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An eBook version of this title already exists in your shopping cart. If you would like to replace it with a different purchasing option please remove the current eBook option from your cart. Psychoanalytic Psychotherapy in Institutional Settings 1st Edition. Edited by Serge Frisch , R. Paperback : Hardback : Although I have confined myself to the situation as it obtained when regular visits began, there are aspects, which apply equally to other countries both east and west when new trainings were or are being set up.

Nancy McWilliams talks to NewTherapist

This week-end we are looking specifically at the nature of the interface of importing or re-importing psychoanalytic thinking from the west, when teachers from the west with its very different social, political and economic conditions and cultural traditions come to offer their expertise to their colleagues in central and eastern Europe with its diverse systems and traditions.

The title of this session is Problems of Training. Hopefully understanding the problems will help us to find solutions, or at least make a beginning.

Psychoanalytic Psychotherapy in Institutional Settings

Teaching psychoanalysis creates a particular complex organisational dynamic between the trainers and those being trained and has been well documented in the literature. It is a paradox that the aim of psychoanalysis is to free the individual from unresolved unconscious and infantile conflicts and thus allow for greater inner freedom, while the very process tends to infantilise its candidates and creates a culture of dependency. However, literature on the organisational dynamic of psychoanalytic institutes has received less attention.

He also deals with the tensions between psychoanalysis and psychoanalytic psychotherapy and in her introductory comments to his chapter Pestalozzi poses the question, which is pertinent to our conference this weekend. However nothing similar was possible in the field of working with children. Training in psychoanalytic psychotherapy with children and adolescents could only come into being after the Velvet Revolution and it came about through series of happy coincidences.

It began with a chance meeting in London with Michael Sebek. Michael was there at the invitation of an enterprising Hungarian psychoanalyst Judith Sekacz who had set up an organisation Imago East-west to bring together speakers form behind the Iron curtain and those practicing in the west. Although I have lived in England all my adult life and received my training there my roots are in central Europe more precisely in the Czech Republic I never completely lost contact with colleagues and friends there.

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I still recall my first encounter when met to consider the feasibility of setting up a training Programme. I know that in my enthusiasm and somewhat omnipotently I had in my mind the setting up of a training that would be based on the Association of Child Psychotherapists Outline for Trainings.

This document sets out the requirements, which established training schools are expected to follow and new trainings have to put in place. These include a minimum of 3x weekly personal therapy for the duration of the training, weekly observation of an infant for two years, three intensive training cases, an under 5 a latency child and adolescent seen 3x weekly one for two years and two for one year, supervised weekly by different supervisors. We stumbled across a problem. I was told very politely but in no uncertain terms that there was no way these requirements could be met, infant observation was out of the question, for a number of reasons I will come back to this later , most cases were seen once a week, at most 2x weekly and only rarely seen for two years.

I had to do some quick thinking, do I insist that it is the whole package or nothing or do I compromise and work with what is possible? In my training as a therapist I learnt to work with whatever material was presented. I am glad to report that reality prevailed and a dialogue began, which after much work on both sides turned wishful thinking into a practical reality.

The Problems of Training: A View form the west

Three years earlier in the EFPP was founded. You will hear about its development from Serge Frisch. Perhaps it is not too fanciful to describe us as the midwives who assisted in the birth of a Czech child and adolescent Training. Potential course member were psychoanalysts or candidates of the psychoanalytic Institute of the Czech Study group of the IPA, or psychotherapists with the great advantage that they all were in personal psychotherapy and already had grounding in psychoanalytic theory and concepts.

In this respect the Czech Child training began with important advantages over other trainings that have not yet been able to provide their own training therapists for their candidates. As we have heard creative solutions are being found and heroic efforts and sacrifices are being made by individuals in other countries to avail themselves of personal psychotherapy, the corner stone of any training.

The Czech training therefore had a head start, it also had the advantage that one of its trainers spoke Czech and that made it possible for members of the group whose English was not fluent enough to have supervision of their cases in their native language.

Psychoanalytic Psychotherapy in Institutional Settings: 1st Edition (Paperback) - Routledge

However this also created its own problems and tensions in the group between those who had a good command of English and understandably felt resentful that they were being slowed down by the necessity to translate the lectures, which were all delivered in English for those who could not follow the English. In the second phase of the training when it took on a different format this problem was resolved, when theoretical expositions were opened to a wider professional public and lectures were translated beforehand and participants were able to follow speakers in translation.

To come back to the beginning: the aim of this first training course was to supplement the existing resources and expertise in psychoanalytic psychotherapy, in order that a nucleus of qualified trainers could be created. The programme was to cover some of the components of the minimum training standards lay down by the EFPP. This we hoped would provide a basis for the further development of child psychotherapy in the CR.

In addition as course co-ordinators and supervisors we planned to call on specialist tutors as guest speakers from the Anna Freud Centre, the British Association of Psychotherapists and from the Tavistock Clinic. The course was to run over six weekends a year, from Friday evening, all day Saturday and Sunday morning consisting of clinical and theoretical seminars illustrated with videos and individual supervisions. The theoretical seminars were to cover the following topics:.

Early infant development; mother child interactions and interventions 2. Latency; 4.

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Learning difficulties and behaviour problems 5. Adolescence and disturbances of Adolescence anorexia nervosa, sexual deviations, delinquency 6. Psychosomatic disorders 7.


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Play and symbolic communication b. Transference — countertransfernce c. Work with parents. To bring this plan to fruition needed financial resources and given the prevailing economic situation it was not going to be an easy task. It says much for the determination of the Czech organisers that they managed to get support form the British Council who covered our expenses for the first two visits.