Development V: Developmental Models in Psychoanalysis

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1 Development V: Developmental Models in Psychoanalysis This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the American Psychoanalytic Association and the Institute for Psychoanalytic Education (IPE). The American Psychoanalytic Association is accredited by the ACCME to provide continuing medical education for physicians. The American Psychoanalytic Association designates this Live Activity for a maximum of [number of credits] AMA PRA Category 1 Credit(s). Physicians should claim only the credit commensurate with the extent of their participation in the activity. IMPORTANT DISCLOSURE INFORMATION FOR ALL LEARNERS: None of the planners and presenters of this CME program have any relevant financial relationships to disclose. This course will examine the assumptions underlying the use of developmental theory in psychoanalysis, as well as various models of development as they have arisen in the course of psychoanalytic thought. The readings will touch on some of the following topics: -developmental models as they relate to models of mind and technique -the influence of research findings on earlier psychoanalytic models of development -how different developmental models understand the sources of trauma and various mental representations such as unconscious fantasies -how different developmental models conceptualize the development of a sense of self and the overall beginnings of object relations The theories to be examined have been organized into two groups: the earlier ones derive primarily from drive theories, while the more contemporary theories tend to be more interactional and focus on the development of the self and the role of the motherinfant dyad in that development. In order to more easily compare and contrast the different theories, we will try to address some of the following questions for each theorist: 1. What age child and what method of observation is represented by each theory? 2. What does development consist of, that is, what is it that changes with development? 3. What are the roles of environmental and constitutional factors? 1

2 4. What is the nature of trauma for each model (e.g., specific vs. cumulative)? 5. What is thought to be neurosogenic in each model? 6. What model of the mind is assumed/exploited by each model? 7. Is the model primarily a conflict model or a deficit model? 8. What are the model s implications for analytic technique? Part I: Introduction to the concept of development (Drs. Anne Erreich and Malini Singh) Week 1: The developmental metaphor *Mayes, L. (1999). Clocks, engines and quarks- love, dreams, and genes: What makes development happen? The Psychoanalytic Study of the Child, 54: *Mayes, L. & Spence, D. (1994). Understanding therapeutic action in the analytic situation: A second look at the developmental metaphor. Journal of the American Psychoanalytic Association, 42: *Hendrick, I. (1942 original, re-published 2007). Instinct and the ego during infancy. Psychoanalytic Quarterly, 76: , see B. Litowitz discussion which follows this paper). Part II: Classical developmental theories (Drs. Nasir Ilahi and Malini Singh) Week 2: Sigmund Freud: Libido theory, Drives and the Structural Model *Freud, S. (1905). Infantile Sexuality in Three Essays on the Theory of Sexuality, S.E. 7, *Freud, S. (1915). Instincts and their Vicissitudes, S.E. 14, Quinodoz, J-M. (2004). The discovery of infantile sexuality: a revolution and a scandal. In Reading Freud, London: Routledge, Sandler, J.; Dare, C.; and Holder, A. (1997) Freud's Models of the Mind: An Introduction. Karnac, chapters 12 and 13, pp

3 Week 3: Anna Freud: The Structural Model *Freud, A. (1953). The Concept of Development Lines. Psychoanalytic Study of the Child, 18: Freud, A. (1965). Normality and pathology in childhood. In The Collected Works Of Anna Freud, Vol 7, New York: IUP, Freud, A. (1992). Sexuality and development. In The Harvard Lectures. London: Karnack Books, Week 4: Melanie Klein: Object Relations Theory *Klein, M (1952) ' The origins of Transference' in Envy and Gratitude and Other Works Hogarth 1975; reprinted Virago, 1988 pp Hinshelwood, R.D. 'Internal Objects'; 'Objects'; and ' Object - Relations School' in his A Dictionary of Kleinian Thought, revised ed., Free Association Books pb, 1991 pp 68-83, , and Klein, M. (1952). Some theoretical conclusions regarding the emotional life of the infant. In Developments in Psychoanalysis, London: Hogarth Press, Segal, H. (1964). The paranoid-schizoid position, The depressive position. In Introduction to the Work of Melanie Klein. New York: Basic Books, 24-38, Week 5: Donald Winnicott: Object Relations Theory/ The British Independent Group *Winnicott, D.W. (1945). Primitive emotional development. In Through Paediatrics to Psychoanalysis, New York: Basic Books, *Winnicott, D.W. (1962). Ego integration in child development. In The Maturational Processes and the Facilitating Environment. London: Karnac, *Winnicott, D.W. (1954). The depressive position in normal development. In Through 3

