Austin Society for Psychoanalytic Psychology Monthly Meetings

All monthly meetings will be meeting in the auditorium in the Austin Energy Building at 721 Barton Springs Road, across the street from the Long Center. Our first meeting of the year will be September 7th from 7:15 to 9:00 p.m. Thereafter, we’ll meet on the first Wednesday of the month from October through May.


Our salons are friendly gatherings at the homes and offices of members of ASPP that intend to promote psychoanalytically and psychodynamically oriented knowledge at both beginning and advanced levels. The fees are aimed to support these and other ASPP programs. Our theme this year is Conflict, Enactments and Resolution.

Click here for full descriptions and registration forms.


Conference/ Workshop Cancellation Policy

A full refund minus $25 administration fee will be issued for all cancellation requests received one week prior to day of the conference or workshop. No refunds will be issued after that time.

All requests must be in writing. Send email to

Upcoming events

    • 26 Sep 2017
    • 7:30 PM
    • 24 Oct 2017
    • 9:00 PM
    • 3600 Stoneridge Rd., Ste. D-102, Austin 78746

    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

    • 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. 

    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.

    Learning Objectives

    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

    Continuing Education            

    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 with questions or concerns about the program content. Contact the ASPP Administrator, Beth Martinez, at with questions about payment.                           

    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. For further information about the salon, instructor, and registration, go to the ASPP Website at with questions about payment.

    • 04 Oct 2017
    • 7:15 PM - 9:00 PM
    • Austin Energy Building at 721 Barton Springs Rd.

    • 01 Nov 2017
    • 7:15 PM - 9:00 PM
    • Austin Energy Building at 721 Barton Springs Road

    Nov. 1, 2017    Race and whiteness in the American unconscious: A study of white people’s internal associations to the history of U.S. Slavery

               Ryan Parker, LCSW       

                Private practice, Austin, TX    1.5 CE/CME/CEU/PDs (Clinical)

    In 2010, Ryan Parker recorded a thousand minutes of data from interviews with white-identified Americans born and raised in the United States, during which she asked questions designed to elicit participants’ internal representations and associations to the history of U.S. slavery. The data contains remarkable examples of participants’ use of denial, projection, and disavowal to ward off the anxiety and feelings of guilt and shame aroused by thinking and talking about U.S. slavery. Participants displayed a surprising level of dysregulation over the course of the interviews. Many participants exhibited disorganized and illogical thinking, and many also reported significant somatic symptoms during the course of the interviews such as numb lips, tingling in the extremities, and physical pains. Another notable finding was that a majority of participants had few to no memories of ever talking about slavery with another person. This pervasive interpersonal and collective silence about U.S. slavery among participants helps us wonder about the consequences (societal-level repetition and reenactment) when generations of white racial heirs are left to bear the haunting histories of their culture in isolation. Drawing on the burgeoning psychoanalytic literature on whiteness, race, and racialization, concepts of intergenerational trauma, collective unconscious and memory, and the drive toward repetition imbedded in identifications with the aggressor, this presentation and discussion will provide a fascinating glimpse into American whiteness and the trauma rooted in the construction of its subjects.

    Ryan Parker, LCSW is a psychoanalytic psychotherapist in private practice in Austin, TX. She specializes in work with young children, child-parent dyads, parent consultation, couples therapy, and adult psychotherapy. Ryan is a graduate of the Infant Parent Mental Health Post-Graduate Fellowship Program founded by Kristie Brandt and Ed Tronick. Ryan is the current Education Chair of Austin Society for Psychoanalytic Psychology and services as the Education and Training Co-Chair of Division 39’s Section IX, Psychoanalysis for Social Responsibility. Ryan is in private practice in Austin, TX.

    Learning Objectives:  At the end of the presentation, participants will be able to:

    ·         Describe at least two psychological defenses commonly used by white Americans in relationship to the history of U.S. slavery

    ·         Identify at least one example in which use of projective identification is currently occurring on a collective/group level in the United States


    Altman, N. (2006). Whiteness. Psychoanalytic Quarterly, 75, 45-72.

    Harris, A. (2007b). The house of difference: Enactment, a play in three scenes. In M. Suchet, A. Harris & L. Aron (Eds.), Relational psychoanalysis: Volume 3, new voices (pp. 81-95). Mahwah, NJ: The Analytic Press.

    Suchet, M. (2004). A relational encounter with race. Psychoanalytic Dialogues, 14(4), 423-438.


    • 06 Dec 2017
    • 7:15 PM - 9:00 PM
    • Austin Energy Building at 721 Barton Springs Road

    Dec. 6, 2017    ANNUAL BUSINESS MEETING followed by: Encounter at the boundary     

                Gemma Marangoni Ainslie, PhD

                Private practice, Austin, TX    1.5 CE/CME/CEU/PDs (Clinical)

    The boundaries around therapeutic dyads are constituted by factors on a continuum from external to the dyad to internal to each of its members. In addition to what is communicated consciously, even directly about the therapeutic frame, patients also inevitably discern the limits, the perimeter, of the treatment via information that is not consciously offered. In the case I will describe, the patient encountered information about me on the internet and withheld this knowledge from me. When this was communicated, it both shed light on a particularly overarching transference dynamic and also led to the uncovering of meanings related to what he “knew” about me, what he imagined, how he had “found out,” and his concerns about and history with “illicit” knowing. The presentation will focus primarily on clinical material, including some “verbatim” excerpts from the treatment.  In addition, I will define what I refer to as boundary “encounters.”  A particular focus will be the psychoanalytic appreciation of process in understanding how, when, and with what motivations boundaries in the treatment dyad are approached, encountered, and sometimes breached.  In the process of inviting our patients to form and elaborate images of us that become apparent, indeed palpable, within the treatment, psychoanalytic clinicians understand that both content and process are meaning-laden, and that it is the therapeutic dyad’s joint endeavor to explore the boundary encounters as an instance of concerns and theories constructed in the patient’s life prior and external to the treatment, and heightened by the analytic milieu.

    Gemma Marangoni Ainslie, PhD is a psychoanalyst in private practice in Austin, TX. Dr. Ainslie is a member of the American Psychoanalytic Association. Dr. Ainslie completed her psychoanalytic training at the Center for Psychoanalytic Studies in Houston, TX, where she is current faculty.

    Learning Objectives:  At the end of the presentation, participants will be able to:

          Describe how boundaries in psychotherapy are on a continuum.

          Describe at least two different ways of considering the meaning of patient access of online information about therapist


    Goldberg, A. (2008). Some limits on the boundary concept. Psychoanal Q., 77(3):861-875.

    Tarnower, W. (1966). Extra-analytic contacts between the psychoanalyst and the patient. Psychoanal Q., 35:399-413.

    Weiss, S.S. (1975). The effect on the transference of ‘Special events’ occurring during psychoanalysis. Int. J. Psycho-Anal., 56:69-75. 

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