Freud, Religion, and Science
(1999)
The paper discusses Frieda Fromm-Reichmann's theoretical contributions on the psychotherapy of psychoses and refers it to other authors' views. Today widely accepted, she stressed transference and countertransference as es-sential issues in the treatment of severely disturbed patients. She disagreed with authors like Federn who interpreted the concept of regression in a way that to treat schizophrenics means to treat children of different ages. Different from Federn, she advocated interpretations also of the positive transference to show the patient where he stands in life. Later on, Fromm-Reichmann opposed John Rosen and his direct analysis interpreting first the contents of the psychotic's speech. She stressed the form of the interaction and of the everyday behaviour where she saw where the patient stands in the world. The discussion shows that Fromm-Reichmann developed her theories and practice in cooperation and discussion with other psychoanalysts working with psychotic patients.
The paper discusses Frieda Fromm-Reichmann's theoretical contributions on the psychotherapy of psychoses and refers it to other authors' views. Today widely accepted, she stressed transference and countertransference as es-sential issues in the treatment of severely disturbed patients. She disagreed with authors like Federn who interpreted the concept of regression in a way that to treat schizophrenics means to treat children of different ages. Different from Federn, she advocated interpretations also of the positive transference to show the patient where he stands in life. Later on, Fromm-Reichmann opposed John Rosen and his direct analysis interpreting first the contents of the psychotic's speech. She stressed the form of the interaction and of the everyday behaviour where she saw where the patient stands in the world. The discussion shows that Fromm-Reichmann developed her theories and practice in cooperation and discussion with other psychoanalysts working with psychotic patients.
Fromm, Erich Pinchas
(1999)
Fromm, Freud, and Midrasch
(1999)
Gewaltreflektierende Schule
(1999)
Gütekraft: Kraft der Liebe
(1999)
IFPS-Is there a Difference?
(1999)
This paper tries to answer a question about the difference between IFPS and other psychoanalytical institutions. The author states that there is a linkage between the ethics of psychoanalysis and the ethics of the institution. The ethics can not be represented by rules or standards of prerequisites, but by creating a space where the unconscious as desire, singularity and difference takes place. The bureaucratic organization and the hierarchy in the categories of members of IPA institutions goes straight against the transgressor experience of the unconscious. The training analysis under such conditions leads to an identification process with the training analyst, giving as final result standardized, homogeneous, obedient analysts. The author describes a new experience in the training of analysts in his institution without any kind of interference from IFPS. Finally, he concludes that differences exists between the two institutions and that they are mainly due to the identification process typical for IPA and the process of ''choice'' in IFPS.
Intelligenza emotiva e cervello emotivo: punti di convergenza e implicazioni per la psicoanalisi
(1999)
The author looks into the issue of interpretation and traces its evolution both from mere opinion, and from the point of view of the historical development of hermeneutics. In supervision interpretive dissonance may occur at several levels starting with the patient himself as well as his >gatekeepers<, and going up to the supervisor. The relationship between interpretation and supervision is examined in this context, taking into consideration the subjective and intersubjective levels of scientific inquiry. Supervision enhances the complexity of interpretation by introducing yet a third subjectivity that questions the supervisee's interpretation. This has advantages and shortcomings, as supervisors are not always aware that it is ultimately in the supervisee-patient situation where hypotheses are tested and confirmed. Theory alone cannot supersede the intersubjective situation. It is pointed out that psychoanalytic curricula should be reexamined in order to include semiotic science and its application to interpretation and supervision.