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Sunday, 19 November 2017



2. Does Trainting Help Psychoanalysis or Hurt it?
      My question could sound frivolous because it cannot be answered before asking another preliminary question: what else is psychoanalysis if not what we are trained to practice? Training- up till now- is the only formal and settled way of acquiring knowledge and expertise in psychoanalysis. It is also the only way to formerly join the psychoanalytic community. The implicit characterisation of psychoanalysis as practice creates a paradox: psychoanalysis is the practice of psychoanalysis.
      In the first part I stressed that the psychoanalytic movement has benefited from the notion of training and the institute system. It allowed giving the new discipline the needed outline to grow and build an identity and to identify its membership. However, when the movement reached full extension and expansion and popularity in the late sixties and the early seventies it started to show signs of fatigue. Those signs showed themselves in a telling way: a trend toward divisions. The one analysis generated several schools, and the schools, with their explicit titles, claimed to be new modalities of psychoanalysis. Yet, they were merely expanding the boundaries of the theory (haphazardly most of the time), indirectly criticizing the limitations of the Freudian Theory and trying to replace it. The result was deterioration in the status of significance and distinction which psychoanalysis enjoyed since its inception. There was also noticeable decline in the interest of young professional in joining the movement. The schools of psychoanalysis created confusion instead of delivering clear ideas of what they suggested to replace the classical theory with. Notwithstanding, all the factions that came out of the main psychoanalytic body maintained the same method of qualifying its members: training in the accredited training institutes. In other terms: whatever the position the new schools took from psychoanalysis, psychoanalysis remained an issue of training. Psychoanalysts, whatever their theoretical bend could not see in psychoanalysis anything beyond its practice. 
      In the last part I tried to show that if it was not for Klein and Kleinian’s psychoanalysis, psychoanalysis would have stifled to death under the weight of ego psychology.  To make that statement relevant to a discussion I would say that ego psychology had a settled and established theoretical formulation of the intrapsychical components and their dynamic interactions, i.e., it had “things to know and to do”. For example, psychoanalysis (the practice) was to strengthen the ego to cope with the demand of the id and the super ego. Theory and practice were substitutes for each other. Klein and the Kleinians thought about those givens, questioned their nature, origins, their implications in understanding the psychical phenomena and what they stand for. For instance, identification was not any more a psychical happening that results from assimilating and owning a characteristic or an attribute of the object, i.e. not a mechanism.  Kleinian psychoanalysis viewed identification as part of the process of the formation of the subject. By doing that the psychoanalytic theory moved from giving things to know to explaining what to be known first. The most significant product of Kleinian psychoanalysis was a new conception of development: what happens to the intrapsychical configuration when the infant starts to have objects and relates to others? Development was not a happening to the psychosexual constituents of the subject, but a transformation in the dealing with the world: external and internal. They were in search of the meaning of what we encounter in clinical practice, and came up with concepts that sometimes were useful (the true and false self) and sometimes not so useful (the paranoid- schizoid position and the depressive position).  The difference between the two schools was that one had firm knowledge that does not need more thinking, and the other was inviting the process of thinking about what is known, because naming them did not explain much. Repeating my self: still although the Kleinians introduced several totally new conceptions to psychoanalysis about what we encounter in its practice and opened the eyes to the need to learn more about those concepts, the Eitingon model of training remained the core of psychoanalytic knowledge. Psychoanalysts refused (not resisted) to see psychoanalysis outside its practice mode despite the vast interest of the none clinicians and the intellectuals in psychoanalysis, since the end of the second world war.
      It was not only the Kleinians who kept the hart of psychoanalysis beating. In France, the end of the first split allowed some of the most dedicated and academicians analyst establish a new society that introduced the scholarly study of the Freudian text; an approach that left ego psychology behind and advance a new and brilliant approach to psychoanalysis. Even Lacan, who was for a while one of that new trend still delivered a dozen Seminars in his “return to Freud” which were exceptionally revealing of Freud’s genius. After that he began his own trip in psychoanalysis. Although I do not know what happened in South America except some responding to both Klein and Lacan, I cannot dismiss the possibility of some great psychoanalysis there judging by Matte-Blanco’s work on the unconscious. Although in both France and South America some significant improvement were introduced to the systems of training was still the only open door to learn psychoanalysis.  
