Suicide prevention for psychoanalytic institutes and societies

Journal title PSICOTERAPIA E SCIENZE UMANE
Author/s Otto F. Kernberg
Publishing Year 2014 Issue 2014/1
Language Italian Pages 14 P. 9-22 File size 502 KB
DOI 10.3280/PU2014-001002
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Guidelines for rescue teams dedicated to suicide prevention for psychoanalytic institutes are described, including the following: establish a lifeline with universities, develop a psychotherapy program, inject a research orientation, present a realistic public image, abolish training analysis, select faculty on the basis of demonstrated capacity, integrate psychoanalytic institute with psychoanalytic society, rotate teachers, invite outside experts, promote a candidates’ organization, develop professional and training standards. These guidelines presuppose intensive training by the rescue teams, since suicide prevention is a complex, delicate effort that requires specific experience, knowledge, patience, and courage. Drowning persons may resist rescue efforts, thereby posing the danger of drowning the rescuer along with themselves. Blind resistance should be expected, particularly when the suicidal temptation is urgent and overwhelming.

Keywords: Psychoanalytic training, training analysis, crisis of psychoanalytic education, suicide of psychoanalytic institutes, guidelines suicide prevention

  1. Auchincloss E.L. & Michels R. (2003). A reassessment of psychoanalytic education: Controversies and changes. International Journal of Psychoanalysis, 84, 2: 387-403. DOI: 10.1516/K1A5-TBQ1-8J6L-AQWH
  2. Balint M. (1947). On the psychoanalytic training system. International Journal of Psychoanalysis, 1948, 29, 2: 163-173 (trad. it.: Il sistema didattico in psicoanalisi. In: Balint, 1956, pp. 17-47. Edizione su Internet, con una prefazione di Mustapha Safouan: www.lacan-confreud.it/dossier/dossier5_analisi_didattica/balint_il%20sistema_didattico_in_psicoanalisi.pdf).
  3. Balint M. (1953). Analytic training and training analysis. International Journal of Psychoanalysis, 1954, 35, 3: 157-168 (trad. it.: Formazione analitica e analisi didattica. In: Balint, 1956, pp. 49-64. Edizione su Internet: http://www.lacan-con-freud.it/dossier/ dossier5_analisi_didattica/balint_formazione_analitica_e_analisi_didattica.pdf).
  4. Balint M. (1956). L’analisi didattica. Chi psicoanalizzerà gli psicoanalisti? Rimini: Guaraldi, 1974.
  5. Berman E. (2004). Impossible Training: A Relational View of Psychoanalytic Education. New York: Analytic Press.
  6. Bernfeld S. (1952). On psychoanalytic training. Psychoanalytic Quarterly, 1962, 31, 4: 453-482 (trad. it.: Sulla formazione psicoanalitica. Internet: http://www.lacan-confreud.it/dossier/dossier5_analisi_didattica/bernfeld_sulla_formazione_psicoanalitica.pdf).
  7. Bolko M. & Rothschild B. (2006). Una “pulce nell’orecchio”. Cronaca del controcongresso dell’International Psychoanalytic Association di Roma del 1969. Psicoterapia e Scienze Umane, XL, 3: 703-718.
  8. Cooper A.M. (1987). Changes in psychoanalytic ideas. Journal of the American Psychoanalytic Association, 35, 1: 77-98. DOI: 10.1177/000306518703500104
  9. Cooper A.M. (1995). Discussion on empirical research. In: Shapiro T. & Emde R.N., editors, Research in Psychoanalysis: Process, Development, Outcome. Madison, CT: International Universities Press, 1995, pp. 381-391.
  10. Cremerius J. (1982). Die Bedeutung des Dissidenten für die Psychoanalyse. Psyche, 36, 6: 481-514 (trad. it.: L’importanza dei dissidenti per la psicoanalisi. Psicoterapia e Scienze Umane, 1983, XVII, 3: 3-37).
  11. Cremerius J. (1986). Spurensicherung: Die “Psychoanalytische Bewegung” und das Elend der psychoanalytischen Institution. Psyche, 40, 12: 1063-1091 (trad. it.: Alla ricerca di tracce perdute. Il “Movimento psicoanalitico” e la miseria della istituzione psicoanalitica. Psicoterapia e Scienze Umane, 1987, XXI, 3: 3-34).
