(BASED ON THE ENTRIES IN THE IPA’S ENCYCLOPEDIC DICTIONARY OF PSYCHOANALYSIS)
Course Instructor: EVA D. PAPIASVILI, PHD, ABPP Date:APRIL 15th & APRIL 29th (9:30AM — 2:30PM EDT/NYC), 2023 Location: Virtual Live
Continuing Education Information: 14.25 CEs See details here Tuition: $250/course (can be paid in 2 installments). Scholarships, full and partial, are available – please fill out the scholarship form below. Registration fee: $25/course (waived for ORI’s candidates in training)
ENACTMENTS carry potentially significant developmental and dynamic meanings. Listening to, working with, understanding and interpreting enactments, can increase therapeutic effectiveness, and can minimize the incidence of unsymbolized somatic expression and of acting-out by the patient in the psychoanalytic situation and in his or her every-day life.
Following the use of the term in a title of a paper by Theodore Jacobs (1986), enactment has often been thought of as a North American concept. However, in contemporary North American psychoanalytic literature, there is no single concept of enactment. Rather, there is a group of such concepts, closely related, but also quite different from one another.
Transference/Countertransference enactments (Jacobs 1986), where analyst and/or analysand express transference or countertransference wishes in action, rather than reflecting on and interpreting them. This use of the term was further expanded by McLaughlin (1991) to include ‘evocative-coercive transferences of both patient and analyst’ and yet further developed by Chused (1991, 2003) as ‘symbolic interactions’ with unconscious meaning for both participants, potentially extending beyond the analytic situation. This phenomenon could be viewed as a version of ‘acting out’ or ‘acting in’ (Zeligs, 1957), extended to both participants.
The analysand’s unconscious induction of the analyst to live out the analysand’s unconscious fantasies. This idea is akin to ‘projective identification’ and/or ‘role responsiveness’ (Sandler 1976).
‘An embedded series of often subtle, unconscious, interactive, mutually constructed dramas that are lived out’ (Loewald, 1975). Here, ‘enactment’ is being used to name a kind of intersubjectivity since the analyst is seen as a co-creator of what happens between the two parties.
Any dramatic expression of transferential/countertransferential rupture of a fluid analytic containing exchange, potentially extending beyond the psychoanalytic situation (Chused, Ellman, Renik, Rothstein, 1999), communicated nonverbally or verbally (Steiner, 2006).
In Latin America this conceptual plurality has been reduced, owing to the additional historical influences of authors like Racker (1988), Grinberg (1962), and Baranger & Baranger (1961-1962/2008), and the further contemporary studies of Cassorla (2005, 2008, 2012, 2013), Sapisochin (2013) and others.
The predominant contemporary understanding of enactment in Latin America concerns phenomena where the analytical field is invaded by discharges and/or behaviors that involve both patient and analyst. Enactments arise from mutual emotional inducement without the members of the analytical dyad clearly realizing what is happening. Enactments reflect back to situations where verbal symbolization was impaired and, when words are available, they are used in limited and concrete ways. Enactments are ways of remembering early relationships through behaviors and feelings that are part of defensive organizations (as in chronic and acute enactments).
European understanding of the term is closer to the Latin American than to the North American version because the concept is rather exclusively confined to the analytical setting (Steiner 2006). However, for some European analysts it differs from the Latin American version in that enactment is not so much a co-creation of patient and analyst, but rather the result of the interaction between them.
The course will proceed from the historical roots in Freud’s conceptualizations on transference, countertransference, repetition-compulsion, and defenses (1905, 1910, 1914, 1920, 1923), and continue with a thorough exposition of further developments across the three psychoanalytic continents and across the plurality of psychoanalytic perspectives, including prominent influences of object relations (Winnicott 1963, 1974), and field theories perspectives, among others.
The theoretical presentation and discussion will be complemented by clinical material from the instructor’s own practice (Papiasvili 2016) and further discussion of the examples of the participants’ clinical work.
After completing this educational activity, its participants will be able to:
Discuss the contemporary diversity of definitions of the concept of enactment: North American perspective.
Discuss the contemporary diversity of definitions of the concept of enactment: Latin American perspective.
Discuss the contemporary diversity of definitions of the concept of enactment: European perspective.
Analyze the evolution of the conceptual plurality from Freud’s roots of the concept in his conceptualizations on transference and countertransference.
Analyze the evolution of the conceptual plurality from Freud’s roots of the concept in his conceptualizations of acting out.
Analyze the evolution of the conceptual plurality from Freud’s roots of the concept in his conceptualizations of repetition-compulsion.