      The Kleinian approach to psychoanalysis showed that there is more to ‘learn’ about the human subject than what training system was offering in the late forties and early fifties. The strong emergence of Keinianism proved that psychoanalysts should take serious steps to explore new domains of the intrapsychical field. Training was lagging behind the novel conceptions that exceeded the stale theory of ego psychology. Kleinianism and the new additions that came from the French and the South American schools of psychoanalysis opened psychoanalysis to the humanities (which existed but was still limited). The new discoveries in infancy could have started child psychology in the fifties on a brilliant course of research and findings. Bion’s theories of thinking and group dynamics could have given projective techniques (Rorschach, TAT, drawing, etc.)  major push to explore the Alfa and Beta elements and functions in psychometry and provide social and industrial psychology with a new vision of small and large group dynamics. Even Ego Psychology, which was almost dying, had things to offer to psychotherapy by the innovations suggested by Rappaport and Gill. There were things to learn and to do in psychoanalysis beside training. Better, the limited understating of psychoanalysis kept the analysts captives of the concept of training and the institutes as the only places for that training to take place. Conflating and fusing (confusing) learning and training in psychoanalysis hurt psychoanalysis badly, not only because it made us, psychoanalysts, miss the chance to link with the humanities, but made other psychoanalyses have the same fate of ego psychology. We turned the psychical processes into operational definitions; for example instead of talking about the ego as ‘ a thing’ we talked about the introjection of ‘part objects’ as a thing that actually happen. Worse, Kleinian psychoanalysis seemed to have something to say about the oral phase and much less to what happened after the infant dealt with the transitory objects, although the way of thinking about the old psychosexual model of developing could have benefited from the Kleinian additions to the oral phase, and extended it to the other psychosexual phases.
      Turning thought into concrete entities, or turning psychical processes into psychical concepts is almost a hidden unconscious agreement not to question each other about what we mean by what we say [ you know what I mean; we are both Kleinians or Lacanians]. This attitude is seldom if ever found in academia, but it is a the pervasive attituded in the training institutes in psychoanalysis: we are not supposed to expect more from training than training. What complicates matters more is that candidates are usually trained by senior analysts who have known affiliations to a school or another. Confusing training with learning made idealizing the training analysts take a disguise in idealising the school the TA follows. It less infantile or neurotic. The problem with the negative role the TA plays in training is not related to the position of the TA, and would disappear by eliminating that post. The problem is limiting psychoanalysis to the idea of training, which in itself puts all the emphasis on training and putting learning outside the equation of the formation of the candidate. The institutes of psychoanalysis are not supposed to be places to learn psychoanalysis but places to trained to practice it. If the reason is not that the TA is a clinician and not a teacher, then it is because the time and the organization of the curriculum in the institutes do not permit enough time to get into the basic propositions of the intrapsychical configuration.  Thus, the learning part in the formation of the new generation is reduced to knowing some fixed conceptions of a very dynamic filed of activity.  What is taught in the institutes is ready made concepts, description of processes that have clinical importence but are meaningless without a good theoretical verification and explanation.
      The answer to my question of does training hurt psychoanalysis is yes. Training blocks learning and gives the impression that what is to be learned regarding psychoanalysis is the technique of practicing it as psychotherapy. It is common in the institutes discourage the candidates who inquire about something implicit in a technical issue. This notion is an inherited parochial belief that psychoanalysis is psychotherapy and every thing else is merely application of its theory. Firstly, we do not have a theory of psychoanalysis yet. Secondly, psychoanalysis is part of and belongs to the humanities; it has a clinical application in the field of psychopathology. Thirdly, psychoanalysis could be taken both as a transitive verb and as a noun: as a verb it is an act that requires training, but as a noun it is a body of knowledge that demands learning. It started as an act but by now it is an important body of knowledge, clearly a component of the human sciences (idiographic sciences), and it is a big mistake to think that that its body of knowledge that could be obtained from other fields of the humanities is of no major importance to the clinicians.

