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Since Freud psychoanalytic hypnosis theory has evolved along with advances in psychoanalysis, e.g., psychoanalytic ego psychology. This paper traces the contributions of Freud (1953 & 1955), Ferenczi, (1950), Schilder (1956), Kubie and Margolin (1944), Gill and Brenman (1959), and Fromm (1977) toward a psychoanalytic theory of hypnosis from the early libido theory to the ego-analytic point of view.
The author discusses genealogic influences on his own work and addresses a substantive difference between E. FROMM and H. S. Sullivan in their approaches to working with patients. Clinical case material of a 26-yr-old male complaining of chronic anxiety is presented to illustrate the author's contention that the effectiveness of any therapeutic approach is a function of how deeply it is rooted in participant observation.
Affective Disorders. Psychopathology and Treatment. Chicago (Year Book Medical Publishers) 1982.
(1982)
Editorial
(1982)
Erich Fromm
(1982)
Erwin Singer: 1919-1980
(1982)
There is an urgent need to bring together in a united movement all those who claim to be humanists. The continued fragmentation as humanists, Ethical Culturists, Unitarian-Universalists, Humanistic Jews, secularists, Rationalists and so forth subverts our ability to do what must be done. For all its essential truthfulness to the human condition, humanism lacks a credible sustaining vision for the future and generates scarce excitement in the present, except on the fundamentalist Right. The question is how to build from the insights of Adler, Dewey, Huxley, FROMM and others toward a new and as yet unshaped position. Without philosophy, action is blind; without action, philosophy is helpless. Ethical Humanism has not yet found its suitable conjunction of idea and practice.
Father and Child. Developmental and Clinical Perspectives. Boston (Little, Brown and Co) 1982.
(1982)
Follow the Fox
(1982)
Based on Erich FROMM's analysis of the social character syndromes of modern industrial society, the contribution of the schools to the development and reproduction of these character orientations is discussed. Following a critical review of basic psychoanalytical and anthropological concepts in FROMM's work, character orientations (receptive, narcissistic, >market<, conformist, and necrophilic-destructive) and their relations to society are elaborated. The hidden processes of socialization by which schools perpetuate the psychological orientations conditioned by society are examined. It is found that learning has become a passive consumption process, resulting in increased alienation of students, as evidenced by lack of interest, truancy, and vandalism. Investigation of students' problems with the schools is needed, the solution of which would necessitate a change in the material substructure of character formation.
Contends that from its inception, interpersonal psychoanalysis was both a movement away from libido theory and its biological metaphors and a rejection of the orthodoxy of the European belief system. Its development coincided with the adaptive point of view growing throughout society and reflected in the ego psychology of Anna Freud and H. Hartman and the interpersonal theories of H. S. Sullivan, E. FROMM, C. M. Thompson, F. FROMM-Reichmann, and E. G. Schactel. From a preoccupation with frustration and trauma, the psychoanalytic understanding of human dynamics has moved to a focus on the relationship between inner and outer reality and an emphasis on a functional, adaptive, rational, and organismic whole. The development of the interpersonal tradition has not been linear, but, rather a continually shifting series of perspectives that both absorb and depart from those that came before. The modern perspective is that of Freud, Sullivan, and others who have helped shape it.