CPC Blog

CPC Blog

Our Dysfunctional Nation: Pain and Despair or Tenderness and Empowerment

On June 19, 2018 Cleveland Psychoanalytic Center voted unanimously to pass a resolution to condemn the practice of our government to forcibly separate children from their parents. Also, our Center formed a Social Responsiveness Committee to address the issue of government’s child abuse and human rights violation when they forcibly separate children from their parents or families and or lie or distort the facts in the press.

Our center and its members joined other organizations in the country like the Association for Child Psychoanalysis, the American Psychoanalytic Association (APsaA) and Div 39 of  the American Psychological Association (APA) among them, to protest and influence our government to stop these inhumane practices.

Dr. Prezent, speaking on behalf of child therapists members of the Association for Child Psychoanalysis about forcibly separating children from their parents, wrote: “The quickest way to hurt a child is to separate him or her from caretaking parents (Bowlby, 1969, 1973, 1980; Freud, A., 1941; Rutter, 2002).  Our country’s child protection laws protect this basic human right of children and parents to stay together unless there is evidence of harm in the parent-child relationship.  Likewise, most religions also consider the parent-child relationship sacrosanct.  Slavery, mandatory boarding schools for native Americans or internment of the Japanese[1]forced separations of children and parents and in so doing dehumanized these groups.

Parents are severely harmed by this as well, as in the father so devastated by separation from his child and wife he took his life.[2]   The border patrol who wondered why Marco Antonio Muñoz, 39, would commit suicide and never see his family again failed to recognize that children and parents alike suffer profound psychological and physiological separation distress that can be fatal.  The image of the two-year old Honduran girl in the red top crying as her mother is searched in McAllen, Texas has brought tears to the world’s eyes[3].  The inconsolable two-year old described at a facility where they are not allowed to touch the child[4]is evidence of toxic trauma wrought by these forced separations (Freud, A., 1972).

Spitz showed that children who are not touched can die (1951).  We are not like machines that just need any old electrical outlet to run; we are highly programmed to be in close physical contact with caregiving figures, and the food, ministrations, cleaning, clothing and comfort provided by those caregiving parents go together with this caring figure.   An infant who loses his or her mother but gets formula and clothes is nonetheless a starving infant. Though older children with speech and the ability to hold in mind that they will see said parent again can survive separations, they too will suffer profoundly if they are given no information as to when next they will see a parent.  Older children and adolescents are still highly psychologically dependent on parents for their physical and mental well-being. By law, the first eighteen years of a child’s life are protected from forced separations from parents in this country.  It is imperative that infants, toddlers, school-aged children, including adolescents, and their parents have this most basic human right inviolate to effectively protect physical and psychological health.

Other therapists added their voices and images, like Phillip Hirshenfeld’s photos. children in fear

 

Children cannot wait for changes in legislation. Separating children from parents, parents from children, and compelling government workers to do it has to stop now.

From research on the transgenerational transfer of trauma, it is clear, such governmental practices will leave a permanent mark on this generation and future generations not just of immigrants and their children, nor just workers and their children, but may influence all of the children who will respond with terror to the news, see or hear of their parents’ explicit or hidden responses. Lenore Terr studied in 1977 the impact of child abduction on children, their families, and the community when 26 children were abducted in California. Studies of the Chowchilla children published in her book Too Scared to Cry showed that the impact of trauma is very broad and may affect even those who were just hearing the story of abduction.