      It is not a secret that psychoanalysts are the ones who reject (not just resist) changing the status quo in psychoanalysis. They are always ready to look into the flaws of the structure of their organizations and try to make modifications here and there. But, they are not ready to see that it is not simply a practice that could be learned by training. There are two obvious points: training in analysis is not learning psychoanalysis, and the institute system of training is not only outdated, it is counterproductive. Why then analysts do not want admit to those two obvious points and work on changing the institute model that was once our reason of existence and now is the threat of our demise. 

Saturday, 11 November 2017

Psychoanalysis: training or learning?

I am disappointed by the  new psychoanalyst’s he level of knowledge of the basic psychoanalytic concepts, and the way they understand and use the works of the main prominent creative psychoanalysts of the past. I base my dissatisfaction on what I regularly read in four main psychoanalytic journals.  My dissatisfaction does not come from disagreeing with what they publish, but from the distorted idea of psychoanalysis which they convey in their works, and using- in inappropriate ways- the works of genuinely creative minds of the past. I lived the glorious days of the splits in the British and the French societies, the rise and fall of ego psychology in the USA, and the birth of the schools of psychoanalysis. Yet, there was always a well protected and preserved core of psychoanalysis among the adversaries, i.e., there were somethings too fundamental to be distorted to fit a debate; the place of the unconscious (not the repressed) in the psychical phenomena, the place of the primary process in interpreting the patient’s material, and the significance of the transference in the psychoanalytic situation. I think the explanation of that unspoken agreement amongst the old and senior analysts came from firm, sturdy and well conducted system of training. We were all trained in psychoanalysis whatever the institute belonged or dominated by some prevailing ideas. I believe that the reason behind what I consider deterioration in contemporary psychoanalysis relates to training more than any other offered causes. That is what I want to discuss in this post. To be clear from the beginning, I am critical of the current attempts to modify, improve, and correct the flaws of the institute system of training despite the serious and sincere intentions of the people who are trying that. I will explain.   
First, I think the tripartite system of training was very logical at the start of the psychoanalytic movement. It guaranteed proper competence in practicing psychoanalysis. However, we have to remember that in the time Abraham and later Eitingon the theory of psychoanalysis was still evolving and there was more than a decade before Freud come to write “The Outline”. Moreover, despite Freud’s remarkable insights regarding the practice of psychoanalysis, which he wrote in 1912, there was little appreciation of its deep understanding of the process of psychoanalysis (I wrote a more extensive version of this idea in my book explaining the classical theory). All in all, psychoanalysis did not have a stable body of knowledge or a clear system of practice that correspond to that theory at the time. Training was necessarily done in institutes. All trades (and psychoanalysis at that early period was merely a budding trade) were doing that in the system of guilds that was the foundation of the industrial revolution and the birth of academia too.
…………………………………………..
1.The link between training and the theory:
It took the psychoanalytic movement three decades or more to come up with the notion of training the new comers to the movement. At the beginning, training was not the main objective but was the means to screen membership to the movement, and to give the message that recognising one’s affiliation to the movement has to be legitimate by the approval of the already recognised analysts, who ‘founded’ of the movement. This sensible condition became sort of tradition. The objective was very modest and legitimate at the time, because psychoanalysis was merely a new discipline looking for an identity (despite the majority of its members were physicians, some were not and Freud was of the opinion that it does not belong solely to medicine). Thus, establishing institutes for training was very logical because psychoanalysis as a new discipline with very little true literature to learn from had to rely on the old and experienced generation to transmit to the new generation their experience and knowledge; particularly in a one-to-one basis.
In the early phase of building the movement the three branches of training-seminars, supervision, and personal analysis- proved to be the natural and the only available way to transmit experience and knowledge; through personal contact. There was no way to show how analysis is done but by undergoing a period of personal analysis (that it is how it gained the title of didactic analysis). I do not remember the name of the analyst who suggested that didactic analysis is also essential so the psychoanalyst could get rid of his own difficulties. Supervision was also didactic in a more concrete sense of the term. The formation of local communities of analysts initiated the idea of systematizing revision of the available literature, and the seminars were established as the third leg in the tripod of training. Better, training reflected the state of affair in psychoanalysis at the time of its onset, and aimed at transmitting the experience of the old to the new in the fashion of training.
Up till Freud’s passing psychoanalysis was continuing the discovering the intrapsychical and exploring its transformations. As an example, Freud’s discovering of the contribution of infantile sexuality in psychical conflict brought out the notion of the sexual Trieb the ego Trieb. This polarity evolved to eventually become life and death polarity. The cathartic theory evolved into a theory of psychical transformations and constructs (I wrote about Freudian’s other theory that should replace the cathartic theory in 2013). However, Freud kept chasing a final configuration of his discoveries till the end, and maybe gave in to his daughter by accepting her version of ego psychology as a final articulation of the theory. Understandably, training changed into a refined, elaboration, and expansion of the demands of the tripartite system, and founding the institute model of training as the only way of learning psychoanalysis. However, Anna Freud’s presumption that the theory has already been completed, and it only needs to be practiced as such was heading for a big surprise: She just identified the beginning of psychoanalysis. 
While Anna Freud thought that ego psychology is the final version of a theory of the intrapsychical Melanie Klein was turning her attention from exploring the intrapsychical to its origin and early formation.   Her contribution was almost declaring the end of the Road for the Freudian psychology and the beginning of using it to explore something seriously new about the subject. The difference between A. Freud’s mechanisms of defense and Klein’s projective identification was like one closing the door on something established and the other is opening the door for crossing that established limit. Anna Freud calcified and reified the intrapsychical by making a neat description of its content, while Klein gave it life by showing its interpersonal origin and relational framework. Psychoanalysis was stepping out of Freud’s original frame work, thus was changing. Training remained the same tripartite system but personal analysis was expected to become more intense to meet the Kleinian conception of the intrapsychical. Although Kleinianism was not the school of thought in France, for instance, the extended length of time for personal analysis was adopted by the two traditional societies ( while the Lacanians made sort of a mockery of it). They added another aspect to personal analysis in training: a period of personal analysis before applying for training. I think this was a reflection of considering personal analysis separate from training and should be a matter of agreement between analyst and analysand.
The end of pure Freudian psychoanalysis of pressure, defense, and decathecting as the main intrapsychical dynamics, and the rise of psychoanalysis of the processes and transformations was a major theoretical change. Nonetheless it did not affect training in any noticeable way! It is an important question but answering it needs more examination of changes in psychoanalysis itself.
The distinction psychoanalysts made between ‘drive’ psychology and ‘relational’ psychology was interesting, useful but wrong. Classical psychoanalysis was not a drive psychology but of Trieb: the psychology of the representation of a wish in the mind. A representation of a wish IS the psychical, and comes as a manifest that has a content that necessitates its discovery by psychoanalysis. The psychology of the interpersonal is the psychology of the birth of the subject within early relations with the caregivers and the re-emergence of old relational configurations in the contemporary interpersonal relations of the subject. Better, Klein’s psychoanalysis was turning Trieben into be a bridge between the past and the present.  
Could that change have required revision of training and its parochial system? Yes, but the flawed distinction between drive psychology and relational psychology distracted us from the main issue. Nonetheless, it introduced to the training a novel issue in the practice of psychoanalysis: what is the best aspect of psychoanalysing that could reveal the unconscious link between the manifest and the latent in a psychical event? Without paying much attention to the nature of the Kleinian breakthrough analysts (unconsciously) were stated to look for the best method to reach the unconscious link between the manifest (the patient’s complaint) and its content. Better, analysts noticed that they have a chance to read in the patient’s interpersonal relations the unconscious link between the manifest and the latent. In the seventies of last century, the psychoanalytic scene exploded with the schools, which were merely the choice the analysts make in practicing psychoanalysis. 
The schools of psychoanalysis do not offer novel theories of the psyche as the followers think or prefer to think. The schools are not more than a preference of the medium the analyst choses to look for the unconscious. Arguing this point more and better would show that psychoanalysis (training) has to respond to those changes.