  12. Cremerius J. (1987). Wenn wir also Psychoanalytiker die psychoanalytische Ausbildung organisieren, müssen wir sie psychoanalytisch organisieren! Psyche, 41, 12: 1067-1096 (trad. it.: Quando noi, psicoanalisti, organizziamo il training psicoanalitico, dobbiamo farlo in maniera psicoanalitica! Quaderni. Associazione di Studi Psicoanalitici, 1991, II, 3: 5-23 [I e II parte], 4: 24-35 [III parte]).
  13. Cremerius J. (1989). Analisi didattica e potere. La trasformazione di un metodo di insegnamento-apprendimento in strumento di potere della psicoanalisi istituzionalizzata. Psicoterapia e Scienze Umane, XXIII, 3: 3-27 (versione ampliata della relazione tenuta a Milano il 3-6-1988 al 3° Convegno del Collegamento Psicoanalitico Internazionale). Edizione su Internet: http://priory.com/ital/riviste/psicouman/cremer89.htm.
  14. Cremerius J. (1996). Die Begrenzung der analytischen Selbstaufklärung durch die Ausbildungshierarchie. Luzifer-Amor, 9, 17, 18: 68-83 (trad. it.: I limiti dell’autorischiaramento analitico e la gerarchia della formazione istituzionalizzata. Psicoterapia e Scienze Umane, 1999, XXXIII, 3: 5-22). Edizione su Internet: http://www.priory.com/ital/riviste/psicouman/cremerius99.htm.
  15. Fonagy P., editor (2001). An Open Door Review of Outcome Studies in Psychoanalysis. 2nd edition (1st edition: 1999). London: International Psychoanalytical Association. Internet edition: http://www.capasevilla.es/wp-content/uploads/open+door.pdf.
  16. Galli P.F. (2013). From Basle to Milan to Zurich: On psychoanalytic training. International Journal of Psychoanalysis, 94, 6: 1209-1214. DOI: 10.1111/1745-8315.12082
  17. Garza Guerrero C. (2004). Reorganizational and educational demands of psychoanalytic training today: Our long and marasmic night of one century (with a rejoinder by Eglé Laufer). International Journal of Psychoanalysis, 85, 1: 3-25. DOI: 10.1516/218T-E85E-7RA8-03UX
  18. Garza Guerrero C. (2006). Crisis del psicoanálisis: Desafíos organizativos y educativos contemporaneos. Mexico City: Editores de Textos Mexicanos.
  19. Kernberg O.F. (1986). Institutional problems of psychoanalytic education. Journal of the American Psychoanalytic Association, 34, 4: 799-834. DOI: 10.1177/000306518603400403(trad.it.:Problemiistituzionalideltrainingpsicoanalitico.PsicoterapiaeScienzeUmane,1987,XXI,4:3-32)
  20. Kernberg O.F. (1996). Thirty methods to destroy the creativity of psychoanalytic candidates. International Journal of Psychoanalysis, 77, 5: 1031-1040 (trad. it.: Trenta metodi per distruggere la creatività dei candidati in psicoanalisi. Gli argonauti, 1998, 76: 1-14. Anche in: Kernberg, 1998, cap. 14. Edizione su Internet: http://www.psychomedia.it/pm/modther/probpsiter/kernberg-1.htm).
  21. Kernberg O.F. (1998). Ideology, Conflict, and Leadership in Groups and Organizations. New Haven, CT: Yale Univ. Press (trad. it.: Le relazioni nei gruppi. Ideologia, conflitto, leadership. Milano: Raffaello Cortina, 1999).
  22. Kernberg O.F. (2001). “Some thoughts regarding innovations in psychoanalytic education”. Relazione all’Executive Council Meeting della International Psychoanalytic Association (IPA), Puerto Vallarta, Mexico, 7 gennaio 2001 (trad. it.: Alcuni pensieri sulle innovazioni nella formazione psicoanalitica. Psicoterapia e Scienze Umane, 2003, XXXVII, 2: 35-49).
  23. Kernberg O.F. (2004). Resistances to research in psychoanalysis. In: Contemporary Controversies in Psychoanalytic Theory, Techniques, and Their Applications. New Haven, CT: Yale University Press, 2004, chapter 6, pp. 86-93.
