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DR. JEFFREY SEINFELD MEMORIAL   PSYCHOANALYTIC LICENSE  MENTAL HEALTH AWARENESS  NEURO-PSYCHO-EDUCATION

 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:

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.

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.

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.                        

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