Go to WELCOME page
BULLETIN BOARD
CALENDAR of EVENTS
REGISTRATION FORM ORI
ACADEMIC PRESS
QUOTE of the DAY DR. JEFFREY SEINFELD MEMORIAL PSYCHOANALYTIC LICENSE NEURO-PSYCHO-EDUCATION
Neurobiology for Psychotherapists & Psychoanalysts Courses at ORI
2019-2020
Attachment, Psychosomatics, Trauma and Post-Traumatic Growth through the Lens of Neuropsychoanalysis
- with Inna Rozentsvit, M.D., PhD
1st Trimester of the year 2 of the Two-Year Program and the Full Training in Psychotherapy and Psychoanalysis, as well as the Neuropsychoanalysis and the Parent-Child Development Programs (can be also taken as an individual post-graduate certificate course; no pre-requisites). Post-graduate continuing education credits/ hrs earned after completion of this course: 12.5
Dates: October 3, 2019 - December 19, 2019, Thursdays, 8:40-9:55pm
Tuition: $450/ 10-week course; registration fee: $25 - waived for ORI students & candidates.
Virtual attendance (with minimal technical requirements)
To register, fill out the registration form at the REGISTRATION page (then email it to admin@orinyc.org or fax to 1-718-785-3270) OR send the email to adminorinyc@gmail.com with the subject line "Registration for Neuropsychoanalysis course." Call 646-522-1056 for more information.
COURSE DESCRIPTION:
The intention [of this project] is to furnish a psychology that shall be a natural science. — S. Freud, 1895, "Project for a Scientific Psychology."
We must recollect that all of our provisional ideas in psychology will presumably one day be based on an organic substructure. — S. Freud, 1914, “On Narcissism.”
The deficiencies in our description would probably vanish if we were already in a position to replace the psychological terms with physiological or chemical ones.…We may expect [physiology and chemistry] to give the most surprising information and we cannot guess what answers it will return in a few dozen years of questions we have put to it. They may be of a kind that will blow away the whole of our artificial structure of hypothesis. — S. Freud, 1920, “Beyond the Pleasure Principle.”
Significance of understanding of neurobiology for those who dedicate their professional life to psychoanalysis was recognized by the neurologist/ neuropathologist Sigmund Freud at the very birth of this profession. One can be fascinated how (without PET scans and fMRIs) he could picture the structure of the mind, while having only unsophisticated fish brains at hand. In his 1895 letter to W. Fliess, S. Freud wrote: I am tormented by two aims: to examine what shape the theory of mental functioning takes if one introduces quantitative consideration, a sort of economics of nerve forces; and, second, to peel off from psychopathology a gain for normal psychology. These ideas of the founder of psychoanalysis about the brain-mind dynamic functioning had evolved now into different merging areas of interest, such as social neurology, evolutionary neuroscience, interpersonal neuroscience, mindfulness, neuropsychoanalysis, etc.
During this 10-week course, we will look at our brain-mind constellation through the lens of neurobiology and psychoanalysis, discovering that the processes of neuroplasticity and neurointegration and the phenomena of “what fires together – wires together,” “synaptic pruning,” and “don’t use it – lose it” as the main drives of one’s states of health and disease. We will look into connections of human brain’s anatomy (which is very specific to our species) with the wholesome and creative functioning of the mind (which differs from one individual to another).
The resources for this course will include the works of psychoanalysts and neuroscientists, as well as the cases of trauma, psychosomatic illness, attachment disorders – looked through the lens of neuroscience/ neurobiology/ clinical neurology.
At the end of this course, participants will be able to:
1) Identify the brain-mind mechanisms of “normal” and “pathological” functioning (e.g., neuroplasticity, neurointegration, neurogenesis, brain/mind laterality, and “fire together-wire together,” synaptic pruning, and other phenomena), and to apply this knowledge about neurobiology to case examples offered by the instructor or the participants.
2) Assess the levels of brain-mind functioning based on the “triune brain” phenomenon, and in turn, understand the level at which each individual patient/client can be reached at therapeutically.