Gabriele Schwab wrote in Haunting Legacies: Violent Histories and Transgenerational Trauma of the haunting legacy of trauma of children of perpetrators. She explored trouble with idealization of politics, of government, and of family members and not facing the reality of loss of faith in their capacity for compassion and respect for rights of others. She described how having a perpetrator in the family or belonging to a nation perpetrating violations of human rights affects identity formation derived from guilt, shame and mortification. Shame and mortification leads to hiding. The identity formation that allows continuous lies and secrets due to inability to save face, leads to hiding for generations. The question which one of us or which group of us are despicable, who are “good” people and who are evil is present in our daily life on the streets, at the borders of our country and in our families. The particular forms in troubled identity formation described by Dr. Schwab have to do with emotional conflicts over ethnic, cultural or national interpellations. We are in the middle of a crisis of anti-black, anti-Muslim or anti-immigrant feelings, just to name a few. She brings forth Althusser’s definition of interpellation as the lumping together of subjects into specific cultural, political or legal positions. In other words there is no such thing as different race; all human beings are Homo Sapiens. However, if we walk down the street and hear the policeman say, “Hey, stop immediately!” or we see a police car behind us with lights flashing we feel interpellated in the same way as a criminal would even if we have never committed a crime, if we are not black, Muslim or an immigrant.

President Trump signed the order to stop policies to separate children from parents, but did not comment on how 2500 children will be reunited with their families and how our government will begin reparations and/or stop inhumane immigration policies. For all our children there is no time, it has to happen now. Adults have to do the work in a short foreseeable future.

References

Bowlby J (1999) [1969]. Attachment. Attachment and Loss (vol. 1) (2nd ed.). New York: Basic Books. ISBN 0-465-00543-8. LCC N 00266879. OCLC 11442968. NLM 8412414.

Bowlby J (1973). Separation: Anxiety & Anger. Attachment and Loss (vol. 2); (International psycho-analytical library no.95). London: Hogarth Press. ISBN 0-7126-6621-4. OCL C 8353942.

Bowlby J (1980). Loss: Sadness & Depression. Attachment and Loss (vol. 3); (International psycho-analytical library no.109). London: Hogarth Press. ISBN 0-465-04238-4. OCL C 59246032

Freud, A. (1972). Comments on Aggression. Int. J. Psycho-Anal., 53:163-171

Rutter, M.(2002). “Nature, Nurture, and Development: From Evangelism through Science toward Policy and Practice”. Child Development. 73 (1): 1–21. doi:10.1111/1467-8624. 00388. PMID 14717240.

Spitz, R.A. (1951). The Psychogenic Diseases in Infancy—An Attempt at their Etiologic Classification. Psychoanal. St. Child, 6:255-275

[1]Washington Post, May 31, 2018: ” ‘Barbaric’: America’s cruel history of separating children from their parents,” by DeNeen Brown.

[2]Washington Post, June 9, 2018: “A Famly was separated at the border, and this distraught father took his own life” by Nick Miroff.

[3]New York Times, June 16, 2018: “How Trump Came to Enforce a Practice of Separating Migrant Families,” by Julie Hirschfeld David and Michael D. Shear.

[4]Washington Post, June 16, 2018: “ ‘America is better than this’: what a doctor saw in a Texas shelter for migrant children,” by Kristine Phillips.

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To Our Members and Colleagues

Face of the Statue of LibertyDear Colleagues,

 

The Association for Child Psychoanalysis offered this text to send by email, FAX, or phone message to your congressman and senator.

Please feel free to copy and change it as needed.

Use Find My Representative or How To Contact Your Elected Officials to obtain your representative’s name and contact information.

Here is the suggested text:

This is _________ your constituent from (city or zip code)

I am contacting you to express my deep concern and outrage about the current administration’s new policy of forcefully separating young children from their parents at our Southern border. Tearing children from the arms of their parents and sending them to unknown locations is a form of child abuse and torture. It is also cruel and abusive to the parents who are often looking to get out of poverty or for an asylum to save their lives and the lives of their children.

As a child and adolescent psychologist, social worker, or psychiatrist (state your particular discipline) and (psychoanalyst when applicable) with over XX years of experience treating youngsters and their families and teaching child development and child psychotherapy I and my colleagues know that this type of separation causes children shock and unbearable fear, with anguish and depression for the rest of their lives. It has a similar effect on the workers who separate children from their parents or take care of them as caretakers and it is called in adulthood  “burn out syndrome.”

