The analytic third: implications for psychoanalytic theory and technique

The author views the analytic enterprise as centrally involving an effort on the part of the analyst to track the dialectical movement of individual subjectivity (of analyst and analysand) and intersubjectivity (the jointly created unconscious life of the analytic pair--the analytic third). In Part I of this paper, the author discusses clinical material in which he relies heavily on his reverie experiences to recognize and verbally symbolize what is occurring in the analytic relationship at an unconscious level. In Part II, the author conceives of projective identification as a form of the analytic third in which the individual subjectivities of analyst and analysand are subjugated to a co-created third subject of analysis. Successful analytic work involves a superseding of the subjugating third by means of mutual recognition of analyst and analysand as separate subjects and a reap-propriation of their (transformed) individual subjectivities.     

From analytic surface to analytic space.

Utilizing a clinical illustration, the concept of the surface of the patient's mind, which arose early in analytic history, is reexamined in relation to the analytic space, the unique affective and communicative dyadic context of the analytic process. The shift from analytic surface to analytic space reflects in clinical theory the metapsychological shift from early structural views to current appreciation of compromise formation. Also, this approach permits broadening of consideration of active unconscious forces in both the patient and the analyst.     

Progression, regression, and child analytic technique

A detailed example is presented of analytic work with a latency age youngster. The technical problems encountered in the analysis of such a child are discussed in order to consider how child analysis can help to elucidate what is involved in the psychoanalytic process.     

The Johnson-Neyman technique,its theory and application

The theoretical basis for the Johnson-Neyman Technique is here presented for the first time in an American journal. In addition, a simplified working procedure is outlined, step-by-step, for an actual problem. The determination of significance is arrived at early in the analysis; and where no significant difference is found, the problem is complete at this point. The plotting of the region of significance where a significant difference does exist has also been simplified by using the procedure of rotation and translation of axes.     

A contribution towards an analytic theory of violence

Abstract This paper considers some of the clinical and theoretical problems contingent upon the imprecision and lack of clarity with which the word and concept 'violence' is used. A definition of violence is proposed, which separates the concept of violence from the related concept of aggression and sees the former as a particular form of the latter. This definition also proposes that violence must always have a psychological component aspect. It is contended that clarity is important clinically so that analysts can distinguish psychologically destructive from psychologically creative elements in their patients, in their own psychological functioning and in the countertransference. The phenomenon of violence is considered in the light of Fordham's model of development, in particular that violence may be viewed as a consequence of a failure to integrate normal, aggressive aspects of the personality. Violence is seen as uncontained, split-off aggression, subjected to psychological projection. It is proposed that a particular quality of the experience that is being projected is an uncontained sense of violation. The notion of 'mindless violence' is considered.     

Countertransference and the theory of technique: discussion

Historical, clinical, and conceptual remarks are presented regarding countertransference and the theory of psychoanalytic technique, preliminary to and in the context of discussing the contributions to the panel, "Countertransference in Theory and Practice" (Tyson, 1984; Loewald, 1984; Jacobs, 1984; Dewald, unpublished). In addition, special emphasis is given to problems of countertransference in training and supervision which may be prototypes for later difficulties in analytic work.     

A defense of the use of metaphor in analytic theory formation.

This study of psychoanalytic theory formation is based on the epistemology of Cassirer and Langer. It postulates the need of all sciences to operate with symbols of various levels of abstractions, including, in a very prominent way, metaphors. There is not just one scientific method. The current wave of criticism against psychoanalytic theory from within and without, and especially of its use of metaphor in theory formation, is based on a philosophy of radical empiricism which cannot do justice to the science of psychoanalysis.