In the next section I will address a thorny topic: Does the idea of training the psychoanalysts serves psychoanalysis or hurts it?

Friday, 6 October 2017



Separated Realities
Anyone familiar with the filed of psychiatry is also familiar with the notion that psychotic patients are detached from reality. Yet, anyone who worked with psychotic patients knows that they have their own realities, which is not totally chaotic or loosely put together; their realities are strongly convincing to them. It just isolates them from other realities behind the thick line of psychosis, a line that does not allow crossing it from both directions preventing exchanging ideas.
We (none psychotics) have our own personal realities too. It separates us from other realities with a thin line of subjectivity. It is thin because it could be crossed both ways: we allow others to cross it to test our reality and we cross it to test theirs. It goes without saying that all that happens in relative degrees of easiness. Despite the ease of that exchange we still maintain our own reality behind that thin line of subjectivity.
I have three reasons to mention this simplistic conception of the clashes of realities: The last mass murder in Las Vagus, Trumps speech in the UN a couple of weeks ago, and a subtle but important clinical matter.
It seems that the guy who did the shooting in Vegus did not show any signs of psychosis or history of serious cognitive pathology. He did not cross from his side of the line to our realities. However, his act of shooting has all the signs of psychosis of the schizophrenic (thought disorder). An act of that nature suggests a moment or a short period of psychotic breakdown. Could that what has happened? We are accustomed to measure the severity of mental disorder by the severity of the acts that result from them,  not by the severity of the psychical condition itself, which could lay dormant and naturally out the patient’s own judgment. Dormant sever psychoses is seldom explored now a day, because of many positive developments in psychiatric care and many negative changes in our social life. This “crazy” man was going through a breakdown of his line of reality for only few months before he acted upon it. It showed before his overt breakdown in the spree of buying guns and ammunitions beyond any reasonable proportions to just committing his heinous crime. The personal reality of this man jumped the line and came to our world with a bang. His reality replaced other realities by jumping over the psychotic barrier. .
Trumps speech in the UN was another example of crossing a thick line between his reality and the ‘world’s’ reality.  The reality of the situation was a gathering of presidents, prime ministers and rulers of nations, to give homage to the organization that represents the whole world…..not the  place or the time to declare or initiate any national policy. This REALITY did not penetrate the thick line of Trump’s reality, which is confidence in succeeding to manipulate any crowd as he does in Alabama and Tennessee. The barrier that kept the reality of the situation from reaching him is “narcissism”. We all know that there is a gap between I and Me and that there is a difference between saying I am so and so and being that so and so. In Trump’s case there is no gap between the two pronouns and possibly he has no sense of I-ness to build that gap. Thus, reality to him is not an issue to fret about because it is what he says what it is.
Clinically, we work to introduce the patient to that thin line between his subjective reality and other realities. In a way we suggest crossing that barrier. The neurotic’s psychical difficulty is in that regard is what we call phantasy (his reality is phantasmic). The patient’s phantasy is his identity; it is his Me. It is the identity which was gradually he built from his caregiver’s definition of him during growing up. Its phanatasmic quality stems from unconsciously assimilating what the caregivers thought of him and maybe what he should be. It is not phantasy because there was no realty to compare with in his early childhood. Keeping that in mind should make us carful in crossing the line of the patient’s reality and trying to bring it more closely to another- so called- more or better reality. It could be more harmful to lose this phantasmic reality in the process of analysing it as a phantasy. because all what we could achieve by doing so is suggesting leaving something cardinal in one’s identity without having something to replace it.
I remember three cases that baffled me at the time of working with them and I was able to understand few years after my work with them ended. Two of them left the analysis by their request (one very angry and disappointed) when I became more active in bringing their unconscious reality into focus. The third patient was showing signs of regression when I tried to do that and I had to terminate her analysis before I could have considered it properly terminated.
Final statement in that regard: the most difficult and important in psychoanalysis is dealing with material stemming from parental input especially of that input was accompanied by its verbal equivalent. This explains to me the Americans resistance to eliminating the second amendment which was to serve a temporary purpose when it was adopted, As with patients, doubting or giving up a recommendation by parental authority (the forefathers) creates the anxiety of loosing the nation’s identity, without that amendment the US will not be the same. In a previous mass killing in 2015 there was a TV encounter with a young mother surrounded by her three children who just bought a gun saying she has to protect herself and her kids. That was her reality that  neglected that she lives in a country of great police forces and an equally great judicial system. What the forefathers said becomes the ultimate and the name of the one and only reality.