Child development research on attachment and loss (see for example John Bowlby 1973) has conclusively demonstrated that young children who were separated from their parents abruptly for even a few days, or weeks suffer from lifelong post-traumatic stress disorder. Having been traumatized they often struggle with chronic anxiety, depression, night terrors, and bed wetting. They develop significant difficulties concentrating, playing, learning, and forming trusting relationships with others. Feeling deeply betrayed and abandoned they may harden and over time become antisocial as a result.

I strongly urge you to do whatever is in your power to end this immoral policy that is destroying the lives of innocent parents and their children.

 

 

 

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The Piggle Reconsidered

 

A recent post on PsychologyToday.com entitled “Revisiting Child Psychoanalysis,” asks the question, “Why are young children in therapy without their parents?” The author, Claudia Gold, MD, a child analyst, was prompted to write the article after attending a presentation and panel discussion at the 2018 APsaA convention. This particular program, “The Name of the Piggle,” was organized by CPC faculty member Dr. Vera Camden, and was a reconsideration of D.W. Winnicott’s famous case study on the analysis of a little girl nicknamed “The Piggle.”

The program, a presentation by Deborah Luepnitz with a response by Justine Reeves, included past interviews with the grown up Piggle, whose real name is Gabrielle. Having read “The Piggle” Dr. Gold knew that Gabrielle’s mother did not accompany her to sessions with Dr. Winnicott, so she inquired of the presenters, why not? This led to a debate about the advisability of parental involvement in child analysis. In the article Dr. Gold presents a case of her own that illustrates the utility of treating the parent and child together, and in the following quote from the article she summarizes some of the supporting research.

But contemporary developmental science offers abundant evidence of the value of treating parent and child together. Arietta Slade’s compelling work illuminates the role of facilitating parental reflective functioning as I describe in my book, Keeping Your Child in Mind. Ed Tronick’s mutual regulation model, which he developed out of decades of observational research with infants and parents, shows us that healing and growth occur by repairing the countless moment-to-moment mismatches in the relationship between child and caregiver.

Dr. Gold concludes that Winnicott saw Gabrielle alone because that is how adult psychoanalysis is conducted, and at that time, practitioners were concerned that child analysis be considered true analysis.

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2018 Spring Workshop Series

Continuing education at the Cleveland Psychoanalytic Center seeks to provide the mental health community with a number of stimulating and thoughtful programs designed to enhance clinical skills and clinical understanding.  Programs include lectures by prominent psychoanalysts, courses for clinicians, and special topic seminars. Following is a list of upcoming programs.

CPC Library

Saturday, March 24, 2018

“The Pragmatic Psychodynamic Approach To Couples Therapy”

Terry Tobias, Ph.D., Psychologist

For licensed professionals only

9:00 a.m. – 12:30 p.m.

3 CEUs included

Cost :   $90.00 CPC members, $105.00 non-members, $30.00 students with ID

 

Saturday, May 12, 2018

“A Discussion Of Current Perspectives On Clinical Practice From An Intersubjective View Point”

Kim Thompson, Ph.D., LISW, Social Worker

9:00 a.m.- 12:30 p.m.

3 CEU’s included

Cost :   $90.00 CPC members, $105.00 non-members, $30.00 students with ID

 

Saturday, June 9, 2018

“Understanding And Misunderstanding Perversions”

Devra Adelstein, MSW, LISW-S, Child, Adolescent Psychoanalyst, Adult Psychotherapist

Judith Pitlick, MA, LPCC, Child, Adolescent, Adult Psychoanalyst

9:00 a.m. – 12:30 p.m.

