The significance of the ego in "The Ego and the Id" and its unfulfilled promise

It is not well known that The Ego and the Id, where Freud presented his second model of the mind, and introduced a new role for the Ego, was ignored by many of the major theorists that followed. I will attempt to demonstrate the importance of this new view of the ego for clinical psychoanalysis, and what has been lost by its being ignored.

RUPTURES IN THE ANALYTIC SETTING AND DISTURBANCES IN THE TRANSFORMATIONAL FIELD OF DREAMS

This paper explores some implications of Bleger's (1967, 2013) concept of the analytic situation, which he views as comprising the analytic setting and the analytic process. The author discusses Bleger's idea of the analytic setting as the depositary for projected painful aspects in either the analyst or patient or both-affects that are then rendered as nonprocess. In contrast, the contents of the analytic process are subject to an incessant process of transformation (Green 2005). The author goes on to enumerate various components of the analytic setting: the nonhuman, object relational, and the analyst's "person" (including mental functioning). An extended clinical vignette is offered as an illustration.

The culture of family secrets

In mainstream psychology, family secrets are usually discussed in terms of intra-psychological processes. However, the sense making of the family, which is a multilayered system, is mediated through culture. Hence, a complementary intersubjective perspective is inevitable for understanding secrecy formation. Merging psychoanalytic ideas with cultural-semiotic analysis, the current paper explores the relationships between three complementary levels of secrecy formation: the macro-level of cultural mediation, the mesoscopic-level of family dynamics, and the micro-level of intra-psychological processes. This perspective is developed and illustrated through an in-depth reading of Amir Gutfreund’s novel, Our Holocaust.

Neutrality in the field: alpha-function and the dreaming dyad in psychoanalytic process

Analysts have interpreted the concept of neutrality in a variety of ways, beginning with Strachey's use of that word to translate Freud's (1915) term, Indifferenz. In this paper, neutrality is linked to Freud's notions of free association and evenly suspended attention. A history of psychoanalytic attempts to clarify the concept are presented, with special attention to issues of ambiguity and the patient's role in the determination of neutrality. Neutrality is further elaborated in relation to the bipersonal field as described by the Barangers and contemporary field theorists. Understood in terms of the field, neutrality becomes a transpersonal concept, here conceived in terms of alpha-function and a dreaming dyad. Two clinical examples cast in the light of a Bionian perspective are discussed to suggest an alternative understanding of analytic impasses and their relation to alpha-function and neutrality.

Why Bion? Why Jung? For that matter, why Freud?

Bion and Jung share both a significant disjunction from reflecting on personal experience, and a commitment to connecting with a higher truth outside of personal experience; in this they contrast with the Freudian standpoint that fully engages with reflecting on personal experience, and that considers efforts to connect to a higher truth as themselves usefully thought about in terms of their personal meaning. In these aspects of their work, Bion and Jung strongly endorse a romantic and communal approach to experience, whereas Freud essentially integrates the romantic and communal with the classical and agentic.

Psychoanalytic education in the twenty-first century: a syllabus for all seasons

I am suggesting that psychoanalytic training facilities restructure their curriculum to include opposing views, in an effort to avoid the inevitable disintegration of the field at large. Without a sense of requirement for any particular viewpoint, I have suggested the model of class modules, usually based around three differing positions, be applied in as many classes as possible. This method enhances the very nature of psychoanalysis while it extends the educational provenance of each separate institute, and specifically each teacher of psychoanalysis. In so doing, candidates across the board will feel and think in a more collegial manner, and may find that learning psychoanalysis is to learn something new and exciting.