Analyze the evolution of the conceptual plurality from Freud’s roots of the concept in his conceptualizations of defensive mechanisms.
Discuss the evolution of enactment(s) in various theoretical perspectives: Freudian and contemporary Freudian.
Discuss the evolution of enactment(s) in various theoretical perspectives: Object Relations – Bionian, Winnicottian and neo-Kleinian.
Discuss the evolution of enactment(s) in various theoretical perspectives: Field Theories.
Compare the theoretical exposition of enactment(s) in contemporary Freudian and Object Relations perspectives (including Bionian, Winnicottian and neo-Kleinian perspectives).
Compare the theoretical exposition of enactment(s) in contemporary Freudian and contemporary Field Theories perspectives.
Utilize various enactment conceptualizations in their clinical work.
Utilize various enactment conceptualizations in their personal life and relationships.
SCHEDULE (for each day of the course)
Morning: 9:30am -11am EDT 11:15am – 12:30pm EDT
Lunch: 12:30pm – 1pm EDT
Afternoon: 1pm – 2:30pm EDT
Required readings for the 1st session of the course: IPA Inter-regional Encyclopedic Dictionary of Psychoanalysis: https://www.ipa.world/IPA/en/Encyclopedic_Dictionary/English/Home.aspx Entry on Enactment(s): https://online.flippingbook.com/view/544664/210/ Freud, S. (1914). Remembering, Repeating and Working Through (Further Recommendations in the Technique of Psychoanalysis II). SE XII, 145-156. Jacobs, T. (1986). On countertransference enactments. Journal of American Psychoanalytic Association, 34, 289-307. Sandler, J. (1976). Countertransference and role-responsiveness. International Review of Psychoanalysis, 3, 43-47.
Required readings for the 2nd session of the course: Cassorla, R.M.S. (2012). What happens before and after acute enactment? An exercise in clinical validation and broadening of hypothesis. International Journal of Psycho-Analysis, 93, 53-89. Bass, A. (2003). “E” Enactments in psychoanalysis: Another medium another message. Psychoanalytic Dialogues,13, 657-675. Sapisochin, S. (2013). Second thoughts on Agieren: Listening the enacted. International Journal of Psycho-Analysis, 94 (5), 967-991. Papiasvili, E.D. (2016). Translational aspects of interpretation today: Developmental and dynamic view. Psychoanalytic Inquiry, 36, 88-101.
Baranger, M. & Baranger, W. (1961-1962/2008). The analytical situation as a dynamic field. Int J Psycho-Anal, 89, 795-826 (translated and reprinted from 1961-1962 Spanish versions).
Bass, A. (2003). “E” Enactments in psychoanalysis: Another medium another message. Psychoanal Dial,13, 657-675.
Cassorla, R.M.S. (2005). From bastion to enactment: The ‘non-dream’ in the theatre of analysis. Int J Psycho-Anal, 86, 699-719.
Cassorla, R.M.S. (2008). The analyst’s implicit alpha-function, trauma and enactment in the analysis of borderline patients. Int J Psycho-Anal, 89, 161-180.
Cassorla, R.M.S. (2012). What happens before and after acute enactment? An exercise in clinical validation and broadening of hypothesis. Int J Psycho-Anal, 93, 53-89.
Cassorla, R.M.S. (2013). When the analyst becomes stupid. An attempt to understand enactment using Bion’s theory of thinking. Psychoanal Q, 82, 323-360.
Chused, J.F. (1991). The evocative power of Enactments. Journal of American Psychoanalytic Assoc,39, 615-639.
Chused, J.F. (2003). The role of enactments. Psychoanalytic Dial,13, 677-87.
Chused, J.F., Ellman, S.J., Renik, O., Rothstein, A. (1999). Four aspects of the Enactment Concept: Definitions, therapeutic effects, dangers, history. Journal of Clinical Psychoanalysis, 8, 9-61.
Freud, S. (189). Studies on Hysteria. SE 2.
Freud, S. (1905). Fragment of an Analysis of a Case of Hysteria. SE 7, p. 1-122.
Freud, S. (1910). The Future Prospects of Psycho-Analytic Therapy. SE 11, pp. 139-53.
Freud, S. (1914). Remembering, Repeating and Working Through (Further Recommendations in the Technique of Psychoanalysis II). SE 12, pp. 145-156.
Freud, S. (1920). Beyond the Pleasure Principle. SE 18, pp. 1-134.
Freud, S. (1923). The Ego and the Id. SE 19, pp. 3-169.