  24. Kernberg O.F. (2006). The coming changes in psychoanalytic education: Part I. International Journal of Psychoanalysis, 87, 6: 1649-1673. DOI: 10.1516/9ARN-L152-4QYL-RWRF
  25. Kernberg O.F. (2007). The coming changes in psychoanalytic education: Part II. International Journal of Psychoanalysis, 88, 1: 183-202. DOI: 10.1516/1RNX-2D4L-HEB1-4V2A
  26. Kernberg O.F. (2011). La formazione in psicoanalisi e psicoterapia dinamica oggi: conflitti e sfide. Psicoterapia e Scienze Umane, XLV, 4: 460-471. DOI: 10.3280/PU2011-004002(RelazionetenutaaBolognaall’incontroinoccasionedel45°AnniversariodellarivistaPsicoterapiaeScienzeUmane,daltitolo“Formarepsicoterapeuti,oggi”;interventidiThomasvonSalis,EmilioModena,MariannaBolko,PierFrancescoGalli,AlbertoMeriniePaoloMigone[pp.472-498];ilDVDdell’incontroèprodottodallaMammutFilm,www.mammutfilm.it,tel.348-5622627)
  27. Kirsner D. (2000). Unfree Associations: Inside Psychoanalytic Institutes. London: Process Press (Updated edition: Lanham, MD: Aronson, 2009).
  28. Kirsner D. (2001). The future of psychoanalytic institutes. Psychoanalytic Psychology, 18: 195- 212. DOI: 10.1037/0736-9735.18.2.195(trad.it.:Ilfuturodegliistitutipsicoanalitici.Psicoterapi
  29. e Scienze Umane, 2003, XXXVII, 2: 51-71).
  30. Kirsner D. (2004). Psychoanalysis and its discontents. Psychoanalytic Psychology, 21, 3: 339-352. DOI: 10.1037/0736-9735.21.3.339
  31. Levy S.T. (2009). Psychoanalytic education then and now. Journal of the American Psychoanalytic Association, 57, 6: 1295-1309. DOI: 10.1177/0003065109354755
  32. Meyer L. (2003). Subservient analysis. International Journal of Psychoanalysis, 84: 1241-1262. DOI: 10.1516/JAMP-DAEE-XYL4-CJHD
  33. Michels R. (2007). Optimal education requires an academic context: Commentary on Wallerstein. Journal of the American Psychoanalytic Association, 55, 3: 985-989. DOI: 10.1177/00030651070550031201
  34. Migone P. (1987). Cronache psicoanalitiche: l’azione legale degli psicologi americani contro l’istituzione psicoanalitica per il diritto alla formazione. Psicoterapia e Scienze Umane, XXI, 4: 83-89. Una versione successiva in: Terapia psicoanalitica. Seminari. Milano: FrancoAngeli, 1995 (I ediz.), 2010 (nuova ediz.), cap. 15. Una versione del 1990 su Internet: http://www.psychomedia.it/pm/modther/probpsiter/ruoloter/rt53-54.htm.
  35. Paul R.A. (2007). Optimal education requires an academic context: Commentary on Wallerstein. Journal of the American Psychoanalytic Association, 55, 3: 991-997. DOI: 10.1177/00030651070550031501
  36. Reeder J. (2004). Hate and Love in Psychoanalytical Institutions: The Dilemma of a Profession. New York: Other Press.
  37. Roustang F. (1982). Dire Mastery: Discipleship from Freud to Lacan. Baltimore, MD: Johns Hopkins University Press.
  38. Thomä H. & Kächele H. (1999). Memorandum on a reform of psychoanalytic education. International Psychoanalytic Association (IPA) Newsletter, 8, 2: 33-35.
  39. Wallerstein R.S. (2007). The optimal structure for psychoanalytic education today: A feasible proposal? Journal of the American Psychoanalytic Association, 55, 3: 953-984. DOI: 10.1177/00030651070550032201
  40. Wallerstein R.S. (2009). Psychoanalysis in the university: A full-time vision. International Journal of Psychoanalysis, 90, 5: 1107-1121. DOI: 10.1111/j.1745-8315.2009.00195.x

Otto F. Kernberg, Come prevenire il suicidio degli istituti psicoanalitici in "PSICOTERAPIA E SCIENZE UMANE" 1/2014, pp 9-22, DOI: 10.3280/PU2014-001002