By Michael Fordham
Michael Fordham was once a chum of Jung, made many significant contributions to analytical psychology. This quantity brings jointly his key writings on analytical procedure. they're very important simply because they've got formed and knowledgeable analytical method as we discover it this present day. those writings should be welcomed through either trainee and working towards analysts.
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Extra resources for Analyst-Patient Interaction: Collected Papers on Technique
The problems were related to his school work, in which he was not being as successful as his intelligence would warrant. F. e. where it is at present, leading into the passage). : ‘I suppose you thought my idea wasn’t sensible. ’ John: ‘They could have easily come that way’ (referring to where the door is now). ’ John: ‘Beg pardon’ (followed by long silence). : (Repeats statement). John: ‘It isn’t really stupid. It could have been. : ‘I wondered whether your questions were not something of this sort: “Well, here’s something I’m likely to know more about than he does”?
At first I was inclined to think the extended usage was objectionable, because it blurred its original negative meaning and so opened the door to almost any unconscious behaviour by the analyst. Yet the change in our understanding of transference as a whole is better reflected by the wider usage, for participation mystique, projection and introjection can play valuable, even essential, parts in analytic procedures (cf. Money-Kyrle, 1956). A solution to the quandary is made possible by dividing the general heading into two and referring to counter-transference illusion and counter-transference syntony.
There is no possibility of explaining or getting rid of them by educative procedures; if this were possible it would only be necessary to give lectures. The ultimate resolution of these projections depends first and foremost on the analyst’s behaviour and experience of his own myth. Once the parent imagos are projected they stay projected till the self appears, which initiates the ‘stage of transformation’ (1931a, p. ). Here Jung introduces the idea of the self-education of the ‘doctor’ as part of the analytic process.