Moodle

Module description

This module comprises a systematic exploration of major developments in psychoanalytic thought following Freud. Following Freud’s innovations, there have been a number of diverging developments in psychoanalysis, resulting in an array of different schools of thought. The primary focus of the module is on developments that have taken place in Britain, mainly stimulated by the work of Melanie Klein. To foster a strong comparative perspective, we will also consider developments from distinct  psychoanalytic traditions, including the work of French psychoanalysts Jacques Lacan and American psychoanalyst Heinz Kohut.

Klein was herself influenced by Sandor Ferenczi and Karl Abraham whose works are a development from Freud. In turn, she was an inspiration to a number of analysts working in Britain, including, Bion, Bowlby, Fairbairn, Rosenfeld, Segal and Winnicott, and a younger generation of analysts who established the ‘object relations’ tradition in British psychoanalysis. Term I will introduce the work of Ferenczi, Anna Freud, Klein and Bion. Term II will concentrate on some psychoanalysts of the independent group (Bolwby, Balint, Winnicott), as well as Lacan and Kohut.

Organisation of Seminars

We will have a weekly 2-hour seminar, with set texts to be read in preparation for each session. We will combine small group work, student presentations, and large group discussion over the different weeks and topics.  Sometimes you will be asked to prepare some supplementary material, or to connect themes across seminars; on such occasions you might like to do some additional research to prepare for such presentations. Throughout, we will be attentive to the how the theoretical ideas studied find expression in different contexts (clinical, cultural, biographical).

Aims

·        To present the work of Melanie Klein and British object-relations analysts and set it in relation to Freud’s thinking, including showing how object-relations thinking has developed out of Freud’s work and away from his economic model;

·        To explain leading themes and concepts in psychoanalysis, including clinical concepts such as instincts, projection, transference / counter-transference, containment, projective identification;

·        To acquaint students with the problems involved in trying to compare different analytic and psychoanalytic schools;

·        To put psychoanalysis forward as a cultural and philosophical endeavour as well as a clinical one;

·        To encourage a comparative understanding of psychoanalytic theories.

Learning Outcomes

By the end of the module, students should be able:

·        To demonstrate an understanding of a range of psychoanalytic concepts, and to use them to explore clinical or non-clinical themes;

·        To discuss, compare and debate the trends and evolution of psychoanalytic thinking, particularly within the British School of Psychoanalysis, with a critical attention to the issues which have led to divergence between schools of psychoanalysis;

·        To discuss, compare and debate theories critically.

Assessment

You are expected to formulate your own essay question and to obtain APPROVAL IN WRITING from the module co-ordinator. You should discuss your proposals with your tutor well ahead of the essay deadline, and submit it to the module co-ordinator via email (nnasci@essex.ac.uk) no later than two weeks ahead of the deadline. Further information about essays and deadlines is contained in the module handbook.

This module is assessed either by:

a) one 5000 word essay, on a topic chosen by the student with the approval of the module co-ordinator.

b) one 2500 word essay, as above, plus one 2500 word essay based on attending a PPS conference or clinical workshop, assuming such an event takes place in time for writing an essay on it. Both essays must be submitted in accordance the procedure above. The ‘conference essay’ should give an overview of the theme of the conference/workshop, emphasizing a specific aspect of it; it should highlight the areas of comparison and contrast with respect to that aspect; and it should provide a critical response to it, which might involve further reading.

Essay Deadline: Tuesday 5^th May, 2020