmission and Teaching in psychoanalytical practice
2009
Such is reason that leads me to briefly outline the conditions which make the “transmission of the psychoanalytical teaching” possible. The bradawl called “style”, which the Ancients used to write with on polished boards, makes reference to the eventuality of a writing founded on the transmission of a teaching. The idea of style -whose definition lies in the writing of the unconscious-, indicates the very matter of the psychoanalytical field; its pertinence was introduced by Lacan. Style is not conceived in the register of the expression, in this sense, it neither expresses nor reveals to man anything; it is not a sign of him. Lacan says: “The style is the man himself [Buffon quotes], people repeat without seeing any harm in it, and also without worrying about the fact that man is no longer so sure a reference point –writes indeed LacanStyle is man, and we should adhere to the formula, by only extending it: It is man, though... the one man we address”. 1 That is to say, the idea of ...