The status of developmental curriculum in North American psychoanalysis

Gilmore, Karen

doi:10.1111/j.1745-8315.2009.00177.x

Cited by 3 publications

(4 citation statements)

References 62 publications

(76 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is widely recognized that there has never been a singular psychoanalytic developmental theory (Gilmore 2008(Gilmore , 2009Gilmore and Meersand 2015;Govrin 2006). Every psychoanalytic school, especially every "grand" one proposing a general psychology (Govrin 2006), has its own baby with distinctive needs and predilections, but most of these schools have been curiously uninterested in following that baby forward into the vicissitudes of child development.…”

Section: T H E C H a N G I N G V I E W O F D E V E Lo P M E N T I N P S Yc H Oa N A Ly S I Smentioning

confidence: 99%

“…(Doctors 2002), infant researchers (Beebe and Lachmann 2003), and others, all of whom have more or less embraced a more fluid, idiosyncratic, and nonpredictive model of individual development. Further, the exploration of childhood underpinnings of adult psychopathology is no longer considered central to cure (Gilmore 2009;Govrin 2006;Seligman 2003). The interface of mind and culture has never occupied a principal role in psychoanalytic thinking, with the exception of a handful of more or less marginalized American analysts, including Rado, Kardiner, Fromm, Erikson, Horney, Sullivan, and Lear.…”

mentioning

confidence: 99%

“…For example, the classical emphasis on progression through early developmental stages as foundational for adult personality organization has been replaced by nonlinear systems thinking among relational theorists (Seligman 2003), self psychologists (Coburn 2002; Shane 2005, 2006), intersubjectivists (Doctors 2002), infant researchers (Beebe and Lachmann 2003), and others, all of whom have more or less embraced a more fluid, idiosyncratic, and nonpredictive model of individual development. Further, the exploration of childhood underpinnings of adult psychopathology is no longer considered central to cure (Gilmore 2009; Govrin 2006; Seligman 2003). The interface of mind and culture has never occupied a principal role in psychoanalytic thinking, with the exception of a handful of more or less marginalized American analysts, including Rado, Kardiner, Fromm, Erikson, Horney, Sullivan, and Lear.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Is Emerging Adulthood a New Developmental Phase?

Gilmore¹

2019

J Am Psychoanal Assoc

Self Cite

View full text Add to dashboard Cite

In 2000, Jeffrey Arnett, a developmental research psychologist, proposed a new phase of development that he called “emerging adulthood.” He delineated developmental challenges centered on identity, role exploration, and subjective experience and linked his observations to changes in the demographics and culture of contemporary society. This proposal elicited an extraordinary response in the research community, but the reaction among psychoanalysts has been tepid at best: developmental phases have not been amended for almost a century, and in some schools the very notion of such phases has been discredited. Adult development has historically attracted mostly lifespan psychoanalysts, and the concept of identity has never achieved full psychoanalytic status. But both adulthood and identity merit psychoanalytic legitimacy: adulthood because it looms in the mind as a meaningful endpoint that shapes earlier stages, and identity because it is a complex, organizing aspect of self-representation. The concept of emerging adulthood, too, has sufficient validity and heuristic value to be considered a developmental phase, provided we loosen our fixed ideas about what constitutes “developmental” and take a fresh look at the sweep of human development as it is shaping up in a transformed world.

show abstract

Section: T H E C H a N G I N G V I E W O F D E V E Lo P M E N T I N P S Yc H Oa N A Ly S I Smentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Is Emerging Adulthood a New Developmental Phase?

Gilmore¹

2019

J Am Psychoanal Assoc

Self Cite

View full text Add to dashboard Cite

show abstract

“… This paper is the last in a series in the Education Section about the place of infant observation in analytic training. The other papers are Waddell (2006), De Litvan (2007) and Gilmore (2009). …”

mentioning

confidence: 99%

Infant observation and the French model

Houzel¹

2012

The International Journal of Psychoanalysis

View full text Add to dashboard Cite

Psychoanalytic training in the French Societies belonging to the International Psychoanalytic Association does not grant any place to the observation of babies as it exists in certain societies of other countries. Infant observation is even the object of sharp critiques by eminent French theoreticians. The reasons given for condemning infant observation and refusing to give it any place in the training programme lie in theoretical positions concerning the very nature of the Freudian discovery and its interpretation, which is more idealistic than empirical. The author discusses these reasons while drawing attention to the frequent confusion between a reference to empiricism and a reference to the experimental. The fear of a psychologizing deviation of metapsychology and of a denial of psychic reality leads, in the French model, to placing the emphasis on personal analytic experience during the candidate's psychoanalysis, prolonged by supervisions. It excludes any academic teaching of metapsychology or of related disciplines. The confusion between the empiricism of Esther Bick's method and the recourse to experimental procedures in developmental research stands in the way of making a place for infant observation and of recognizing its training value, not so much for the acquisition of new knowledge or the validation of metapsychological models, as for its usefulness in developing a mode of psychoanalytic observation and an increase in the candidates' containing capacities.

show abstract

The Story of Sam

Olesker

2011

The Psychoanalytic Study of the Child

View full text Add to dashboard Cite

The aim of this paper is to suggest new ways of understanding development that offer new therapeutic possibilities. I use observational and interview data showing the development of one research subject over forty years to highlight that the concepts of continuity and discontinuity need to be considered together to grasp the full complexity of psychological development. In the subject an unanticipated transformation occurs at age 14, the emergence of a perversion, whichfades by age 28. I will show that the observations can be best understood by co-ordinating the influence of antecedents that exert a pull backward with the transformative potential arising from the pull forward into new structures, compromises, and organizations.

show abstract

The status of developmental curriculum in North American psychoanalysis

Cited by 3 publications

References 62 publications

Is Emerging Adulthood a New Developmental Phase?

Is Emerging Adulthood a New Developmental Phase?

Infant observation and the French model

The Story of Sam

Contact Info

Product

Resources

About