3) Discuss clinical cases utilizing the brain-mind dynamic functioning model and the language of psychoanalysis (pairing them together).
4) Discuss psychological concepts of trauma/ post-traumatic growth, psychosomatics, and attachment through the lens of functional neurology / neuroscience.
5) Demonstrate the concept of “mindful” therapy approach to working with developmental and/or relational trauma.
Class 1: Neurobiology and the possibility of a renaissance of psychoanalytic thought.
Readings:
Freud, S. (1895/1950). Project for a scientific psychology. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume I ( 1886-1899): Pre-Psycho-Analytic Publications and Unpublished Drafts, 281-391.
Kandel, E.R. (1998). A new intellectual framework for psychiatry. American Journal of Psychiatry, 155, 457-469.
Kandel, E. (1999). Biology and the future of psychoanalysis: A new intellectual framework for psychiatry revisited. American Journal of Psychiatry, 156(4), 505-524.
RESOURCES:
Ainsworth, M. D. S. (1968). Object relations, dependency, and attachment: A theoretical review of the infant mother relationship. Child Development, 40, 969-1025.
Ainsworth, M. D. S. (1982). Attachment: Retrospect and prospect. In C. M. Parkes & J. Stevenson-Hinde (Eds.), The place of attachment in human behavior (pp. 3-30). New York: Basic Books.
Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709-716.
Ainsworth, M. D. S., & Bell, S. M. (1970). Attachment, exploration, and separation: Illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41(1), 49-67.
Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 331-341.
Bernstein, W. M. (2011). A basic theory of neuropsychoanalysis. London, UK: Karnac.Bowlby,
J. (1940). The influence of early environment in the development of neurosis and neurotic character. International Journal of Psycho-Analysis, XXI, 1-25.
Bowlby, J. (1944). Forty-four juvenile thieves: Their characters and home lives. International Journal of Psycho-Analysis, XXV, 19-52.
Bowlby, J. (1958). The nature of the child’s tie to his mother. International Journal of Psycho-Analysis, XXXIX, 1-23.
Bowlby, J. (1959). Separation anxiety. International Journal of Psycho-Analysts, XLI, 1-25.
Bowlby, J. (1960). Grief and mourning in infancy and early childhood. The Psychoanalytic Study of the Child, VX, 3-39.
Bowlby, J. (1969). Attachment and loss, Vol. 1: Attachment. New York: Basic Books.
Bowlby, J. (1973). Attachment and loss, Vol. 2: Separation. New York: Basic Books.
Bowlby, J. (I980a). Attachment and loss, Vol. 3: Loss, sadness and depression. New York: Basic Books.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Buchheim, A., George, C., & West, M. (2003). The Adult Attachment Projective (AAP) - Psychometric properties and new research. Psychotherapie Psychosomatik Medizinische Psychologie (Psychosomatics Psychotherapy Medical Psychology), 53, 419-427.
Cassidy J. & P. R. Shaver (Eds.) (1999). Handbook of attachment: Theory, research, and clinical applications. New York: Guilford Press.
Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace.
Fonagy, P., Target, M., Gergely, G., & Jurist, E. J. (2002). Affect regulation, mentalization and the development of the Self. New York: Other Press.
Freud, S. (1895/1950). Project for a scientific psychology. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume I ( 1886-1899): Pre-Psycho-Analytic Publications and Unpublished Drafts, 281-391.
Hart, S. (2006). Attachment theory and child abuse - An overview of the literature for practitioners. London, UK: Karnac.
Holmes, J. (2001). In search of the secure base. London, UK: Routledge.
Kandel, E.R. (1998). A new intellectual framework for psychiatry. American Journal of Psychiatry, 155:, 457-469.
Kandel, E. (1999). Biology and the future of psychoanalysis: A new intellectual framework for psychiatry revisited. American Journal of Psychiatry, 156(4), 505-524.
