The Operators Model of Psychoanalytic Clinical Reasoning.

In this paper, the authors develop a model of psychoanalytic clinical reasoning as the inferential process by which analytic therapists are able to arrive at an understanding of the clinical material. Starting from Bion's theory of functions, the authors propose that a "function" can be thought of as a condition-action sequence that analytic therapists implicitly use to respond to certain configurations of elements in the material by executing conceptual or reflective operations. To investigate the main families of functions that are used by analytic therapists in everyday practice, the authors used an interpersonal process recall procedure based on supervision sessions from a theoretically heterogeneous group of participants. A consensual procedure was developed to identify operations, spell out the underlying functions, and group functions into families. Twelve families of functions were identified that appear to be used by analytic therapists regardless of their schools of thought. The authors call them the "operators" of psychoanalytic clinical reasoning. According to the operators model, the process of psychoanalytic clinical reasoning consists in the chaining together of operations using functions from different families. A specific collection of "clinical reasoning styles" seems to be interwoven in this process. Different avenues open up for research, clinical practice, and training.

The Love Problem of a Student-Revisited: A Psycho-Ethical Map for Cases of Anima Projection.

In its typical form, an "anima projection" is a psychic experience in which a heterosexual man is caught up by an intense, almost magical attraction for a woman. What sets these numinous experiences apart from a common "crush" is a pattern of specific phenomenological characteristics. Anima projections are particularly common in late adolescence and early adulthood, when they can cause a deep sense of disorientation. Little education exists for young men on how to deal with these experiences and to actualize the developmental opportunity that underlies them. In this paper, I frame anima projections as an ethical problem and outline a psycho-ethical "map" that is intended for use by disoriented young men, or by any practitioner who may be tasked with helping them navigate this challenge along the path of individuation. The map considers four solutions to the love problem: the "concretistic-literal", the "fearful-avoidant", the "rational-depressive", and the "transitional-developmental" solution, and indicates the latter as the one that is conducive to optimal psychic development. Although developed with a focus on young men, the map may apply to other relations based on projection, regardless of age, sex, gender, or sexual orientation.

Dans sa forme typique, une "projection de l'anima" est une expérience psychique dans laquelle un homme hétérosexuel est pris dans une attirance intense, presque magique, pour une femme. Ce qui distingue les expériences numineuses de simples béguins, c'est un ensemble de caractéristiques phénoménologiques spécifiques. Les projections de l'anima sont particulièrement fréquentes à la fin de l'adolescence et au début de l'âge adulte, où elles produisent un profond sentiment de désorientation. Il n'existe que peu de formation pour les jeunes hommes en ce qui concerne comment faire face à de telles expériences et comment utiliser de manière profitable l'opportunité de développement qui les sous­tend. Dans cet article, je considère les projections de l'anima comme étant un problème éthique et j'esquisse une "carte" psycho­éthique visant à aider les jeunes hommes désorientés ­ ou tout praticien dont la tâche est d'aider ces jeunes hommes ­ à relever ce défi sur le chemin de l'individuation. Cette carte envisage quatre solutions au problème de l'amour: la solution "concrète­littérale", celle de "l'évitement angoissé", la "dépressive­rationnelle" et la "transitionnelle­développementale". La carte indique que cette dernière solution est celle qui permet un développement psychique optimal. Bien que conçue pour les jeunes hommes, cette carte peut également être utilisée pour d'autres relations fondées sur la projection, quel que soit l'âge, le sexe, le genre ou l'orientation sexuelle.

En su forma típica, una "proyección del ánima" es una experiencia psíquica en la que un hombre heterosexual se ve atrapado por una atracción intensa, casi mágica, hacia una mujer. Lo que diferencia a estas experiencias numinosas de un "flechazo" común es un patrón de características fenomenológicas específicas. Las proyecciones del ánima son especialmente frecuentes al final de la adolescencia y al principio de la edad adulta, cuando pueden causar una profunda sensación de desorientación. Existe poca educación para los hombres jóvenes sobre cómo tratar estas experiencias y dar lugar a la oportunidad de crecimiento y desarrollo que subyace a las mismas. En este artículo, planteo las proyecciones del ánima como un problema ético y esbozo un "mapa" psico­ético destinado a ser utilizado por jóvenes desorientados o por cualquier profesional que tenga la tarea de ayudarles a navegar este desafío en el camino de la individuación. El mapa considera cuatro soluciones al problema del amor: la "concreta­literal", la "temerosa­evitativa", la "racional­depresiva" y la "transicional­del desarrollo", e indica esta última como la que conduce a un desarrollo psíquico óptimo. Aunque se ha elaborado centrándose en los hombres jóvenes, el mapa puede aplicarse a otras relaciones basadas en la proyección, independientemente de la edad, el sexo, el género o la orientación sexual.

Developing psychoanalytic case conceptualization skills through didactic teaching: A randomized controlled trial.

OBJECTIVE: Time-limited didactic interventions have been shown to be effective in developing "generic" case conceptualization skills. The objective of this study is to test whether similar interventions can be used to develop case conceptualization skills that are "specific" to a treatment modality. METHOD: University psychology students were randomized to a target (n = 62) or a control group (n = 62). The target group received a training on psychoanalytic case conceptualization skills based on the newly-developed operators model. The control group received a training on generic case conceptualization skills based on the well-established 5 Ps model. RESULTS: The students' self-efficacy for case conceptualization significantly increased in both groups. However, students in the target group reported a significantly greater increase in psychoanalytic case conceptualization skills and in their ability to make clinical inferences. The teaching method, as well as the case conceptualization models, were acceptable to students. However, the 5 Ps model was significantly more acceptable to students than the operators model. CONCLUSIONS: This is the first RCT to provide evidence that psychoanalytic case conceptualization skills can be developed through didactic teaching and that they constitute a specific set of skills that are not developed by learning generic case conceptualization skills.