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A Special Lecture hosted by NYPSI and Co-Sponsored by the American Psychoanalytic Association and the NYU Postdoctoral Program

Fred Pine Award Lecture: “Sure It Works in Practice But Does It Work in Theory?: Appreciating Fred Pine”

Tuesday, January 9, 2024

8:00 – 10:00 PM (EST)

Presenter and Awardee: Andrew B. Druck, Ph.D., ABPP

(2023 recipient of the Fred Pine, Ph.D. Award for a Paper Contributing to Psychoanalytic Theory, Technique, or Development)

Discussant: Morris N. Eagle, Ph.D.

In this presentation Dr. Druck will argue that Dr. Fred Pine is primarily responsible for our current conception of contemporary Freudian clinical analytic work. He expanded the breadth of clinical psychoanalysis by showing how the analyst could integrate ever-broadening perspectives in analysis. He deepened insight into how development affects psychic structure and, thereby, the enlarged context within which unconscious conflict and compromise is experienced and processed. Both his expansion of potential issues or, independent variables, implicated in the process of dynamic conflict and his developmental focus on structural deficit – have led to Freudian thinking that is highly assimilative and integrative. Pine’s focus on integrating disparate clinical points of view – not different theories, but clinical observations that are featured in different overall theories – into valuable clinical observations, clinical specificity, and clinical recommendations illuminates clinical possibility and nuance. This leads to questions about the relation of psychoanalytic theory to analytic practice and the definition of contemporary Freudian psychoanalysis itself.

2 Contact Hours. 2 CME/CE credits offered.  See details below.

BIOGRAPHIES

Andrew B. Druck, Ph.D., ABPP, is a clinical assistant professor of psychology, faculty member, and supervising analyst at the New York University Postdoctoral Program in Psychotherapy and Psychoanalysis. He is a fellow (training and supervising analyst), former Dean of Training, past President, and faculty member at the Institute for Psychoanalytic Training and Research (IPTAR). He is a faculty member at William Alanson White. He is author of Four Therapeutic Approaches to the Borderline Patient and editor, along with Carolyn Ellman, Aaron Thaler, and Norbert Freedman, of A New Freudian Synthesis.

Morris N. Eagle, Ph.D. is Distinguished Faculty Member, New Center for Psychoanalysis; Professor Emeritus, Derner Institute for Advanced Psychological Studies, Adelphi University; Professor Emeritus, York University; Chair, Psychology Department, Ferkauf Graduate School of Psychology, Yeshiva University; and President of the Division of Psychoanalysis, American Psychological Association. Among his many awards and other positions, Dr. Eagle has been a recipient of the Sigourney Award; an Elected Fellow of Royal Society of Canada; the recipient of the New York Attachment Consortium Award; the Roberta Held Weiss Visiting Psychoanalyst of the Year at the William Alanson White Institute of Psychiatry, Psychoanalysis, and Psychology; Erikson Scholar in Residence at the Austen Riggs Center; Distinguished Visiting Scholar, University of St. Andrews, Fife, Scotland; and Visiting Professor, Bar-Ilan University (Clinical Psychology Program), Israel.  He has been Consultant at the Public Broadcasting Company (PBS) and on several editorial boards.  Dr. Eagle is the author of numerous publications, including Toward a Unified Psychoanalytic Theory: A Revised and Expanded Ego Psychology as Foundation; Core Concepts of Classical Psychoanalytic Theory: Clinical and Research Evidence and Conceptual Critiques. His book The Fate of Subjective Experience in Psychology, Psychoanalysis, Neuroscience, and Philosophy is currently in progress.

Educational Objectives: Upon completion of this activity, participants should be able to:

1. Describe how Fred Pine’s concept of the Four Psychologies evolved into the psychoanalytic dictionary.
2. Explain the interplay between dynamic conflict and developmental difficulty.
3. Demonstrate how to assess developmental difficulty and its relationship to theoretical models.