Luyten, P. (2015). Unholy questions about five central tenets of psychoanalysis that need to be empirically verified. Psychoanalytic Inquiry, 35(sup1), 5–23.
Main, M., & Goldwyn, R. (1998). Adult attachment classification system. Unpublished manuscript. University of California: Berkeley, CA.
Mikulincer, M., & Shaver, P. R. (2001). Attachment theory and intergroup bias: Evidence that priming the secure base schema attenuates negative reactions to out-groups. Journal of Personality and Social Psychology, 81, 97-115.
Rizzolatti, G., Semi, A. A., & Fabbri-Destro, M. (2014). Linking psychoanalysis with neuroscience: The concept of ego. Neuropsychologia, 55, 143–148.
Schore, A. (2003). Affect regulation and the repair of the self. New York: W.W. Norton and Co.
Schore, A. (2003). Affect dysregulation and disorders of the self. New York: W.W. Norton and Co.
Shaver, P., & Mikulincer, M. (2002). Attachment-related psychodynamics. Attachment and Human Development, 4, 133-161.
Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York: Guilford Press.
Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.
Watt, D.F. (1990). Higher cortical functions and the ego. Psychoanalytic Psychology, 7(4), 487-527.
Winnicott, D. W. (1960). The theory of the parent-infant relationship. In: The maturational processes and the facilitating environment (pp.37-55). New York: International Universities Press.
For more information, call 646-522-1056 or email to admin@orinyc.org
To register, fill out the registration form at the REGISTRATION page (then email it to admin@orinyc.org or fax to 1-718-785-3270) OR send the email to adminorinyc@gmail.com with the subject line "Registration for Neuropsychoanalysis course."
For payments, please use one of the following: 1) PayPal.Me/ORINYC (using your own PayPal account or credit cards), 2) call the administrator (to 646-522-1056) with the credit card information (to be used with Square service); or 3) send the check (paid to ORI) to: ORI Administrator, 7515 187th Street, Fresh Meadows, NY 11366.
2015-2016
Neuropsychoanalysis: Attachment and Object Relations through the Lens of Neurobiology and Brain Mapping
- with Inna Rozentsvit, M.D., PhD
1st Trimester of the year 2 of the Two-Year and the Full Training in Psychotherapy and Psychoanalysis, as well as the Neuropsychoanalysis and the Parent-Child Development Programs (can be also taken as an individual post-graduate certificate course; no pre-requisites)
Post-graduate continuing education credits/ hrs earned after completion of this course: 12.5.
Dates: October 8, 2015 - December 17, 2015, Thursdays, 8:15-9:30pm.
Tuition: $450/ 10-week course (can be paid in 2 installments, as per request). Inquire about scholarships for graduate students.
Place: In-person - 26 W 9th Street (between 5th & 6th Ave), 2C; NYC, 10011 and Virtually (with minimal technical requirements or via viewing the films of the classes)
The intention [of this project] is to furnish a psychology that shall be a natural science. — S. Freud, 1895, "Project for a Scientific Psychology."
We must recollect that all of our provisional ideas in psychology will presumably one day be based on an organic substructure. — Sigmund Freud, “On Narcissism.”
The deficiencies in our description would probably vanish if we were already in a position to replace the psychological terms with physiological or chemical ones.…We may expect [physiology and chemistry] to give the most surprising information and we cannot guess what answers it will return in a few dozen years of questions we have put to it. They may be of a kind that will blow away the whole of our artificial structure of hypothesis. — Sigmund Freud, “Beyond the Pleasure Principle.”
He who has eyes to see and ears to hear becomes convinced that mortals can keep no secret. If their lips are silent, they gossip with their fingertips; betrayal forces itself through every pore. — S. Freud, 1905, "The Case of Hysteria."
The brain is the organ of destiny. It holds within its humming mechanism secrets that will determine the future of the human race. — Wilder Penfield, 1963, "The Second Career."