Question: could we psychoanalysts insist on Eitingon’s model of training for the same reason.  

Saturday, 9 September 2017




Hints about the theory of the subject:

After an interesting exchange with a colleague about the “theory of the subject” I replied to some of his queries in the following note, which he seemed to be a greable to publish it on my blog.

I believe we do not have the same meaning for the term “theory”. A theory, epistemologically speaking, is a statement (s) regarding a subject matter in which the theory provides a comprehensive understanding of the link between the structure and the function of that subject matter. I limit my usage of that definition to what I consider a theoretical aspect in psychoanalysis. Freud did not have a theory of psychoanalysis but had three theories about issues he dealt with in investigating the intrapsychic (dreams, sexuality and Trieb (instinct). For example, his theory of dreams goes that way: a dream’s structure is combining the day residue and a corresponding infantile situation in a visual image, in which the unpleasant condition that instigated the dream is changed to a better outcome (fulfilling a wish). The theory also includes an extensive elaboration of the manner the unpleasant instigator of the dream is transformed into the visual nature of the dream. The theory also shows the mechanisms that makes the function of the dream (wish fulfilment) reach its objective through that particular structure (the dream). I cannot see how psychoanalysis as a whole (not as theories of dreams and theories of sexuality and Trieben) could have a comprehensive theory without a comprehensive theory of the subject, as an ontological entity. Let us go to something concrete. Medicine in the middle ages was a practice without a theory; just very few procedures that were practiced, like bleeding patient of fever or infections. In needed a comprehensive theory of the subject (the person who gets sick) to be become a true profession of medicine. Basically, we still believe in some sort of modified theories of catharsis: make the patient get rid of his neuroses by bleeding out his unconscious as confession, without any idea of how revealing the repressed cures. We also aspire to provide the patient with what could replace his neuroses with new fresh psychical constructs. All that without a theory of the subject or even of cure (in first fifty years of psychoanalysis there was a deep conviction that we work according to a theory of pathology and of cure).

        Some physicians in the middle ages started to investigate the ‘intrafunctions’ of the human body and gradually built the theory of physiology in which each organ has a function that corresponds well with its structure. They also considered the whole body a physiologically dynamic functional entity. At the sametime, when the prohibition on anatomy was lifted anatomy complimented physiology with a better understanding of the anatomical nature of the organs. A better conception of modern medicine was thus born. We do not have such a comprehensive theory of the subject equivalent to physiology and anatomy in medicine. Therefore, we can only claim that our practice of psychoanalysis is ‘points of view’. What we have is modalities, assumptions of functions derived from each analyst’s understanding of their signification, and some idiosyncratic vocabularies. What we need is a theory of the subject as an ontological entity (homosapiens). The human subject is the only living entity that has an intrapsychical life, which has distinct manifestations that are absent even in the high primates. The intrapsychical life of the subject gives him the latent psychoneurotic nature., which other living entities are ‘deprive’ of.
       We practice with objectives and criteria of our creation and based on a belief that they are supported by the theory we adopt. This is belief is unsubstantiated  because what analysts used to have is Freud’s ever developing and changing theoretical configurations. After his death every “idealised” analyst had input in the heritage Freud left us. Freud’s importance is in being the first thinker who stipulated firmly that the human subject has an internal psychical life (in contrast with the banality of knowing that we have human reactions) and that intrapsychical life is affecting ALL our apparent human reactions. Better, Freud is the first thinker who pointed out that understanding human reactions will come from exploring the intrapsychical life of the subject. It is important to note that the insight that created psychoanalysis was the product of more than half a century of laborious works that were full of twists and turns. It was not a brilliant insight that hit Freud like Einstein’s first of two insights that engendered his two theories of relativity. It is important to underline this fact because Freud’s significance appears only when he is studied scholarly to comprehend the way of thinking that was prophylactic against the sudden and premature death of his endeavour. This is a better way of idealizing him. Therefore, we need to investigate and study the intrapsychical enough and better to derive from it what we could use to formulated the theory of the subject. This has to be a collective, collaborative work.
       My interest in the subject pulled my attention to four psychoanalytic Freudian discoveries in the intrapsychical: the wish and wishing, the duality of the I and the Me in self conception, sexuality (infantile and adult) and anxiety. I believe that those four intrapsychical could help other analyst in advancing the theory quickly.  Those four attributes distinguish the human subject from all other living entities including the higher primates. They are also of significant diagnostic value within the homosapiens entity. We can, or used to be able, to relate most of the subjects creative and pathological manifestation to the dynamics of those attributes. Psychoanalysis has to go through the same process that gave medicine its physiology and anatomy; and pharmacology too. Discovering (and or assimilating) the notion that the human subject as a dynamic system of psychological function that integrate to create the psychological human being we deal with, is an essential demand if we want to continue calling ourselves psychoanalysts. I can say that psychology, as an academic discipline has covered a great deal of that territory but got no help from psychoanalysis to compliment the cognitive discoveries in psychology. In other words, the theory of the subject, the physiology and anatomy of the psychological human being, needs to be constructed and seriously construed with an eye on what we still do not know about our intrapsychical life.      However, this is not possible to consider unless we agree on an answer to this question: Is psychoanalysis education or training?


