COLUMBIA
RESEARCH
UNIVERSITY
CENTER
FOR
PSYCHOANALYTIC
TRAINING
AND
Psychoanalysis and Interdisciplinary Perspectives
Thursdays 1 – 2:45
Course Chairs: David Olds and Larry Sandberg
Faculty: Beatrice Beebe, Fred Busch, Rebecca Chaplan, Anna Chapman, Andrew Gerber, Myron
Hofer, Eric Marcus, David Olds, Ellen Rees, Larry Sandberg, David Schab, Anna Schwartz, Mark
Solms, Mark Sorensen and Suzi Tortora
Attempts to relate central psychoanalytic concepts and current issues in clinical practice with
information from neighboring sciences—cognitive science, evolutionary psychology, and the
neurobiology of memory, affect, and cognition. These sciences of brain and mind are providing
new models of great interest to psychoanalysts, both in terms of how the mind works and how
analysis and therapy work. We read and discuss papers in these disciplines and work toward an
integration of the resulting new metapsychology with our psychoanalytic work. We aim as much
as possible to use these other sciences to inform our actual clinical practice.
This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing
Medical Education (ACCME) through the joint sponsorship of the American Psychoanalytic Association and the Columbia University Center for
Psychoanalytic Training and Research. The American Psychoanalytic Association is accredited by the ACCME to provide continuing medical
education for physicians.
The American Psychoanalytic Association designates this Live Activity for a maximum of 1 AMA PRA Category 1 Credit per hour of instruction.
Physicians should claim only the credit commensurate with the extent of their participation in the activity.
IMPORTANT DISCLUSURE INFORMATION FOR ALL LEARNERS: None of the planners and presenters of this CME program have any relevant
financial information to disclose.
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INTRODUCTION
Interdisciplinary studies and our practice
Evolutionary context: identification- example of
integration
REPRESENTATION
Representation I
Representation II
Semiotic Model
MODES OF RELATING
Attachment
Emergence from the dyad
Intersubjectivity
Mentalization
Case presentation I: the Face
Case Presentation II: the Body
AFFECT AND DRIVE
Affect
Drive & Affect
CLINICAL IMPLICATIONS: TRAUMA AND
MEMORY
Trauma
Memory
Repetition
CLINICAL IMPLICATIONS: COGNITION AND
DEFICIT
Olds/Sandberg
Olds
Sandberg/Busch
Sandberg/Busch
Olds
Hofer
Beebe
Sandberg/Busch
Busch/Sandberg
Beebe/Sandberg
Tortora/Sandberg
Sandberg/Busch
Busch/Sandberg
Schwartz
Sorensen
Chapman/Schab
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23
24
25
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Cognition I
Cognition II
Consciousness/Unconscious
CURRENT ISSUES
Conflict Model
Trauma Model
Deficit Model
Boston Change Group
Complex Systems
Neuroimaging in psychoanalysis
Final Wrap-up
Marcus
Marcus
Olds
Rees
Rees
Rees
Chaplan
Chaplan
Gerber
Sandberg
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Class 1
Introduction: Interdisciplinary Studies
DO/LS
Olds, D. D. (2006) Interdisciplinary Studies and Our Practice. JAPA, 54:857-876.
Class 2
Evolution of an evolutionary concepts
DO
Olds, D. D. (2006) Identification: Psychoanalytic and Biological Perspectives.
JAPA, 54(1)
Class 3 Representation I
LS/FB
Representation I: The Brain-Mind as Organ of Prediction and Plasticity
Pally, R. (2007). The predicting brain: unconscious repetition, conscious reflection, and
therapeutic change. Int J Psychoanal, 88: 861-881.
Schacter, D. L., Addis, D. R. and Buckner, R. L. (2007). Remembering the past to imagine the
future: the prospective brain. Nature Reviews Neuroscience, 8: 657-661.
Chapter 1: The polar bear and the whale: what plasticity entails (pp. 3 -14) In: Anserment, F. and
Magistretti, P. (2007). Biology of freedom: neural plasticity, experience, and the unconscious.
Other Press, NY
Class 4 Representation II
Representation II: The Brain-Mind as Embodied
LS/FB
Rappoport 2012 Creating the umbilical cord: relational knowing and the somatic third
Psychoanalytic Dialogues 22:3 375-388.