Significance of understanding of neurobiology for those who dedicate their professional life to psychoanalysis was recognized by the neurologist/ neuropathologist Sigmund Freud at the very birth of this profession. One can be fascinated how (without PET scans and fMRIs) he could picture the structure of the mind, while having only unsophisticated fish brains at hand. In his 1895 letter to W. Fliess, S. Freud wrote: I am tormented by two aims: to examine what shape the theory of mental functioning takes if one introduces quantitative consideration, a sort of economics of nerve forces; and, second, to peel off from psychopathology a gain for normal psychology. These ideas of the founder of psychoanalysis about the Brain-Mind dynamic functioning had evolved now into different merging areas of interest, such as social neurology, evolutionary neuroscience, interpersonal neuroscience, mindfulness, neuropsychoanalysis, etc.
In this course, we will become acquainted with main Brain-Mind phenomena and with neural processes involved in memory, emotions, and social interactions. We will look into neural and neurophysiological processes of attachment, trauma, plasticity, and integration. “What fires together – wires together!”
We will look into connections of human Brain’s anatomy (which is very specific to our species) with the wholesome and creative functioning of the Mind (which differs from one individual to another).
SYLLABUS - includes the following themes/ topics:
At the end of this course, participants will be able to:
1) Identify the brain-mind mechanisms of “normal” and “pathological” functioning (e.g., neuroplasticity, neurointegration, neurogenesis, brain/mind laterality, and “fire together-wire together”, synaptic pruning, and other phenomena), and to apply this knowledge about neurobiology to "cases" offered by the instructor or the participants.
2) Assess the levels of brain-mind functioning based on the “triune brain” phenomenon, and in turn, understand the level at which each individual client can be reached at therapeutically. Role-play will be implemented to reach this objective.
3) Discuss clinical cases utilizing Brain-Mind dynamic functioning model.
4) Demonstrate the concept of “mindful” therapy approach to working with developmental and/or relational trauma. Role-play will be implemented to reach this objective.
Some References on Attachment:
Ainsworth, M. D. S. (1968), Object relations, dependency, and attachment: A theoretical review of the infant mother relationship. Child Development, 40, 969-1025.
Ainsworth, M. D. S. (1982). Attachment: Retrospect and prospect. In C. M. Parkes & J. Stevenson-Hinde (Eds.), The place of attachment in human behavior (pp. 3-30). New York: Basic Books.
Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709-716.
Ainsworth, M. D. S., & Bell, S. M. (1970). Attachment, exploration, and separation: Illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41(1), 49-67.
Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 331-341.
Bowlby, 3. (1940). The influence of early environment in the development of neurosis and neurotic character. International Journal of Psycho-Analysis, XXI, 1-25.
Bowlby, J. (1944). Forty-four juvenile thieves: Their characters and home lives. International Journal of Psycho-Analysis, XXV, 19-52.
Bowlby, J. (1958). The nature of the child’s tie to his mother. International Journal of Psycho-Analysis, XXXIX, 1-23.
Bowlby, J. (1959). Separation anxiety. International Journal of Psycho-Analysts, XLI, 1-25.
Bowlby, J. (1960). Grief and mourning in infancy and early childhood. The Psychoanalytic Study of the Child, VX, 3-39.
Bowlby, J. (1969). Attachment and loss, Vol. 1: Attachment. New York: Basic Books.
Bowlby, J. (1973). Attachment and loss, Vol. 2: Separation. New York: Basic Books.
Bowlby, J. (I980a). Attachment and loss, Vol. 3: Loss, sadness and depression. New York: Basic Books.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Buchheim, A., George, C., & West, M. (2003). The Adult Attachment Projective (AAP) - Psychometric properties and new research. Psychotherapie Psychosomatik Medizinische Psychologie (Psychosomatics Psychotherapy Medical Psychology), 53, 419-427.
Cassidy J. & P. R. Shaver (Eds.) (1999). Handbook of attachment: Theory, research, and clinical applications. New York: Guilford Press.
Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace.
Fonagy, P., Target, M., Gergely, G., & Jurist, E. J. (2002). Affect regulation, mentalization and the development of the Self. New York: Other Press.