       A couple of years ago I was expressing the idea that training needs a general overhaul and academia should be considered as a way to get to that point. The idea of moving psychoanalysis from the institute system of training to academia, was not well put together in my mind. Thanks to Dr. Arlyne Richards’s sharp mind, she put the problem in this format: education instead of training. What we cannot miss is the psychoanalysts’ preference of training over education. I do not need to delve into the conscious and the unconscious reasons for that preference. However, the main point in answering this question is that psychoanalysis was born as training, not out of choice but out of necessity. There was nothing much to consider the issue of education, and whatever was there to study was piecemeal knowledge. Moreover, Freud and his followers, that will one day require anything different from what they were doing.at that time. They were limited clinicians.  E. Roudinesco (2016) said:” Freud had thus invented a “discipline” not only impossible to integrate into the field of physical or natural science but into that of human sciences, an area that had been steadily expanding since the late nineteenth century. For scientist, psychoanalysis belonged to literature; for anthropologists and sociologists, it attested to the resurgence of the ancient mythologies; in philosophers’ eyes, it resembled a strange psychology that had sprung up both Romanticism and from Darwinianism, while psychologist saw in it as putting the vert principle of psychology in danger” (217). No blaming her but to us practicing psychoanalysts. We did not develop the theory of the subject in conjunction with the other blooming sciences and imprisoned ourselves in a narcissistic imaginary isolation. If and when we will configure a theory of the subject we would then provide the neurologist, the biologist, the geneticist, and maybe the pharmacologist with few hypothesises that could guide their pure scientific research in regard of the nature of the human subject, which distinguishes him from the rest of the rest of the living creatures. We could also do something similar with the human sciences.  One of the most important attributes of the human subject is hummer and laughter. It is more than just a differential characteristic of the human subject, it is also-in a way- a differential diagnostic feature. Moreover, it is a developmental yardstick in the evolution of the human infant. We could come up with many questions to aske the the academic psychologist (adult and child) about this feature and let him create a scientific theory about this human subject’s useful attribute, which is a new and rich method of expression (forget the Alamo, and remember Freud’s book on Jokes, 1905).There is a wealth of issues about the subject that has been dug out by the related human sciences that we, as they, needed to work together to create a more comprehensive theory of the human subject. The training system., especially in our institute system, is physically inadequate to regenerate psychoanalysts. Future psychoanalysts need few years of full time education by academics from the other branches of science. A more enlightened training program has to be developed to make psychoanalysis less restricted and not associated solely with the couch. It is expected that this method of preparing future scientific psychoanalysts will not be accepted by the current candidates of training.  Logically, psychoanalysis in its present state will die in two or three decades. However, I firmly believe that psychoanalysis is the genie that came our of Alaadeen’s  (Freud’s) lamp and no one could put it  back anymore. We will eventually wake up. 

Saturday, 12 August 2017

I wrote this post yesterday as an email to a colleague. I had no intention to publish it. But what happened in Virginia (USA) today changed my mind.