Lombardi, R. (2009). Through the eye of the needle: the unfolding of the unconscious body.
JAPA. 57: 61-94.
Niedenthal, P. M. (2007). Embodying Emotion. Science 316, 1002 – 1005.
Kross E. et al. (2011). Social rejection shares somatosensory representations with physical pain.
Proc Natl Acad Sci USA 108 (15): 6270 – 6275
The Embodied Mind
This class is intended to focus attention on the relationship between mind and body – a contemporary
elaboration of Freud’s dictum that the ego is first and foremost a body ego. ‘Embodiment’ is a vague
term with various meanings: it describes an aspect of mind, a way of knowing one’s own feelings
through an awareness of one’s own body, a way of coming to know another via activation of one’s own
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body or brain circuits that overlap with those typically activated in reading one’s own bodily signals.
Niedenthal’s paper is succinctly highlights some of the research on the topic. Please read the Kross
paper primarily for its essential findings about the relationship between rejection and physical pain (as
opposed to research design, etc.). Both Rappoport and the few pages from Lombardi deal explicitly with
the clinical interface – two analysts bringing very different perspectives about dealing with the body
analytically.
Class 5 Semiotic Model
DO
Olds, D.D. (2000) A semiotic model of mind. JAPA 48:497-529
Here are a few questions to start us thinking.
1. Why do we need to connect the mind and the brain anyway?
2. Does the semiotic model mean anything for your practice, for doing therapy?
3. Is the “standing for relationship” different from causality?
4. Can the coding hierarchy be considered a “soft reductionism?”
a. Does it help with the idea of free will?
b. Can it help in relating verbal therapy with pharmacotherapy?
5. How does this model relate to the Vivona/Bucci discussion?
Class 6
Attachment and evo-devo
MAH
Hofer, M. The psychobiology of early attachment. Clinical Neuroscience Research, 4: 291-300,
2005
Hofer, M. Emerging synthesis of development and evolution (presented as the 51st Rado
Lecterer, June 3, 2008)
Class 7
Emergence from the Dyad
BB
Beebe, B. Lachmann, F., Markese, S. & Bahrick, L. (2012). On the origins of disorganized
attachment and internal working models: Paper I. A dyadic systems approach. Psychoanalytic
Dialogues, 22:2, 253-272
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Beebe, B. Lachmann, F., Markese, S., Buck, K., Bahrick, L., Chen, H., Cohen, P., Andrews, H.,
Feldstein, S. & Jaffe, J. (2012). On the origins of disorganized attachment and internal working
models: Paper II. An empirical microanalysis of 4-month mother-infant interaction.
Psychoanalytic Dialogues, 22:352–374.
Class 8 intersubjectivity
LS/FB
Gallese, V., Eagle, M., Migone, P. (2007). Intentional attunement: mirror neurons and the neural
underpinnings of interpersonal relations. JAPA 55/1 131-176
Suggested:
Meyer, K. and Damasio, A. (2009) Convergence and divergence in a neural architecture for
recognition and memory. Trends in Neuroscience Vol 32 No 7 376-382.
Vivona, J. (2009) Leaping from mind to brain: a critique of mirror neuron explanations of
countertransference. JAPA 57:525-550.
Class 9
Mentalization
FB/LS
Fonagy, P. “The Mentalization-Focused Approach to Social Development”, in Mentalization:
Theoretical Consideration, Research Findings, and Clinical Implications Edited by Fredric N.
Busch, pp. 3-56.
Jurist, Eliot. Minds and Yours: New Directions for Mentalization Theory in Mind to Mind:
Infant Research, Neuroscience, and Psychoanalysis Elliot L. Jurist (Editor), Arietta Slade
(Editor), Sharone Bergner (Editor). Reading should just include section on Mentalized
Affectivity, pp. 104-108.
Study Questions:
1) Some psychoanalysts have critiqued the concept of mentalization as being too similar to prior
concepts, such as insight or empathy. What do you think of this critique? How is mentalization
different?
2) How does Fonagy view the role and development of mentalization in evolutionary terms?
3) What capacities are needed for mentalization? What brain areas are involved in these
capacities?
4) How does Fonagy conceptualize two levels of mentalization, one involving mirror neurons?
