Course 200
Freud III: Metapsychology/Narcissism/Masochism

Course Description

Instructors
Lincoln Hess, M.D.
Eslee Samberg, M.D.
September 6, 2017 - December 6, 2017
Wednesdays, 7:00 - 8:20 PM
Co-requisites
Candidates must have at least one case in supervised psychoanalysis to be eligible to take second year courses.
Course Description
This is the third segment in a course that examines the evolution of Freud’s theory. The centerpiece of this segment is “Papers on Metapsychology,” a sequence of five papers published by Freud in 1915. In these papers Freud returns to an exploration of how the mind works at the abstract level of generalizable principles and concepts, not explored in such depth since Ch 7 of The Interpretation of Dreams. We will also read landmark papers that introduce and/or explore concepts such as narcissism, the ego ideal, object relations, and masochism. We will begin the course with discussion of three contemporaneously published technique papers that provide a clinical backdrop and context for examining Freud’s theoretical advances.

No class held 9/20, 11/22


Syllabus 2017 - 2018
The readings are posted.
Course Objectives
Upon completion of this course, students will be able to:
1. describe Freud’s model of the mind as explicated in his Papers on Metapsychology (1915).
2. explain the clinical significance of Freud’s metapsychology and its manifestations within the psychoanalytic situation.
3. explain Freud’s usage of the term, narcissism, and its relationship to his newly introduced structure, the ego ideal.
4. describe Freud’s early metapsychological theory of object relations.
5. describe the significance of repetition in mental life; the meaning of Freud’s term, repetition compulsion; and its relationship to phenomena that are “beyond the pleasure principle.”
6. describe Freud’s concept of masochism and its relationship to unconscious beating fantasies.
Evaluation Method
Each student's participation in class discussion and his or her demonstration of understanding of the course objectives and reading material is assessed in a written evaluation by the instructor(s).
guidance • support • stress • anxiety • depression • conflict • hyperactivity • identity disorders • socialization • self-esteem •
guidance • support • stress • anxiety • depression • conflict • hyperactivity • identity disorders • socialization • self-esteem •
guidance • support • stress • anxiety • depression • conflict • hyperactivity • identity disorders • socialization • self-esteem •