3 CEU’s included

Cost :   $90.00 CPC members, $105.00 non-members, $30.00 students with ID

 

Location:

Cleveland Psychoanalytic Center

Heights Medical Building

2460 Fairmount Blvd. Suite 312

Cleveland Heights, Ohio 44106

Parking in rear of building

Online registration is available, please visit our website at psychoanalysiscleveland.org under the Continuing Education tab or contact:

Mrs. Deborah Morse, Administrative Coordinator

216 229-5959 x103 or dmorsecpc@sbcglobal.net

 

Please visit our website at psychoanalysiscleveland.org for additional information about our workshops and the Cleveland Psychoanalytic Center.

 

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What is Psychoanalysis and Who Are Psychoanalysts?

Anna Janicki, M.D.

The Accreditation Council for Psychoanalytic Education Inc. (ACPE, Inc.) defines psychoanalysis in the following way:

Psychoanalysis is a specific form of individual psychotherapy that aims to bring unconscious mental elements and processes into awareness in order to expand an individual’s self-understanding, enhance adaptation in multiple spheres of functioning, alleviate symptoms of mental disorder, and facilitate character change and emotional growth. Psychoanalytic work is characterized by depth and intensity, which are achieved in the context of frequent treatment sessions over a long term.

Psychoanalysts come from a variety of professions in the mental health field. Those who have attained the highest degree in their particular field are eligible to apply to one of the psychoanalytic institutes accredited by the American Psychoanalytic Association and spend an additional 7-10 years to become certified in psychoanalysis. Admissions are also dependent on assessing suitability, by which is meant that an applicant would be a person of good character who is capable of sustaining, nurturing and being nurtured by prolonged exposure in emotionally challenging relationships. Those that apply for psychoanalytic training will enter a tripartite process: their own psychoanalysis, theoretical and clinical seminars, and building of the clinical practice, which will require three analyses with three separate supervisory experiences. It will be on the average 5000-9000 hours of learning if training in child psychoanalysis is added to the program. Just imagine, it takes 1000 hours in the air to get a pilot’s license.

Those who will go on to train future psychoanalysts, after an additional five years of work, about 3000 hours, will have to submit their work to the scrutiny of their peers in the process of the certification by the Board on Professional Standards of American Psychoanalytic Association. The cost is comparable to yearly college tuition.

The job of the training analyst is to help students, referred to as candidates, get to know the most intimate explicit and implicit workings of their mind. A candidate experiences what it means to be in psychoanalysis, and is able to put herself or himself in the client’s shoes. In the psychoanalytic situation, both parties are powerless. Understanding and compassion represent power here. They are the discourse of mutuality in psychoanalysis. In this process, the candidate learns about transference and countertransference. She is learning to build a therapeutic alliance, a resilient way to observe her client’s and her own inner life, even when the anxiety level in the psychoanalytic treatment becomes too much. In the face of out of control levels of anger, despair, panic or arousal she is learning how to remain calm and think. She is learning what reaction of her own will illuminate her client’s emotional states, leading to positive change. In psychoanalytic training the candidate is establishing how to work independently as a psychoanalyst, and to be helpful by revealing unconscious aspects of her client’s functioning. In seminars candidates learn various theories and techniques of psychoanalysis. All of it is done to foster, recognize, and communicate in writing what is called the psychoanalytic process.

Each candidate is learning in her/his work with me, as a training analyst or as a supervising analyst, that in psychoanalysis, both participants have to rely on each other’s strengths, while openly acknowledging the embarrassment of shortcomings. Often enough, psychoanalysis identifies difficult questions and makes them solvable. It sees order where others see disorder. It pushes the envelope of individuality, while exploring the value of partnership. Psychoanalysis, sometimes leads to insight, always frees up curiosity, makes hope a reality, and inevitably produces change.

The Cleveland Psychoanalytic Center invites those who are interested in becoming a psychoanalyst or in learning more about other applications of psychoanalytic ideas, to contact the Center’s Psychoanalysts Training Program (PTP).  For information call the Chair of the Admissions Committee Vera Camden, Ph.D. at (216) 407-7931.

 

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