5) How does secure attachment promote mentalization? How does Fonagy address the apparent
paradox in describing how activation of the attachment system disrupts mentalization?
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6) What is meant by contingent mirroring and marking? What occurs if there are problems in the
caregiver’s mirroring capacities?
7) What is the concept of psychic equivalence and how is it modified in normal development?
8) How does attachment trauma disrupt the development of mentalization? What clinical
implications does Fonagy draw from this model?
9) What is Jurist’s concept of mentalized affectivity? Do you find it to be a useful clinical
concept for your work?
Class 10
Case presentation I: The Face
BB/LS
Beebe, B. ( 2004). Symposium on intersubjectivity in infant research and its implications for
adult treatment. IV. Faces-in-relation: A case study. Psychoanalytic Dialogues, 14 (1), 1-51.
Johnson, Mark (2005) Subcortical Face Processing. Nature Reviews Neuroscience, 6, 767 – 774.
Class 11
Case Presentation II: The Body
ST/LS
Tortora, S. The essential role of the body in the parent-infant relationship: non verbal analysis of
attachment. In Attachment based clinical work with children and adolescents. Ed by Bettmann
and Friedman, 2013
Bucci, W. (2011). The interplay of subsymbolic and symbolic processes in psychoanalytic
treatment. Psychoanal. Dial. 21: 45 – 54.
Suggested:
Solano, L. (2010). Some thoughts between body and mind in the light of Wilma Bucci’s multiple
code theory. Int. J. Psychoanal. 91:1445–1464
Class 12
Affect
LS/FB
Damasio, A. Descartes error, pp. 114-118, 127-139, 143-164 and 173-185
Class 13
Drive and Affect
FB/LS
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Jaak Panksepp and Douglas Watt. What is Basic about Basic Emotions? Lasting Lessons from
Affective Neuroscience. Emotion Review 2011 3: 387-396.
Busch, F.N., Oquendo, M.A., Sullivan, G.M., Sandberg, L.S.: An integrative model of panic
disorder. Neuropsychoanalysis, 12: 67-79, 2010
Class 14
Trauma
AS/MS
van der Kolk, B (2000) Trauma, neuroscience and the etiology of hysteria: an exploration of the
relevance of Breuer and Freud's 1893 artice in light of modern science. Journal of American Academhy
of Psychoanalysis, 28: 237-262.
Laub, D, Auerhahn, N (1993). Knowing and not knowing massive psychic trauma: forms of traumatic
memory. Int J Psychoana, 74:287-302
Class 15 Memory
MS
Pally, R. (1997c) Memory: brain systems that link past, present and future. Int. J. Psychoanal.,
78:1223-1234. Or: Pally, R. (2000) The Mind Brain Relationship. London: Karnac; Chapter
3, pp 43-71
Clyman, R. B. (1991). The procedural organization of emotions: a contribution from cognitive
science to the psychoanalytic theory of therapeutic action. J. Amer. Psychoanalytic Assn. 39
(suppl.) 349-382.
Coates, S. W. (1998). Having a mind of one's own and holding the other in mind: commentary on a
paper by Peter Fonagy and Mary Target. Psychoanalytic Dialogues, Vol 8
Class 16 Repetition
AC/DS
Summary Description of Class
Many toes have been stubbed in trying to explain repetitive behavior with psychoanalytic
theory. In this seminar, we are going to compare classical psychoanalytic explanations of
repetition with 4 nonanalytic or para-analytic frameworks: evolutionary biology, game theory,
neuroscience and addiction research. We will focus on transference as a particular example of
repetition and ask if and how non-analytic approaches provide frameworks that can be integrated
into our analytic theorizing.
Slavin & Kriegman, chapter 12 of The Adaptive Design of the Human Psyche
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This is the summary chapter of a book that attempts to integrate evolutionary biology with
psychoanalysis. In evolutionary biology, the authors find grounds by which to harmonize the
seemingly incompatible narratives of classical and relational psychoanalysis. We picked this
chapter as background for our discussion in class, where we will explain how this evolutionary
approach somewhat satisfyingly explains transference and other repetitive behaviors.