Grinberg, L. (1962). A specific aspect of countertransference due to the patient’s projective identification. International Journal of Psycho-Anal, 43, 436-440.
Hirsch, I. (1998). The concept of enactment and theoretical convergence. Psychoanalytic Quarterly, 67, 78-100.
Jacobs, T. (1986). On countertransference enactments. J Amer Psychoanal Assoc, 34: 289-307.
Loewald, H.W. (1975). Psychoanalysis as an Art and the Fantasy Character of the Psychoanalytic Situation. Journal of American Psychoanalytic Assn,23, 277-299.
McLaughlin, J.T. (1991). Clinical and theoretical aspects of enactment. Journal of American Psychoanalytic Association,39, 595-614.
Papiasvili, E.D. (2016). Translational aspects of interpretation today: Developmental and dynamic view. Psychoanalytic Inquiry, 36, 88-101.
Racker, H. (1988). Transference and countertransference. Karnac.
Sandler, J. (1976). Countertransference and role-responsiveness. International Review of Psychoanal, 3, 43-47.
Sapisochin, S. (2013). Second thoughts on Agieren: Listening the enacted. International Journal of Psycho-Analysis, 94 (5), 967-991.
Steiner, J. (2006). Interpretive enactments and the analytic setting. International Journal of Psycho-Analysis, 87, 315-328.
Winnicott, D.W. (1963). Dependence in infant care, in child care, and in the psycho-analytic setting. International Journal of Psycho-Analysis, 44, 339-344.
Winnicott, D.W. (1974). Fear of breakdown. International Review of Psycho-Anal, 1, 103-107.
Zeligs, M. (1957). Acting in: A contribution to the meaning of some postural attitudes observed during analysis. Journal of American Psychoanalytic Association, 5, 685-706.
Eva D. Papiasvili, Ph.D., ABPP is a Global Chair (Europe, North America and Latin America) of the IPA Inter-Regional Encyclopedic Dictionary of Psychoanalysis (IRED) Committee. She is a Senior Clinical Faculty and Supervisor in the Doctoral program of Clinical Psychology at Columbia University (NYC); Training, Teaching, and Supervising Analyst, Object Relations Institute and the Institute of the Postgraduate Psychoanalytic Society; as well as she is the Editorial Board member of the International Journal for Group Psychotherapy; Special Issues Editor and Editorial Reader of the International Forum for Psychoanalysis and of the Psychoanalytic Inquiry. Her many international journal and book chapter publications cover wide range of topics of psychoanalysis and clinical psychology.
In support of improving patient care, this activity has been planned and implemented by Amedco LLC and Object Relations Institute for Psychotherapy & Psychoanalysis (ORIPP). Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Psychologists (APA) Credit Designation
This course is co-sponsored by Amedco and Object Relations Institute for Psychotherapy & Psychoanalysis. Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 22.75 hours.
The following state boards accept courses from APA providers for Counselors: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, KS, KY, MD, ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK*, OR, PA, RI, SC, SD, TN, TX, UT, VA, WI, WY MI: No CE requirements. *OK: Accepts APA credit for live, in-person activities but not for ethics and/or online courses. The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK*, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY AL MFTs: Credits authorized by NBCC or any other state licensing agency will be accepted. MA MFTs: Participants can self-submit courses not approved by the MAMFT board for review. The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (held outside NY ONLY), OK*, OR, SC, UT, WA, WI, WY The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY
New York Board for Social Workers (NY SW)
Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 22.75 hours.
New York Board for Psychology (NY PSY)
Amedco is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0031. 22.75hours.
To receive CE certificates for the actual hours attended – please request them at the time of registration or any time prior to beginning of the conference. CE certificate fee: $25 (in addition to the registration fees). No fees charged for PD (Professional Development) certificates from ORI.
REGISTRATION AND FEES:
Tuition: $250/course (can be paid in 2 installments) Registration fee: $25/course (waived for ORI’s candidates in training)
Please Note: If CEs are requested — there is an additional fee of $25 (can be paid on the day of the conference or in advance). If you are requesting the CEs, please register as a licensed practitioner and pay the “regular” fee for attending this educational event.
SPECIAL SCHOLARSHIPS are available for undergraduate and graduate students, as well as for retired or disabled practitioners, or need-based or/and those who live outside of the USA. You can request scholarship using this form.
CANCELLATION POLICY: Full refund until the 1st session. 50% refund before the 2nd session. No refund from the day of the second session, but 50% of the full paid tuition will be applied to any further ORI events.
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