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Kann Leistung befriedigen?
(1974)
Schoolchildren’s performance as function of nutritional risks in early life. Typescript, 3 pp.
(1986)
The teaching of psychoanalysis encompasses a wide array of educational stages, from undergraduate students to psychoanalytic candidates and lifelong training for professionals. Papers published in psychoanalytic journals play a fundamental role in teaching tasks. The historical separation of psychoanalytic practice from the research community and the university probably relates to the relative lack of empirical investigation and the contested status of research in general within the psychoanalytic community. In addition, there is not enough debate among different schools and orientations, making it very unlikely that creative solutions to theoretical and practical discussions will be found. Related to this, there seems to be a worrying deficit of recent references in psychoanalytic papers compared with general psychiatric journals or medical publications. This reflects a dangerous attitude of not paying attention to contemporary writers within our own field. Reasons behind this might be fear of confrontation with other colleagues, loyalty to our own dogmas and clinical practices, a system of training that promotes continuity, and even organizational structures that sustain this state of things. A renewed attention to research in psychoanalysis (conceptual, empirical, clinical-observational, etc.) and establishing ties to academic environments in the fields of natural and human sciences might improve this situation and offer a path towards collective theoretical and clinical development.
The concept of countertransference as a robust cornerstone of psychoanalytic work has gained momentum over the last five decades. It is a prime example of elastic concepts covering the range from microprocesses to global clinical phenomena. Empirical research on the treatment process has for a long time – and for good reasons – avoided even trying to measure countertransference. We report here on various efforts for approaching a methodology for measuring it. The paper organizes the various approaches in terms of stages of research.
Vorwort
(2002)
Three papers on depression
(1976)
Aggression und Anpassung in der Industriegesellschaft, Frankfurt a. M. (Suhrkamp Verlag) 1968.
(1968)
Explores Gibbs's (1977, 1979) hypothesis that mature levels of moral reasoning are related to affirmative coping with human needs while conventional reasoning is related to abortive coping. In one study of 28 women and another of 70 adults, an interview questionnaire was used to assess ability to deal with FROMM's existential needs.
Oedipus goes to the opera: Psychoanalytic inquiry in Enescu’s >Œdipe< and Stravinsky’s >Oedipus Rex<
(2019)
Psychoanalytic inquiry into operas based on the life of Oedipus may provide further knowledge on the Oedipus complex. Therefore, we chose to analyze Enescu’s >Œdipe< and Stravinsky’s >Oedipus Rex<. Two distinct methodologies were used in our study. The first explored the concept of free association through musical themes in the operas. The second involved the comparative study of the Oedipus myth in order to provide a deeper understanding of Oedipus’s character. We observed that Oedipus displayed symptoms of his complex through the traits of aggressiveness and arrogance. Moreover, we noticed that Oedipus was compelled by the necessity of finding out who his real parents were and by unconsciously accomplishing the prophecy. Oedipus assumed the responsibility to free the Thebans from plague. Yet, it was too late, for the feared part of the prophecy was already accomplished. He provided a wrong answer to the Sphinx and then received the most severe punishment, one that would have ostracism as its outcome. It was, however, not too late for Oedipus to finally discover who his real parents were. Nevertheless, afraid of losing his place as King of Thebes, he investigated the plague’s causes. This resulted in his aggression as he resisted discovering >where babies come from.<