Holmes, J. (2001). In search of the secure base. London: Routledge.
Main , M., & Goldwyn, R. (1998). Adult attachment classification system. Unpublished manuscript. University of California: Berkeley, CA.
Mikulincer, M., & Shaver, P. R. (2001). Attachment theory and intergroup bias: Evidence that priming the secure base schema attenuates negative reactions to out-groups. Journal of Personality and Social Psychology, 81, 97-115.
Schore, A. (2003). Affect regulation and the repair of the self. New York: W.W. Norton and Co,
Schore, A. (2003). Affect dysregulation and disorders of the self. New York: W.W. Norton and Co.
Shaver, P., & Mikulincer, M. (2002). Attachment-related psychodynamics. Attachment and Human Development, 4, 133-161.
Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York: Guilford Press.
Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.
Winnicott, D. W. (1960). The theory of the parent-infant relationship. In: The Maturational Processes and the Facilitating Environment (pp.37-55). New York: International Universities Press.
For some Resources on Neurobiology @ ORI - visit pages on Neuro-Psycho-Education; Neurobiology and Psychoanalysis: Thoughts, Ideas, and Controversies; Neurobiology Essays by Inna Rozentsvit; and Parent-Child Development Program.
To register, please fill out the registration page and mail it with tuition payment to: ORI; 75-15 187 Str, Fresh Meadows, NY, 11366-1725.
For more information, please email admin@orinyc.org and/ or call 646-522-1056.
2014-2015
The following 2014 courses on "applied" neurobiology are included in the curriculum of the Parent-Child Development Program at ORI:
Trimester 1 Love Before First Sight: Neurobiology of Parent-Child Bonds, the Primer of Human Relationships, I (with Inna Rozentsvit, M.D., PhD)
Trimester 2 Love Before First Sight: Neurobiology of Parent-Child Bonds, the Primer of Human Relationships, II (with Inna Rozentsvit, M.D., PhD)
Trimester 3 Love Before First Sight: Neurobiology of Parent-Child Bonds, the Primer of Human Relationships, III (with Inna Rozentsvit, M.D., PhD)
Main topics addressed (from introductory through clinical application): **Parent-child bonds as a template for interpersonal connections; ** How Winnicottian ideas about human capacities (for love, play, to be alone) and maternal preoccupation can be understood neurobiologically; ** Environmental influences, external and internal (hormonal and others), which shape these connections and shape parental behavior and behavior of children; ** Mind mapping and functional brain imaging related to parent-child connections and their vicissitudes; ** Neuro-psychopathology and health of parent-child bonds.
2013 - 2014
5/07/13 - 6/18/13 (Tuesdays, 7:45pm-9:15pm) – Neurobiology and Brain Mapping for Psychotherapists and Psychoanalysts (Inna Rozentsvit, M.D., PhD) (NEW). Location: 41 E 11th Street; 4th Floor; NYC, 10003.
Main topics addressed: **Neuroplasticity and Neurointegration; ** Mind-Brain-Body connections and the concepts of the Self/ Id/ Ego/ Superego and their representations in the brain; ** Mindfulness and functional brain maps; ** Brain "lesions" and their meaning for dealing with the Mind. There are no pre-requisites for the course and everyone interested in understanding the brain better is welcome!
5/9/13-6/20/13 (Thursdays, 10:15 am-11:30 am) - Love Before First Sight: Neurobiology of Parent-Child Bonds, the Primer of Human Relationships (part of the Parent-Child Development Program @ ORI, but can be taken as an individual course, no pre-requisites) with Inna Rozentsvit, MD, PhD) (NEW). Location: 1225 Park Avenue; 1225 Park Avenue, Suite 1E; NYC, 10128.
Main topics addressed: **Parent-child bonds as a template for interpersonal connections; ** How Winnicottian ideas about human capacities (for love, play, to be alone) and maternal preoccupation can be understood neurobiologically; ** Environmental influences, external and internal (hormonal and others), which shape these connections and shape parental behavior and behavior of children; ** Mind mapping and functional brain imaging related to parent-child connections and their vicissitudes; ** Neuro-psychopathology and health of parent-child bonds.
