Mondays, Nov. 16 – Dec. 14, 2020       

REGISTER HERE         

11:45am-1:15pm                  

6 CEs

Via videoconference

Members: $160

Non-Members: $200

Early Career Professionals (within 5 years of graduation) / Students / Retired: $80

Freud developed a dual-instinct theory of human motivation: Eros, or libido, was viewed as fueling pleasure states and personal attachments, while Thanatos, the death drive, was purportedly observed in aggressive, destructive actions toward self, others, or the environment.  Klein reworked Freud’s notion of the death instinct into a theory of early aggression whereby the infant’s hatred of the “bad breast” fueled destructive retaliatory fantasies. Though the concept of a death instinct or drive was always controversial and never substantiated, some clinicians still consider it a useful metaphor for treating patients with certain types of psychopathology. If not a drive, then what accounts for human hatred? This intermediate-level salon for clinicians and non-clinicians will examine differing views about the origins of human hatred. The salon has a limited enrollment in order to maximize opportunities for discussion. Over the course of 4 sessions, we will discuss articles by various scholars. Participants should obtain the following book, and the remaining readings will be emailed:

Klein, M. & Riviere, J. (1964). Love, hate and reparation. New York: Norton.

Bio: JoAnn Ponder, PhD is a psychologist-psychoanalyst who has a private practice in Austin working with children and adults. Her prior employment included 4 years working with juvenile homicidal offenders and 20 years with juvenile sex offenders. JoAnn completed her training in adult psychoanalysis and child psychotherapy at the Center for Psychoanalytic Studies in Houston, where she currently serves on the faculty. She also completed the Infant-Parent MH Intervention Program at the University of Massachusetts in Boston. She has presented at local, national, and international psychoanalytic conferences. Her publications include a book chapter about treating a child whose mother was killed by her father and journal articles about sexual perpetration and the Tower shootings in Austin.

Nov. 16  Are Hate and Destructiveness Instinctual?

Chessick, R. (1992). The death instinct revisited. Journal of the American Academy of Psychoanalysis,      20: 3-28.

Riviere, J. (1964). Hate, greed and aggression. In Klein & Riviere (1964), pp. 3-53.

 

Nov. 30  The Clinical Utility of the Concept of the Death Drive

Kernberg, O. (2009). The concept of the death drive: A clinical perspective. International Journal of             Psychoanalysis, 90: 1009-1023.

Laub, D. & Lee, S. (2003). Thanatos and massive psychic trauma: The impact of the death instinct on    knowing, remembering and forgetting. Journal of the American Psychoanalytic Association, 51:            433-463.

Laub, D. (2005). Traumatic shutdown of narrative and symbolization: A death instinct derivative?           Contemporary Psychoanalysis, 41: 307-326.

Segal, H. (1993). On the clinical usefulness of the concept of the death instinct. International Journal of            Psychoanalysis, 74: 55-61.

 

Dec. 7  Other Theoretical and Developmental Views of Hatred

Pao, P. (1965). The role of hatred in the ego. Psychoanalytic Quarterly, 34: 257-264.

Blum, H. (1997). Clinical and developmental dimensions of hate. Journal of the American Psychoanalytic     Association, 45: 359-375.

Kernberg, O. (1998). Aggression, hatred, and social violence. Canadian Journal of Psychoanalysis, 6:     191-206.

 

Dec. 14  Other Theoretical and Developmental Views of Hatred (cont’d.)

Alvarez, A. (2017). Rage and hatred in infants. Psychoanalytic Quarterly, 75: 131-161.

Lichtenberg, J. & Shapard, B. (2000). Hatred and its rewards: A motivational systems view.        Psychoanalytic Quarterly, 20: 374-388.

 

Learning Objectives

1a) Define the death instinct and explain why it is controversial

1b) Describe 3 behavioral manifestations of the death drive

2a) Describe 2 examples that demonstrate the clinical utility of the death drive

2b) Explain why massive psychic trauma might be considered a derivative of the death instinct

3a) Describe an ego psychological perspective of the purpose of anger

3b) Describe hatred from an object relational perspective

4a) Differentiate rage and hatred

4b) Describe a motivational system perspective of the purpose of anger

CONTINUING EDUCATION: Division 39 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 39 maintains responsibility for this program and its content.  Austin Psychoanalytic is approved by the Texas State Board of Social Workers Examiners (Provider # 5501) to provide continuing education for social workers and the Texas State Board of Examiners of Marriage and Family Therapists (Provider #1138). We also meet the requirements to provide continuing education for the Texas State Board of Examiners of Professional Counselors.

This program, when attended in its entirety, is available for 6.0 continuing education credits. Division 39 is committed to accessibility and non-discrimination in its continuing education activities. Division 39 is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need forprivacy and confidentiality throughout the program. If program content becomes stressful,participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to info@austinpsychoanalytic.org. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest. Participants will be informed of the utility/validity of the content/approach discussed (including the basis for the statements about validity/utility), as well as the limitations of the approach and most common (and severe) risks, if any, associated with the program’s content.

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