2018 - 2019 San Francisco Yearlong Program

Catherine Mallouh, MD, Chair
Jacqueline De Lon, LMFT, Ben Goldstone, MFT;
Maureen Kurpinsky, PhD; and Era A. Loewenstein, PhD, Committee Members

Self and Other:
Entanglement, Disturbance, and Being

How does the self come to be? Winnicott writes: “There is no such thing as an infant,” establishing the absolute dependence of the infant on the mother for development of the self — and, through their mutual engagement and “use of the other,” a self comes into being. Bion describes how through the reverie and containment of the other, the developing mind establishes the capacity to be in reality, with a self that can relate to others. So, through holding and containing, the self arises out of the mind and body of the other.

When things go wrong, the self can also be taken over by the other, through impingement, reverse projective identification, invasion, or trauma, creating painful states and disturbances that are difficult to treat. In the clinical encounter, unconscious aspects of the self and other come together — mutually influential and mutually disturbing — in the work towards the development and becoming of the self. In this course, we would like to offer different perspectives, clinically and theoretically, on working in the realm of the self and other.

Dates: Fridays, September 21, 2018 - June 21, 2019
Time: 12:00noon - 01:30pm
Sessions: 32 Sessions
Location: San Francisco Center for Psychoanalysis
444 Natoma Street
San Francisco, CA 94103
Tuition Fee: For SF Yearlong Program Didactic Courses only
$ 1,330.00  General Admission
$ 1,200.00  SFCP Community Members
 
For SF Yearlong Program Didactic Courses AND SF Continuous Case Conference combined
$ 1,700.00  General Admission
$ 1,530.00  SFCP Community Members
 
Readers Fee is not included in the tuition
A Two-Installment-Plan option is available
See Policies tab for details
To Register: Click here to register for this program →

This course will consider the entanglements and the disturbances in relationships through film, given film’s power, through its imagery, to convey the complexity and nuance of relationships. We will watch (in advance) and discuss films such as Ingmar Bergman’s Persona, which explores the merger of two women, one a patient, the other, a nurse. As film traces their relationship, we begin to wonder who is stronger: the patient or the nurse, as well as, who helps whom, what happens in the process of engagement with illness, and what is the meaning of a symptom. We will look at Hitchcock’s deeply haunting Vertigo, where we discover and explore the use and misuse of persons. Clouds of Sils Maria probes aspects of a woman at different stages of life and her use of the other. We will also have one other film offering. In addition, we will read accompanying articles that that touch on themes of invasion, merger and sadomasochism in the self and other. These readings will augment what we are seeing and experiencing in the films and serve to deepen our discussion.

Diane Borden, PhD and Meryl Botkin, PhD
Fridays, September 21, 28; October 5, 12, 2018
(please note there will be a two week break after this class)
This seminar has been awarded 6.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. be introduced to four films representing three different cultures.
  2. increase their understanding of cultural specific and universal themes.
  3. learn about the power dynamics underlying the misuse of persons within genders and across genders.
  4. describe the conceptual underpinnings of how people use and exploit others.

We somehow find each other, histories interact and, in Bion's words, an "emotional storm" develops. The turbulence that couples present with can take many forms, including difficulties with conflict, sexuality, parenting, money and the tension of autonomy and intimacy.

Psychotherapy offers the potential for considerable growth for the relationship, the individuals involved, and others in their lives, including children and families of origin. Psychoanalytic perspectives, in particular, help us to consider and make use of the experiences and histories of the individuals such that further development can occur. In this course, we will examine some of the central concepts of psychoanalytically informed couples work and apply them to the concerns that couples seek help for.

Genie Dvorak, PsyD
Fridays, November 2, 9, 16, 30; December 7, 14, 2018
(no class on November 23rd)

In this seminar, we will read Virginia Woolf’s To the Lighthouse, the story of the Ramsay family that takes place on 2 separate days, 10 years apart. We will use vignettes from the novel to illustrate ways in which an individual’s sense of self develops: what facilitates development of the character, including interactions with others, what complicates development and what influences the development of a creative process within.

Papers will be selected from Melanie Klein and Donald Winnicott’s work about the development of a sense of self (our basic experience of the person that we are), and the ways in which important others are integral in that developmental process. We will interweave these theoretical papers with excerpts from the novel to illustrate these concepts. Time permitting, we may also incorporate clinical vignettes from our practices.

Deborah Weisinger, PsyD
Fridays, January 11, 18, 25; February 1, 8, 22, 2019
(no class on February 15th)
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. discuss the development of the sense of self in relation with important others from the theoretical perspectives of D.W.Winnicott and Melanie Klein.
  2. apply this theoretical perspective to their clinical work with patients, to understand aspects of self development that have gone well and those that have not (pathology).
  3. further think about and to discuss aspects of enactment and transference/countertransference related to self developmental issues as they arise in the clinical hour/encounter.
  4. consider what sociocultural aspects may influence the experience of the sense of a developing self.