4 Paediatrics to Psychoanalysis, New York:Basic Books, *Winnicott,D.W. (1971). Mirror-role of mother and family in child development. In Playing and Reality, New York: Penguin Books, Week 6: Ronald Fairbairn: Object Relations Theory/The British Independent Group As Fairbairn is not easily accessible, read the following: *Sutherland, J. D. (1980) 'The British Object Relations Theorists: Balint, Winnicott, Fairbairn', JAPA 28: Sutherland, John D. Fairbairn's Journey into the Interior. Free Association Books Ch. 5, pp Week 7: Wilfred Bion: The Post- Kleinian Development *Bion, W.R. A Theory of Thinking. IJP, 1962, vol. 43, pp Also in Second Thoughts, Jason Aaronson, Northvale, N.J. Spillius, E., ed. (1998) Melanie Klein Today Volume I, Routledge, pg Part III: Contemporary Models of Development: The Development of the Self and the Role of the Mother-Infant Dyad (Drs. Anne Erreich and Malini Singh) Week 8: Heinz Kohut and Margaret Mahler: Self Psychology and Separation- Individuation Kohut, H. The Restoration of the Self (1977). Madison, CT:IUP, 182 (bottom)-191. Greenberg, J. Oedipus and Beyond (1991). Cambridge: Harvard Univ. Press, *Mahler, M. (1972). On the first three subphases of the separation-individuation process. International Journal of Psychoanalysis, 53: *Gergely, G. (2000). Reapproaching Mahler: New perspectives on normal autism, symbiosis, splitting and libidinal object constancy from cognitive developmental theory. Journal of the American Psychoanalytic Association, 48:

5 Week 9: Daniel Stern: Schemas of Self With Other Stern, D. (1982). The early development of schemas of self, other, and "self with other." In Reflections on self psychology, ed. D. Burkewitz. New York: IUP, *Erreich, A. (1993). Review of Diary of a Baby by Dan Stern. Psychoanalytic Quarterly, 62, Stern, D. (1985). The Interpersonal World of the Infant. New York: Basic Books, Week 10: John Bowlby: Attachment Theory Bowlby, J. (1969) Attachment. New York: Basic Books, , *Slade, A. (2000). The development and organization of attachment: implications for psychoanalysis. Journal of the American Psychoanalytic Association, 48: Week 11: Mary Ainsworth: The Strange Situation *Main, M. (2000). The organized categories of infant, child, and adult attachment. Journal of the American Psychoanalytic Association, 48: *Erreich, A. (2003). A modest proposal: (Re)defining unconscious fantasy. Psychoanalytic Quarterly, 72: *Lyons-Ruth, K. (1991). Rapprochement or Approchement: Mahler s theory reconsidered from the vantage point of recent research on early attachment relationships. Psychoanalytic Psychology, 8:1-23. Week 12: Peter Fonagy: Mentalization Fonagy, P. (2001). Attachment Theory and Psychoanalysis. New York: Other Press, *Fonagy, P. (2000). Attachment and borderline personality disorder. Journal of the American Psychoanalytic Association, 48:

6 Fonagy, P., Gergely, G., Jurist, E. & Target, M. (2002). Affect Regulation, Mentalization, and the Development of the Self. New York: Other Press, Week 13: Miriam Steele and Howard Steele: Overview of Infant Research Steele, H. & Steele, M. (2005). Understanding and Resolving Emotional Conflict: The London Parent-Child Project. In Attachment from Infancy to Childhood: The Major Longitudinal Studies, ed. K.E. Grossman, K. Grossman & E. Waters. New York: Guilford Press, Chapter 6. * Gergely, G. & Watson, J. (1996). The social biofeedback theory of parental affectmirroring. The International Journal of Psychoanalysis, 77: Part IV: Overview (Drs. Anne Erreich and Malini Singh) Week 14: Developmental progression and regression *Sandler, J. & Sandler, A.M. (1994). Theoretical and technical comments on regression and antiregression. International Journal of Psychoanalysis, 75: *Inderbitzen, L. & Levy, S. (2000). Regression and psychoanalytic technique: the concretization of a concept. Psychoanalytic Quarterly, 69: *Loewald, H. (1981). Regression: Some general considerations. Psychoanalytic Quarterly, 50: Week 15: Infant observation and psychoanalysis *Wolff, P. (1996). The irrelevance of infant observation for psychoanalysis. Journal of the American Psychoanalytic Association, 44: only. Green, A. (2000). Science and science fiction in infant research. In Clinical and Observational Psychoanalytic Research: Roots of a Controversy, ed. J. Sandler, A.-M. Sandler & P. Fonagy. London: Karnac,

7 Stern, D. (2000).The relevance of empirical infant research to psychoanalytic theory and practice. Ibid., *Commentaries on Wolff, (1996): Journal of the American Psychoanalytic Association, 44: See especially S. Seligman s commentary, pp *Letters in response to Wolff, (1998). Journal of the American Psychoanalytic Association, 46: