Austin Society for Psychoanalytic Psychology (ASPP)
A local chapter of the Division of Psychoanalysis (Division 39) of the American Psychological Association (APA)
Center for Psychoanalytic Studies (CFPS)
A center affiliated with the American Psychoanalytic Association (APsaA)
Glen Gabbard’s Views of
Process and Barriers in Psychoanalytic Treatment
A Salon (Study Group) Facilitated by
JoAnn Ponder, PhD
5 Tuesday evenings September 26, October 3, 10, 17, 24, 2017 7:30 – 9:00 p.m.
Ponder’s Office: 3660 Stoneridge Rd., Ste. D-102, Austin, Texas 78746
7.5 CE/CME/CEU/Professional Development Credits in the topic of clinical practice
While Glen Gabbard is renowned for his work with sexual boundary violations, he has made many other important contributions to the literature on psychoanalytic treatment. He is a gifted writer who presents theoretical ideas in an accessible way, vividly illustrated with clinical examples. This intermediate to advanced-level salon will survey his journal articles on various facets of theory and technique, including transference, countertransference, erotic transference, hate in the transference, aims of treatment, therapeutic action, and termination. We will examine some special challenges in working with borderline patients, adults with histories of childhood sexual abuse, and mental health professionals. The salon is intended for psychoanalysts and psychoanalytic psychotherapists who are interested in pondering theoretical concepts, discussing psychoanalytic interventions, and sharing case examples. Learners of all levels are welcome, though a basic knowledge of psychoanalytic theory will be helpful.
Schedule and References
Session 1: Evolving Conceptions of Countertransference and Analytic Objectivity
Gabbard, G. (1995). Countertransference: The emerging common ground. International Journal of Psychoanalysis (IJP), 76: 475-485.
Gabbard, G. (1997). A reconsideration of objectivity in the analyst. IJP, 78: 15-26.
Gabbard, G. (1982). The exit line: Heightened transference-countertransference manifestations at the end of the hour. Journal of the American Psychoanalytic Association (JAPA), 30: 579-598.
Session 2: Treatment Approaches to Silent Resistance, Transference Hate, and Ingratitude
Gabbard, G. (1989). On ‘doing nothing’ in the psychoanalytic treatment of the refractory borderline patient. IJP, 70: 527-534.
Gabbard, G. (1991). Technical approaches to transference hate in the analysis of borderline patients. IJP, 72: 625-636.
Gabbard, G. (2000). On gratitude and gratification. JAPA, 48: 697-716.
Session 3: Erotic Transference and Countertransference Love
Gabbard, G. (1994). On love and lust in erotic transference. JAPA, 42: 385-403.
Gabbard, G. (1994). Sexual excitement and countertransference love in the analyst. JAPA, 42: 1083-1106.
Gabbard, G. (2001). E-rotic transference on the internet. Psychoanalytic Quarterly, 70: _ 719-737.
Session 4: Contemporary Views of Therapeutic Action, Including Challenges in Treating Adults with Histories of Childhood Sexual Abuse
Gabbard, G. (2003). Rethinking therapeutic action. IJP, 84: 823-841.
Gabbard, G. (2000). What can neuroscience teach us about transference? Canadian Journal of Psychoanalysis (CJP), 9: 1-18.
Gabbard, G. (1997). Challenges in the analysis of adult patients with histories of childhood sexual abuse. CJP, 5: 1-25.
Session 5: Termination, Symptom Removal, and Special Challenges in Working with Mental Health Professionals
Gabbard, G. (2009). What is a “good enough” termination? JAPA, 57: 575-594.
Ogden, T. & Gabbard, G. (2010). The lure of the symptom in psychoanalytic treatment. JAPA, 58: 533-544.
Gabbard, G. (1995). When the patient is a therapist: Special challenges in the psychoanalysis of mental health professionals. Psychoanalytic Review, 82: 709-725.