In this course, we will explore how the infantile ‘self’ emerges through the intersubjective infant-caregiver relationship. We will examine how early sensorial and affective experience forms the language of the mother-infant attachment relationship and how the self grows within it. We will discuss the therapeutic frame, the body, attention, interpretation, and play through current findings from infant observation research, attachment studies, and neuropsychological lenses. We will deepen and elaborate this conversation exploring the clinical writings of Freud, Winnicott, Bion, and Bick as well as with the help of contemporary thinkers like Peter Goldberg, Margot Waddell, Hayuta Gurevich and Christine Anzieu-Premmereur.

Celeste Schneider, PhD and Kathy Waller, MD
Fridays, March 1, 8, 15, 22, 29; April 5, 2019
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. utilize notions of the self and reflect on how our work with patients can be enhanced with an understanding of this dynamic concept.
  2. explore how conceptions of transference-countertranference are informed and influence our understandings of ‘the self’.
  3. discuss perspectives on the self and trauma in psychoanalytic practice.
  4. differentiate and integrate Winnicott's notion of Holding from Bion's notion of Containing.
  5. examine how early affects form the language of the mother-infant attachment relationship and how the self grows within it.

Psychoanalytic studies concerning the impact of trauma suffered by previous generations on the second and third generations have exploded since the 1970s. Contemporary psychoanalytic clinicians are deeply aware of the fact that anguish and debilitating symptoms can be triggered not only by conflicts initiated from within the Self, or from pathological organizations that attempt to manage painful states of mind, but also from the wounds of trauma that are passed unconsciously across generations. Ample evidence has been generated by trans-generational studies demonstrating that the Self can become possessed by the Other’s shameful secrets, or the by the Other’s dissociated and un-represented trauma.

In this seminar we will become acquainted with some influential contributors to the study of trans-generational transmission of familial and social trauma. Among the authors that we will study are: Nicolas Abraham and Maria Torok, François Davoine and Jean-Max Gaudillière, Haydee Faimberg, Dori Laub and James Herzog. We will also discuss the representation of familial and social trauma in the film Hiroshima mon amour (1959) directed by Alain Resnais as well as the instructor’s and the participants’ relevant clinical experience.

Era A. Loewenstein, PhD
Fridays, April 12, 19, 26; May 3, 10, 17, 2019
This seminar has been awarded 9.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. describe at least five symptomatic manifestations of the impact of trauma on the emotional life of traumatized people.
  2. define the term trans-generationally transmitted trauma.
  3. describe the difference between dissociation and repression.
  4. After watching the film Hiroshima mon amour (1959) directed by Alain Resnais participants will be able to describe the manifestation of dissociated trauma in the French woman heroine and the Japanese man she meets after the WWII.
  5. describe how trans-generationally transmitted trauma impacts the capacity to know and not to know.
  6. describe how the therapist understanding of the patient may be compromised by his or her own dissociated trauma.

Levinas, like Winnicott, explores the meaning of intersubjectivity and lived immediacy. Both the philosopher and the psychoanalyst focus on the encounter with another being – Winnicott focuses on the infant’s first encounter with the maternal other; Levinas, on the interaction between adults. For both authors, each in their respective scenes, the other calls the “I” into being.

An ethic of responsibility for the other is inherent in our psychoanalytic work. Levinas detects and elaborates a fundamental “ethical” relationship, basic to human interaction, evoked in the face-to-face encounter. He proposes an attitude of “Apres vous, Monsieur” that is not merely politeness or a subjugation of the self, but an intrinsic developmental predisposition of the human being.

In this course we will read selections from Levinas and think together about ideas of Winnicott, Bion and Civitarese regarding the “instersubjective constitution of the individual” and how these concepts may relate to Levinas’ ethical position of “being for the other”.

Maureen Kurpinsky, PhD
Fridays, May 31; June 7, 14, 21, 2019
This seminar has been awarded 6.0 CME/CE credits.

Educational Objectives
Participants will be able to

  1. situate Emmanuel Levinas in an historical context.
  2. begin to understand the ethical philosophy of Levinas.
  3. compare and contrast Levinas’ philosophy of ethics with relational and intersubjective psychoanalytic theories.
  4. derive implications for clinical application.

Eligibility

If you have any questions about your level of preparation, please contact the San Francisco Yeaerlong Program Chair: Catherine Mallouh, MD, at 415-750-1713.

Registration Deposit

A $ 300.00 registration deposit is due upon registration. This $ 300.00 deposit is fully refundable until August 20, 2018, and the remaining balance is due in full by September 21, 2018.

Two-Installment-Plan Option

A Two-Installment-Plan option is available for this program. Tuition can be paid in two equal installments that will be processed on September 21, 2018 and January 7, 2019. SFCP must have a current/active credit card information on file to be used for the payments. To apply for the Two-Installment-Plan, one must contact the SFCP Office to arrange this option before September 21, 2018.

Readers Fee

Charges for reading material required for the seminars are not included in tuition. They are based upon copyright laws and change based on the content of the readers. The charges will be billed to you separately. Please submit your registration and your tuition payment two weeks in advance in order to receive reading materials before the course starting date.

Refund Policy

  • There will be a full refund if one requests to drop the program on or before August 20, 2018.
  • There will be a 10% cancellation fee if one requests to drop the program on or after August 21, 2018.
  • There will be no refund for classes in progress, and SFCP will provide a pro-rated refund of tuition for classes not yet begun.