By viewing psychoanalysis through the lens of embodiment, Brothers and Sletvold suggest a shift away from traditional concept-based theory and offer new ways to understand traumatic experiences, to describe the therapeutic exchange and to enhance the supervisory process. Since traditional psychoanalytic language does not readily lend itself to embodied experience, the authors place particular emphasis on the words I, you, we and world, to describe the flow of human attention. Offering new insights into trauma, this book demonstrates how traumatic experiences and efforts to regain certainty in one’s psychological life involve profound disruptions of this flow. With a new understanding of transference, resistance and interpretation, the authors ultimately show how much can be gained from viewing the analytic exchange as a meeting between foreign bodies. Grounded in detailed case material, this book will change the way therapists from all disciplines understand the therapeutic process and how viewing it in terms of talking bodies enhances their efforts to heal.

"An Experience-based Vision of Psychoanalytic Theory and Practice looks at each individual as a motivated doer doing, seeking, feeling, and intending, and relates development, sense of self, and identity to changes that are brought about in analytic psychotherapy. Based on conceptualizing experience as it is lived from infancy throughout life, this book identifies three major pathways to development and applies Lichtenberg, Lachmann and Fosshage's experience-based vision to psychoanalytic psychotherapy. Using detailed clinical narratives and vignettes, as well as organizational studies, the book takes up the distinction between a person's responding to a failure in achieving a goal with disappointment and seeking an alternative path or by disillusion and a collapse in motivation. From the variety of topics covered, the reader will get a broad overview of an experience-based analytic conception of motivation begun with Lichtenberg's 7 motivational systems. This title will be of great interest to established psychoanalysts, as well as those training in psychoanalysis and clinical counselling psychology programs"--

An Experience-based Vision of Psychoanalytic Theory and Practice looks at each individual as a motivated doer doing, seeking, feeling, and intending, and relates development, sense of self, and identity to changes that are brought about in analytic psychotherapy. Based on conceptualizing experience as it is lived from infancy throughout life, this book identifies three major pathways to development and applies Lichtenberg, Lachmann, and Fosshage’s experience-based vision to psychoanalytic psychotherapy. Using detailed clinical narratives and vignettes, as well as organizational studies, the book takes up the distinction between a person’s responding to a failure in achieving a goal with disappointment and seeking an alternative path, or with disillusion and a collapse in motivation. From the variety of topics covered, the reader will get a broad overview of an experience-based analytic conception of motivation begun with Lichtenberg’s seven motivational systems. This title will be of great interest to established psychoanalysts, as well as those training in psychoanalysis and clinical counselling psychology programs.

This book offers an in-depth explanation of the concepts of self psychology and pragmatic steps for recognizing and using these concepts in clinical work, helping clinicians move from theory to practice. Both early and contemporary concepts in self psychology and intersubjectivity theory are discussed in successive chapters of the book, with illustrative examples drawn from the author’s experience working in diverse settings with a wide range of mental health practitioners. Individual chapters shed light on brief treatment, supervision, interpretation, development, agency and nuances of empathic communication, among other topics. In addressing these topics, specific tools for conceptualizing clinical data and guidelines for intervention are also described. The emphasis on helping people via a sustained focus on their internal, subjective experience and creating a new selfobject bond with the therapist unifies the chapters in this volume. With its rich clinical vignettes and accessible language, Self Psychology: Moving from Theory to Practice is also a valuable resource for supervisors and teachers of self psychology, whether in analytic training institutes, graduate schools of psychology, counseling and social work or continuing education programs.

This book comprises papers on the theory and practice of supervision, all written by experienced psychoanalytic psychotherapists and Jungian analytic psychotherapists. Important aspects of the supervisory relationship are covered, including papers on the supervisor's countertransference, supervising work with suicidal patients and the dynamics of racial difference in supervision, and group supervision and dynamics related to the supervisor's role in the assessment of trainees.The contributions in this book mainly began life as presentations to the BAP course on 'Developing Supervision Skills', a space in which new thinking about supervision has been able to be developed by contributors and participants alike. The book also covers fundamentals to consider when beginning in supervisory practice, including ways of creating a secure frame for thinking to take place and some of the ethical attitudes needed within the supervisory relationship. Supervisory technique is considered in broad overview and in some very personal views, from two highly experienced supervisors and a supervisee who has keenly observed some different supervisory styles.

Trauma, Pedagogy, and the College Mental Health Crisis argues that psychoanalytic theory and practice offers a solution to the large increase in students seeking mental health services. Robert Samuels returns to the roots of psychoanalysis, drawing from Freud’s and Lacan’s conceptions of hysteria and narcissism. This book examines the idea that the repression of psychoanalysis has resulted in a situation where students are being misdiagnosed and mistreated as the underlying structures shaping narcissism and hysteria are misrecognized. Samuels suggests that the more people are trained to focus on their own thoughts and feelings, the more they take on self-destructive thoughts and behaviors in a neurotic way and that psychoanalysis offers a solution. Trauma, Pedagogy, and the College Mental Health Crisis will be of interest to psychoanalysts in practice and in training, as well as mental health professionals working with adolescents and professionals working in higher education. It will also be relevant to readers interested in adolescent mental health, higher education, parenting, and politics.

From an overview of the basic principles of intersubjectivity theory, Orange, Atwood, and Stolorow proceed to contextualist critiques of the concept of psychoanalytic technique and of the myth of analytic neutrality. They then examine the intersubjective contexts of extreme states of psychological disintegration, and conclude with an examination of what it means, philosophically and clinically, to think and work contextually. This lucidly written and cogently argued work is the next step in the development of intersubjectivity theory. In particular, it is a clinically grounded continuation of Stolorow and Atwood's Contexts of Being (TAP, 1992), which reconceptualized four foundational pillars of psychoanalytic theory -- the unconscious, mind-body relations, trauma, and fantasy -- from an intersubjective perspective. Working Intersubjectively expounds and illustrates the contextualist sensibility that grows out of this reconceptualization. Like preceding volumes in the Psychoanalytic Inquiry Book Series by Robert Stolorow and his colleagues, it will be theoretically challenging and clinically useful to a wide readership of psychoanalysts and psychoanalytically informed psychotherapists.