To register and for more information, please contact ORI administrator via email Admin@orinyc.org or by phone - 646-522-0387 or 646-522-1056.
2012 - 2013
Neurobiology for Psychoanalysts and Psychotherapists – through Neuropsychiatric Clinical Cases - with Inna Rozentsvit, M.D., PhD
6/12/12 – 6/26/12 (Tuesdays, 8pm-9:30pm);
Location – 41 E 11th Street; 4th Floor; NYC, 10003
“. . . (S)omething is eternal, and that something has to do with human beings. All the greatest people ever lived have been telling us that for five thousand years and yet you'd be surprised how people are always losing hold of it” (Thornton Wilder)
In this course, we will examine some clinical cases, their origins and development, their neural processes, brain-mind and neuro-social interactions.
We will look into important for any psychotherapist and psychoanalyst processes of neuroplasticity and neurointegration as the main processes, which drive one’s states of health and disease. We will look into connections of human brain’s anatomy (which is very specific to our species) with the wholesome and creative functioning of the mind (which differs from one individual to another).
This course will include previously scheduled workshop: How the Brain Tricks the Mind: Alien hand syndrome, Tourette’s, Capgras, Cotard Syndromes, and many more.
No prerequisites for this course, just an open mind.
Fee: $200. Students and retired practitioners: $100/ full course.
For more information about this course, email inna.rozentsvit@gmail.com or call 646-522-1056.
2012
Neurobiology for Psychoanalysts and Psychotherapists: Introduction - with Inna Rozentsvit, M.D., PhD
4 weeks, on Tuesdays, 2/7/12 – 2/28/12; 8:00 - 9:30 pm
Location: 41 E 11th Street; 4th Floor; NYC, 10003
Fee: $200/ 4-week course ($100 for students and retired)
The intention [of this project] is to furnish a psychology that shall be a natural science. ~ S. Freud, 1895, Project for a Scientific Psychology
I am tormented by two aims: to examine what shape the theory of mental functioning takes if one introduces quantitative consideration, a sort of economics of nerve forces; and, second, to peel off from psychopathology a gain for normal psychology. ~ S. Freud, 1895, Letter to W. Fliess
He who has eyes to see and ears to hear becomes convinced that mortals can keep no secret. If their lips are silent, they gossip with their fingertips; betrayal forces itself through every pore. ~ S. Freud, 1905, The Case of Hysteria.
The brain is the organ of destiny. It holds within its humming mechanism secrets that will determine the future of the human race. ~ Wilder Penfield- The Second Career, 1963
Significance of understanding of neurobiology for those who dedicate their professional life to psychoanalysis was recognized by neurologist/ neuropathologist Sigmund Freud at the very birth of this profession. One can be fascinated how (without PET scans and fMRIs) he could picture the structure of the mind, while having not very sophisticated fish brains at hand.
The theory of mind and brain mapping started by Freud evolved into different merging areas of interest, such as social neurology, evolutionary neuroscience, interpersonal neuroscience, mindfulness, neuropsychoanalysis, etc., etc.
In this course, we will become acquainted with brain-mind connections, with neural processes involved in memory, emotions, and social interactions. We will look into neural and neurophysiological processes of attachment, trauma, plasticity, and integration (“What fires together – wires together!”).
We will look into connections of human brain’s anatomy (which is very specific to our species) with the wholesome and creative functioning of the mind (which differs from one individual to another).
To register, please email admin@orinyc.org and/ or call 646-522-1056. RSVP is required!
Link to NEURO-PSYCHO-EDUCATION page HERE
Link to Parent-Child Development Program page HERE
For Neurobiology and Psychoanalysis: Thoughts, Ideas, and Controversies page, please follow the link HERE.
READING RECOMMENDATIONS
MindMendMedia