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Members of the editorial boards of the Journal of the American Psychoanalytic Association, Psychoanalytic Quarterly, and Psychoanalytic Inquiry, plus selected analysts from Canada, France, and England, were asked how they presented the fundamental rule to their analysands and what considerations led to their choice of initial guidelines. Forty-nine of eight-three analysts responded to the survey. The respondents described diversity in phrasing of the fundamental rule, the time in analysis when the guidelines are given, and the reasons for the practice they follow. The method each chose appears to reflect the differing conceptions analysts have of the analytic process. Two major trends emerged: either our respondents emphasized delineating a work or functional framework or contract, or they emphasized establishing an attitude or spirit of cooperation, mutuality and work sharing. In each group respondents differed as to whether they favored minimal or more lengthy instructions. They also differed as to whether they followed a consistent approach or one tailored to the needs of the individual analysand. A source of tension lay in an inclination either to remain in the tradition set by Freud or to experiment with different phrasings and timings. The authors give their reasons for choosing to give explicit instructions, requesting associational material beyond thoughts and feelings, and describing resistance as inevitable and a potential source of insight. 相似文献
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Judith Lichtenberg 《Philosophical Studies》1994,74(3):347-368
I am grateful to members of the philosophy departments at the University of Melbourne and Sydney, to students in my Fall 1991 Ethical Theory class at the University of Maryland, especially John Watts, and to David Luban for useful discussions. 相似文献
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Lichtenberg J 《The Journal of analytical psychology》2004,49(2):133-142
This paper begins with a view of the remarkable understanding of infant and child development that has evolved from research and observation. The limitations of this contribution from science to the multi-dimensional context-based individuality of each human in his or her intersubjective realm are then considered. For a contemporary view we must recognize the influence of the variability of experiences and the inferences drawn from them. Inferences involve symbolization and culturally derived archetypes as illustrated in a clinical example. 相似文献
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Joseph D. Lichtenberg 《Psychoanalytic Inquiry》2015,35(4):385-394
In this article I appreciatively consider several of Tronick’s seminal contributions. I emphasize our shared developmental perspective and note where our contributions from differing sources coincide. I note how usefully Tronick’s developmental findings apply to clinical work in psychoanalysis. 相似文献
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This study investigated the association between cerebrovascular risk factors (CVRFs), physical activity limitations, and depressed mood. The 12-item Short-Form Health Survey (SF-12) was administered to 1,034 urban African American older adults. A chi-square analysis demonstrated that the prevalence of depressed mood among those with high CVRF burden (13.4%) was significantly higher than among those with low vascular burden (7.6%). Physical activity limitations also predicted depressed mood, but this relationship did not mediate the relationship between cerebrovascular burden and depression. These findings highlight the relationships among cerebrovascular burden, physical activity limitations, and depressed mood among African American older adults. 相似文献
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Therese L. Mathews PhD APRN Stephen B. Fawcett PhD Jan B. Sheldon PhD JD 《Child & family behavior therapy》2013,35(4):270-291
Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple baseline, single-subject research design was used to test whether introduction of the intervention was associated with increased, directly observed oral interaction and engagement in social activities with peers and adults. The Child Behavior Checklist (CBCL) and the Social Skills Rating Scale (SSRS) were administered before and after intervention. All children showed increased levels of oral and social interaction and improved scores on the SSRS and the CBCL. 相似文献