After attending the program in its entirety, attendees will be able to:
1a) Identify the 2 key concepts that led to the contemporary understanding of countertransference as a joint creation of the clinician and patient
1b) Explain why analytic objectivity is still important in treatment, even though the analyst cannot transcend the intersubjectivity of the analytic couple
1c) Define what is meant by an “exit line” and describe 2 reasons why a patient might make a provocative comment while leaving the analytic session
2a) Describe 2 possible interventions with a longstanding silence and the rationale for the interventions
2b) Identify and describe 2 broad categories of transference hate
2c) Describe 2 common countertransference reactions in psychoanalytic work with ungrateful patients
3a) Identify the 2 primary elements in the manifest content of erotic transference and the different reactions they may produce in the analyst
3b) Describe 3 key themes in the analyst’s sexual excitement
3c) Identify 2 unique features of email communication as contrasted with verbal discourse in the analytic dyad
4a) Identify 3 categories of interventions that facilitate change
4b) Describe 2 modes of therapeutic action of psychoanalysis from a neuroscientific viewpoint
4c) Identify 3 common challenges in psychoanalytic treatment of adults with histories of childhood sexual abuse, and technical strategies for dealing with them
5a) Describe 3 possible criteria for ending a psychoanalytic treatment that may lead to productive outcomes
5b) State what often happens when psychoanalytic treatment becomes symptom-focused and describe an alternative way of working
5c) Identify 3 special challenges in the psychoanalytic treatment of mental health professionals
JoAnn Ponder, PhD is a psychologist-psychoanalyst in private practice in Austin. She is a graduate and faculty member of the Center for Psychoanalytic Studies (CFPS) in Houston. She also completed postgraduate training programs in infant-parent mental health intervention, object relational couples and family therapy, and psychoanalytic writing. Throughout her training at CFPS, Dr. Gabbard read and critiqued her case reports, further fostering JoAnn’s professional development as a clinician and writer. JoAnn went on to co-edit a book about women’s issues, author book chapters about the psychological process of becoming an adoptive mother and treating children who lost their mothers, and write a journal article about the intergenerational transmission of trauma. She has presented at national and international conferences on topics such as racial enactments, countertransference challenges with blind patients, family reactions to gender transitions, gun violence and collective trauma.
7.5 CE/CME/CEU/Professional Development credits if the salon is attended in its entirety
CEs: This program, when attended in its entirety is available for 7.5 continuing education credits. Division 39 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 39 maintains responsibility for this program and its content. Participants must attend 100% of the program in order to receive a Certificate of Attendance. Division 39 is committed to accessibility and non-discrimination in its continuing education activities. Division 39 is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to JoAnn Ponder at (512) 496-8244. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest. During the program, the presenter will discuss the validity and utility of the content and associated materials, the basis of such statements about validity/utility, and the limitations of and risks (severe and most common) associated with the content, if any. The program also provides 7.5 Professional Development credits for psychologists in Texas.
CME: This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education through the joint sponsorship of the American Psychoanalytic Association and the Center for Psychoanalytic Studies. APsaA is accredited by the ACCME to provide continuing medical education for physicians. APsaA designates this live activity for a maximum of 7.5 AMA PRA Category I credits. Physicians should claim only the credit commensurate with the extent of their participation in the activity. IMPORTANT DISCLOSURE: None of the planners or the presenter of this CME program have any relevant financial relationships or conflicts of interest to disclose.
ASPP is approved by the Texas State Board of Examiners of Professional Counselors (Provider # 1138) to provide continuing education for licensed professional counselors in Texas. ASPP is approved by the Texas State Board of Social Workers Examiners (Provider # 5501) to provide continuing education activities for social workers.
Salon Coordinator: Ryan Parker, LCSW, ASPP Education Chair
Contact Ms. Parker at rparker@therapyATX.com with questions or concerns about the program content. Contact the ASPP Administrator, Beth Martinez, at firstname.lastname@example.org with questions about payment.
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Refund Policy: Full refund, minus $25 administrative fee, is available with written notice of cancellation received by 09/19/17. No refund available on or after 9/20/17.Replacement Fee for Certificate of Attendance: There is a $10 fee to replace a lost Certificate of Attendance, or to provide a Certificate because the attendee did not get it at the conference