Frank, Passions Within Reason: The Strategic Role of the Emotions, pp.ix-xii & 1-19
This is a highly readable introduction to game theory of emotions, an area to which the
economist Robert Frank was a major contributor. In these early pages, Frank describes how
emotions, even when they drive what seems to be utterly irrational behavior, nevertheless quite
helpfully address an interpersonal credibility issue that game theorists call a "commitment
problem." You'll learn what that is as you read. Please think about how personality traits
expressed as seemingly irrational, often masochistic and usually repetitive behavior may actually
solve "commitment problems."
Class 17
Cognition I
ERM
No readings for this class
Class 18
Cognition II
ERM
Judd, Patricia. Neurocognitive deficits in borderline personality disorder. Psychodynamic Psychiatry.
40(1): 91-110, 2012
Marcus, Eric. Psychosis and Near Psychosis, 2nd revised edition.
Pp. 203-219
Migden, S. "Dyslexia and self control: an ego psychoanalytic perspective. PSC 53:282-299
Optional:
Bellak, L and Marsh, H. The use of ego function assessment for the study of ADHD in adults
Psychiatric Annals. 27, 1997..
Gilmore, K. (2000_. A Psychoanalytic perspective on attention- deficity/hyperactivity disorder. JAP
48:1259-1293.
Rothstein, A. "Neuropsychological dysfunction and psychological conflict. Psa. Quarterly, 1998
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Tucker, G. "Executive functioning in neuropsychiatric disorders: an overview. In Seminars in Clinical
Neuropsychiatry, 1999
Class 19
Consciousness /Uncsoncsious
DO
Pally, R. & Olds, D.D. (1998) Consciousness: a neuroscience perspective. Int. J.
Psychoanal, 79:971-989.
Solms, M. (2012) The conscious Id. Neuropsychoanalysis (in press)
Class 20:
The Conflict Model
ER
Druck, A., Ellman, C., Freedman, N., Thaler, A. (2011). A New Freudian Synthesis: Clinical Process
in the Next Generation. CIPS Series on the Boundaries of Psychoanalysis, Karnac Books 2011,
Chap 2, "Modern Structural Theory" pages 25-50
Class 21:
The Trauma Model
ER
Rees, E. (2002), Some clinical observations after September 11: awakening the past? In: S. Coates, J.
Rosenthal & D. Schechter, eds. September 11: Trauma and the Human Bond. Hillsdale, NJ: Analytic
Press.
Class 22:
The Deficit Model
ER
Pine, F. (1998). Conflict, Defect and Deficit. In Diversity and Direction in
Psychoanalytic Technique, New York: Other Press, Chap. 6, pp. 131--152.
Class 23
Boston Change Group
RC
Stern, DN, Sander, LW, Nahum JP et al (1998) Non-Interpretive Mechanisms in Psychoanalytic
Therapy: The ‘Something More’ Than Interpretation. Int J. Psycho-Anal, 79:903-921
Boston Change Process Study Group (2005) The ‘Something More’ Than Interpretation Revisited:
Sloppiness and Co-Creativity in the Psychoanalytic Encounter. JAPA 53, 693-729. (See also the
commentaries by Mayes, Litowitz, Portuges, House)
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Class 24
“Chaos and Psychoanalysis
RC
Scharff, DE, Procci, WR (2002) Chaos Theory as a New Paradigm in Psychoanalysis. A
Contribution to the Discussion of Models. Int J. Psycho-anal, 83 : 487-490
Galatzer-Levy RM (2009) Good Vibrations : Analytic Process as Coupled Oscillations. Int J. PsychoAnal, 90: 983-1007
Class 25
Neuroimaging and Psychoanalysis
Dr. Gerber
Gerber, A. J. (2012). Commentary on essays on neurobiology. In R. Levy & J. S. Ablon (Eds.),
Handbook of Evidence-based Psychodynamic Psychotherapy, 2nd Edition, Humana.
Roffman, J. & Gerber, A. J. (2012). Neural models of psychodynamic concepts and treatments:
Implications for psychodynamic psychotherapy. In R. Levy & J. S. Ablon (Eds.), Handbook of
Evidence-based Psychodynamic Psychotherapy, Humana.
Class 26
Wrap up
Dr. Sandberg
Blass, R.B. and Carmeli, Z. (2007). The Case Against Neuropsychoanalysis. Int. J. PsychoAnal., 88:19-40.
Mancia, M. (2007). On: The Case Against Neuropsychoanalysis. Int. J. Psycho-Anal., 88:10651067.
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