The Crisis of not Being the Only One:
The historical event the US is going through is- in a very brief way- the following.
The USA was the least affected country by WWII. It came out of it with all her industrial and infrastructure bases intact, and relatively with the least loss in its manpower. She was Defacto, the leader of the Western world, and the only power in the world. She replaced the old European colonial countries in their holding everywhere.  She helped Europe to recover and helped in building the Iron Curtain around the USSR (as Churchill recommended). Only very lately (last 35 years) Europe recovered enough to not need the US as a leader anymore, but just as a partner. The world also advanced to the point that having a country as a leader of other counties was a hindrance to progress and to good political interrelations.
This change created a difficulty for the US politicians. Because of the wide spread influence of the USA in the world it entered several wars, far from the homeland, and lost them all. The politicians depended on claiming that they are “making” the US the greatest thing in the history of nations, to play with the emotions of their constituents, who were mislead most of the time (not in the Vietnam war). There was a clear link between failures abroad and some dissatisfaction internally and the increase of the politicians effort of agrondization to mislead. It was difficult to keep the constituents in check without misleading them by increasing the  rhetoric of the Greatest country in the world, the Greatest democracy in the world, the Greatest wisdom of its forefathers (which are all not true). All of Europe is democratic and have a very simple and practical system of election the US could be envious of. WE ANALYSTS know what a wave of self deception comes from, aims at, and leads to.
There comes Trump. He personalized the frustrated Uncle Sam for gradually loosing his status as the leader of the world, and someone who has a hurt  self image. Trump, litraly verbalized those feelings and promised to get the US her lost position as…….. He responded in an adolscents way: will punish you by not being friends again. He was hurt by Europe’s attitude  because he is so uneducated. He did not realize that the USA dragged Europe into several loosing wars and was no longer a wise leader to folow. The USA is  also t reluctant to admit the truth: there are four big political entities in the world: the USA, the European Union, China and Russia, (maybe will be joined by two more in a couple of decades; India and South America). The differences between those four do not mean much in modern times. However, what is even more painful in loosing the status of the leader of the world is the disappearance of the imaginary enemy that the US  will protect us all from. Maybe there was one big enemy to the western world some twenty years ago, but not now. Thus, the US had to invent one and promise to eventually  conquer and save the world from, (a target for projection).
Trump, personalizes the narcissistically hurt USA, and is supported by the millions who are also narcissisticallt hurt because they were always masters of others (Blacks, Chicanos, Immigrants, etc.). Our issue is not in agreeing on trump’s  diagnosis. Agreeing on a diagnosis of trump- that is if it is possible- aims at convincing ourselves that we have something to offer. What would that do but satify ourselves and give each other a pat on tha back? I supported .......’s view that being busy finding a diagnosis for Trump is a distraction…..from the narcissistic mortification, which  a large section of the country is experiencing. Though we cannot treat a country, at least we can put pressure on the politicians to stop exploiting people’s distress and address the main issue: what the USA has to do to live in a world of equals.  
Revising the theory:
The issue of the theory of psychoanalysis touches the narcissism of the psychoanalysts. We have never had a theory of psychoanalysis and still do not have one. Freud started with hypnosis to discover repression. Thus, he formulated the Cathartic theory of psychopathology. It came from a practice and to explain the purpose of that practice. He continued to discover in practice that the repressed is more complicated than mere hurtful events, so he created a theory based on what practice revealed: the frustration of a certain energy (Sexuality) which he called libido. Libido theory led to a concept of psychotherapy based on metapsychological understandings. Psychotherapy ‘a la metapsychology’ led to the structural conception of the subject. But once again it was not a viable theory because the unconscious was left behind in the topographic model. In all those shifts and turns psychoanalytic theory was an after thought; after an improvement in psychotherapy. Nevertheless,  psychoanalysts were content with having an ongoing process of improvising “psychoanalytic vocabulary”. It gave them a chance to create psychoanalytic templates that made them  look as if they have a theory and know it all.
 After Freud’s death analysts improvised theories based on their preferred practice sof psychotherapy (Ego, Relational, Interpersonal, Self (instead of ego), etc. Two things could be extracted from this fact: We never had a theory but a series of theories of psychoanalysis that reflects ideas derived from several psychotherapies. Secondly, they were not theories of psychoanalysis but theories of practicing psychoanalysis, which is a basic and serious distortion of the link between theories and practices. In respectable sciences theory comes first to engenders practice, not practice that generates theories.  No example required to prove this fundamental fact.     
If we do not have a theory of psychoanalysis what is to revise?
Freud was aspiring all his life (review his correspondence (since 1896) to have a theory of the human subject; better a theory of the normal. He succeeded in leaving us and abundance of ideas, insights, concepts, suggestions, etc., about the normal subject but stopped short of formulating a final theory of him. Thus, we need to revise our priorities in advancing psychoanalysis as  a theory of all that is related to the subject. We seriously need to rethink the issue of selecting, educating, training, and forming the psychoanalysts of the future. Fortunately, there will  still be a place for psychotherapy in that project. We have to revise our knowledge of the human subject because up till now it came from theories of psychopathology that emanated from practices of psychotherapy that were themselves  without a credible theoretical foundation. Imagine an Atlas of Anatomy based on the finding of surgens of all specialities and skills. We have to revise the belief that we are actually practicing a theory.

The issue of what would be kept of the old theories of psychotherapy and what should be removed and  added will never be settled properly unless a serious, honest, and a collective  agreement on doing away with the parochial archaic institute sytem of training. 

