By Kaplan Medical
Lecture notes for use in conjuction with school lectures to study for the USMLE.
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Extra resources for Kaplan USMLE Step 1 Lecture Notes: Anatomy and Physiology
P. 427). Abraham’s reply shows the extent of the misunderstanding: THE BERLIN MODEL 27 My views about bringing in laymen have not changed. The lectures planned by Sachs deal with non-medical matters, and I have always been in agreement with extending this part of our science to lay circles and have indeed furthered it with my own writings. , pp. 428–429] This reply emphasizes how the split, recently entrenched in the new training, between training and therapeutic analyses was tied up with the question of lay analysis.
Once he disposed of “a certain amount of personal experience”, the candidate could apply to the German Psychoanalytic Society. The chronological structure of the training kept the patient, the student, and the new analyst separated. This was a break from Freud’s way, of, for example, extending the rules of analysis even to work meetings, or excusing himself for treating his listeners as patients. That was due not to a confusion of place, but to a recognition of the special relation to the object that analysis involves.
While Fenichel’s classification highlights, in its departure from Freud’s nosography, the prevalence given to symptoms, the criteria for the cure show the gap between the analytic and the therapeutic aims. Fenichel, in effect, distinguished an improvement, due to “successful transference”, analytically imperfect, from an analytic cure which would imply not only disappearance of symptoms, but “a character change explicable according to analytic reason”. It is a distinction that, in a sense, challenged the therapeutic vision which promoted a “fractioned analysis”, interrupted by the analyst on the basis of an amelioration which was not a cure in the analytic sense.