PA901-7-FY-CO:
Psychoanalytic Theory

The details
2019/20
Psychosocial and Psychoanalytic Studies
Colchester Campus
Full Year
Postgraduate: Level 7
Current
Thursday 03 October 2019
Friday 26 June 2020
30
01 May 2019

 

Requisites for this module
(none)
(none)
(none)
(none)

 

PA977

Key module for

DIP C8N209 Management and Organisational Dynamics,
DIP C8N221 Management and Organisational Dynamics,
MA C8N212 Management and Organisational Dynamics,
MA C8N224 Management and Organisational Dynamics,
MA C8N2MO Management and Organisational Dynamics,
MA C89012 Psychoanalytic Studies,
MA C89024 Psychoanalytic Studies,
MA C890MO Psychoanalytic Studies

Module description

This module comprises a systematic exploration of major developments in psychoanalytic thought following Freud. We consider theorists in the British object relations tradition, the Independent group (or Middle group), as well the work of French psychoanalysts Jacques Lacan and Didier Anzieu. Students should be prepared with prior knowledge of Freud, from their own background or from the Pre-Sessional Course on Basic Freudian Concepts.

Following Freud's innovations, there have been a number of diverging developments in psychoanalysis, resulting in an array of different schools of thought. Though the primary focus of the module is on developments that have taken place in Britain, mainly stimulated by the work of Melanie Klein, we spend time with distinct theoretical traditions to gain an appreciation of the diversity of psychoanalytic theories, and encourage a critical and comparative perspective. Klein was herself influenced by Sandor Ferenczi and Karl Abraham whose works were a development from Freud. In turn, she was an inspiration to a number of analysts working in Britain, including, Bion, Bowlby, Fairbairn, Rosenfeld, Segal and Winnicott, and a younger generation of analysts who established the 'object relations' tradition in British psychoanalysis. We consider a series of fundamental psychoanalytic concepts developed within this tradition (e.g. transference and countertransference; depressive and paranoid schizoid positions; models of identification and symbol formation) as well as theories advanced from beyond the object relations school.

Aims
* To present the work of the psychoanalytic theorists considered and set them in relation to Freud's thinking;
* To explain leading themes and concepts in psychoanalysis, including clinical concepts such as instincts, projection, transference / counter-transference, containment, projective identification;
* To acquaint students with the problems involved in trying to compare different analytic and psychoanalytic schools;
* To put psychoanalysis forward as a cultural and philosophical endeavour as well as a clinical one;
* To encourage a comparative understanding of psychoanalytic theories.

Learning Outcomes
By the end of the module students should be able to:
* demonstrate an understanding of a range of psychoanalytic concepts, and to use them to explore clinical or non-clinical themes;
* discuss, compare and debate the trends and evolution of psychoanalytic thinking, particularly within the British School of Psychoanalysis, with a critical attention to the issues which have led to divergence between schools of psychoanalysis;
* discuss, compare and debate theories critically.

Module aims

• To present the work of the psychoanalytic theorists considered and set them in relation to Freud’s thinking; • To explain leading themes and concepts in psychoanalysis, including clinical concepts such as instincts, projection, transference / counter-transference, containment, projective identification; • To acquaint students with the problems involved in trying to compare different analytic and psychoanalytic schools; • To put psychoanalysis forward as a cultural and philosophical endeavour as well as a clinical one; • To encourage a comparative understanding of psychoanalytic theories.

Module learning outcomes

By the end of the module students should be able to: • demonstrate an understanding of a range of psychoanalytic concepts, and to use them to explore clinical or non-clinical themes; • discuss, compare and debate the trends and evolution of psychoanalytic thinking, particularly within the British School of Psychoanalysis, with a critical attention to the issues which have led to divergence between schools of psychoanalysis; • discuss, compare and debate theories critically.

Module information

Compulsory for:
MA in Psychoanalytic Studies and MA in Philosophy and Psychoanalysis

Learning and teaching methods

Learning & Teaching Methods: We will have a weekly 2 hour seminar, with set texts to be read in preparation for each session. We will combine small group work, student presentations, and large group discussion over the different weeks and topics. Sometimes you will be asked to prepare some supplementary material, or to connect themes across seminars; on such occasions you might like to do some additional research to prepare for such presentations. Throughout, we will be attentive to the how the theoretical ideas studied find expression in different contexts (clinical, cultural, biographical). While the focus of the module is Kleinian and post-Kleinian, you may wish to develop a more comparative approach in your assessed work.

Bibliography*

This module does not appear to have a published bibliography for this year.
Module supervisor and teaching staff
Dr Julie Walsh
Student Administrator Tel: 01206 873745 Email: ppspgt@essex.ac.uk

 

Availability
Yes
No
Yes

External examiner

Prof Caroline Bainbridge
Roehampton University
Professor
Resources
Available via Moodle
Of 36 hours, 36 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).

 

Further information

* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.

Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.