Sunday, 23 July 2017

The Bad Psychoanalytic Societies
The problem with the badness of the psychoanalytic societies is the lack-even the absence- of a solution to their badness, because they are created and structured to be bad.  The psychoanalytic societies are descendants of the ‘secret committee’ of the 1912. That committee was meant to protect Freud from his adversaries. It was not formed for a good purpose. It was established by Jones to  maintain certain  secrets, and the secret selection of a group of privileged analysts, who would be entrusted with the protection of Freud, and protecting psychoanalysis from the deviations of the open  members of the societies. There is no place in this post to detail how this secret committee became the porotype of all our psychoanalytic societies. Anyhow, the psychoanalytic societies are not meant to be nice; on the contrary, they are supposed to be bad because they are protecting certain people and maintaining their privileged status secret, with the assumption that those are the guardians of the profession and the good analysts. Their positions in the organization are secure for life and they oversee the choice of the next generation politicians. We encounter this type of societies only in illegal organizations. Honestly, I do not mean by that to be sarcastic or mean. I just see blatant resemblance between certain illegal organizations and our organization, and I do not know of any professional society that runs the way the psychoanalytical societies are run.
As long as the psychoanalytic societies are overtly meant to protect psychoanalysis from the deviations of its members but actually and covertly protects the privileges of some members, psychoanalysis will be degraded and the internal relationships between the members will also deteriorate. The result of that is  neglecting the standards of professional communication, acrimonious groupings, and a tendency to splitting. I am sure that we all notice those three results in our past and current status of the psychoanalytic societies.
In my last year as undergraduate and early graduate studies (mid Fifties) I learned from my professors few things about the “controversies’ in London, and more about the split in Paris. But what left a lasting impression on me (because I witnessed and live an episode in it) was the Lacanian convulsions to separate with his group from the French Association when he felt strong enough to do that. When I moved to North America in the early seventies I read about and noticed from distance some of the shenanigans in the APsaA in the past, and followed more closely the crisis in the West coast organization when Bion was invited by some, and the Kohutian disappointment for missing the chance to be the president.
The psychoanalytic societies (almost everywhere in the world) are doing the same thing: the senior members who rule the society leave psychoanalysis to God to save it and they take care of their own especial privileges. The appeal to change has to go through them, therefore it is very illogical to expect any change. Added to that, the ordinary member does not have any notion about what has to be changed and to what. I know. I lasted eight years as a member of the training committee and four years as associate director of the institute. I witnessed  few things that are very difficult to change and are out of the reach of the members, even to the training analysts who are not fully cooperative in running matters.
 Arnold Richards asked this question in one of his last communications: Some feel that it would be better for candidates and institutes that the training analyst not be part of the political and organizational structure of institutes Is that practical? Is that possible?  Worth discussing?
I think it is worth raising but not worth discussing. First, who is going to separate the privileged from his privileges? Second, this is not possible because you cannot separate the privileged training analyst from the privilege to also be  a politician. Third, the present situation in the psychoanalytic societies, as was the old situation too, is a product of the system of training; it is engrained in the way the societies are formed. Better, the system of training is the safeguard against changing the status quo in the societies.
The Eitingon system of training was originally established to organize (control) the membership to the psychoanalytic society. Training was the means to streamline the wishers to join the society by creating a frame work for choosing those wishers based on what was available at the time to identify the serious from the not serious.  After decades of discussing, arguing, criticizing, complaining of our system of training there is an unhealthy refusal to see and acknowledge that the Eitingon system of training came out of the necessities of the period, and is not dictated by anything related to the purpose of training as such. What I mean is that training in Eitingon’s time was not instituted to train but to choose the proper members, while now it is presumed to be for training. Training was and still is a pretext to choose the candidates whom we consider suitable…to what!! I say that because:1) there is an obvious decline in the appeal for training which practically speaking ‘leave us no choice’, 2) the standards of candidates and graduates show signs of continual deterioration (my experience in Canada, and the calibre of discussion that we get on the net suggest that).
There nothing in the theory of psychoanalysis itself, or the demands put on the practicing psychoanalysts by the ethics of the profession that could explain the reason for opting to still adopt the Institute System of training and continue it from Eitingon’s time. Giving up that system is not sacrilegious. We should do what Eitingon himself did: build a training system that suit our time in regard to the psychoanalysis we have now, decide what means of training are available to us, what type of trainees we expect to get, and what do we expect of the new psychoanalysts.  Up till now we still keep the tripartite model in training future psychoanalysts: learn Freud’s work and some of his collaborators’, undergo a relatively good period of psychoanalysis for therapeutic or didactic purpose !!1, and practice clinical psychoanalysis under supervision of few senior analysts. The purpose of that system of training was and still is to train practitioners  psychotherapy.  All that is done in specialized institutes administered by senior analysts; which gives training the meaning that was once  there for training for a guild (trade).

 To go back to Richards query, I would say that the present system of institute training is backward, primitive, is unsuitable for psychoanalysis of today. Whatever patch work will be done to it, it will still graduate immature analysts whether professionally or emotionally. Because the bad psychoanalytic societies are creatures of bad institutes there is no chance that psychoanalysis will survive. The natural step forward is to start negotiating with universities to accept psychoanalysis as one of its programs with the idea that gradually we will phase out the institute system completely and get the graduates the recognition of the IPA. We have to do that quickly before psychoanalysis loses whatever is left of its credibility and the universities would not consider our appeal any more.    

Monday, 10 July 2017


Idealization and self dception



I previously published a post on idealization in regard to its deleterious effect on training and interrelations within the psychoanalytic organizations. The gest of my post was: idealization is a way to give one’s self greater value than it deserves by idealizing something or some person whom we are in relation with. Idealizing psychoanalysis is a way for analysts to feel bigger than themselves (and others). Idealizing a TA is an obvious symbiotic exploitation of superiority and identifying with the TA.  Idealizing the theory as it stands now, or our special training in our special institutes as something unattainable anywhere else is blatant efforts to idealize ourselves. There is a serious problem in that position: only us (less than 3500 members) believe in our superiority, because we relate to each other not as analysts to analysts but as mirrors to each other..  

Today’s quote (Arnold Richards) comes from Anna Freud: "Papa continually emphasizes how much remains unexplained. With the other psychoanalytic writers, everything is always so known and fixed." This is a waning to us all. Complicity to idealization of psychoanalysis and to everything related to it will kill it without effort from us to save it: Save what, psychoanalysis! Psychoanalysis is perfect and it is our saviour! This kind of narcissism survives on self deception. .Did you notice that when we agree with an opinion on the open line we routinely praise the college and when we differ we remind ourselves of the magnificence and  insignificance of the disagreement.