Psychoanalysis Module Handbook 2014(1)

8/11/2019 Psychoanalysis Module Handbook 2014(1)

http://slidepdf.com/reader/full/psychoanalysis-module-handbook-20141 1/27

Social SciencesSchool of Social, Psychological and Communication

Sciences

PsychoanalyticContributions

Semester 12014-15

Dr Tom [email protected]

1

mailto:[email protected]




Table of Contents1. Key Information.......................................................................................

!. Introduction............................................................................................. "

!.1 #odule $ims and %b&ecti'es.............................................................."

!.! (earning %utcomes............................................................................)

!. *ta+ Contact Details..........................................................................)

!." ,hat-s e/ected of you0....................................................................

. #odule Information.................................................................................

.1 #odule Deli'ery.................................................................................

.! #odule Content 2 (ectures.................................................................3

". *eminar *chedule and Core 4eading.......................................................5".1 ,eek 1............................................................................................... 6

".! ,eek !............................................................................................... 6

". ,eek ............................................................................................. 17

"." ,eek "............................................................................................. 11

".) ,eek )............................................................................................. 1!

". ,eek ............................................................................................. 1!

".3 ,eek 3............................................................................................. 1

".5 ,eek 5............................................................................................. 1"

".6 ,eek 6............................................................................................. 1"

".17 ,eek 17.........................................................................................1"

".11 ,eek 11.........................................................................................1)

".1! ,eek 1!.........................................................................................1

). $ssessment...........................................................................................13

).1 $ssessment 1 879 of :nal mark;...................................................13

).! $ssessment ! 8379 of :nal mark;...................................................15

). 4eassessment..................................................................................16

)." #itigating Circumstances.................................................................16

).) Penalties for (ate *ubmission..........................................................!7

). Plagiarism and how to a'oid it.........................................................!7

).3 #arking Criteria................................................................................!1

).5 <eedback..........................................................................................!"

2



1. ey !nformation

"odule title# Psychoanalytic ContributionsC$%# 1&'&2

(cademic

)ear#

2014-15

*e+el# 5

Semester# 1

Contacts# "odule leader# Tom Goodwin= [email protected] = room C(61"

"odule (dministrator#*kander el <adhel= [email protected]= roomC(1)

"odule cehour#

Please email for an a//ointment

*ectures# $ttendance is re>uired at the following weeklylecture?seminar,ednesday 17am A 1/m in CC BP$G7!

SeminarTutorials#

*ee abo'e

(ssessmentne#

Tas/# (n academic summary of to of reuds!ntroductory *ectures 3 500 ord er summary1000 ords in total6

7eadline# riday 21th %o+ember 2014

"ethod of Submission# 8lectronic submission +iaTurnitin. ( lin/ to Turnitin ill be ro+ided on themodule "y9ec/ett age. This ill allo you tosubmit your or/ and obtain an electronic:receit. Make sure you keep copies of your workuntil Graduation.

(ssessmentTo#

Tas/# 2500 ord 8ssay

7eadline# Thursday 15th ;anuary 2015

"ethod of Submission# 8lectronic submission +iaTurnitin. ( lin/ to Turnitin ill be ro+ided on themodule "y9ec/ett age. This ill allo you tosubmit your or/ and obtain an electronic:receit. Make sure you keep copies of your workuntil Graduation.

3







$eassessment#

$eassessment instructionsIf you score less than "7 o'erall for the module= you willha'e the o//ortunity of reassessment. If you score lessthan !7 o'erall for the module you will be re>uired tosubmit a reassessment.

Please see section 5 <$eassessment=

7eadline# tba

"ethod of Submission# 8lectronic submission +iaTurnitin

Core te>t# (nthony 8lliott. Psychoanalytic Theory# an!ntroduction. >ford# 9lac/ell Publishers, 1''4?2.ed 2002@6.

4



*887S "8T$P*!T(% A%!B8$S!T) School of Social Sciences

Psychoanalytic Contributions

*e+el 5 second year6(cademic year 201415 3 Semester 1

2. !ntroduction

2.1 "odule (ims and becti+es

*igmund <reud is one of the most inuential= erudite and /roli:c/sychological theorists. Through his theories of the unconscious=seuality= dreams= religion and so on= he re'olutionised the way we

think about the indi'idual and the cultural world in which weinteract. is in'ention of /sychoanalysis emerged from his uni>uetreatment of hysterical /atients in late nineteenth century Eiennabut its inuence has etended far beyond this original thera/euticremit into disci/lines as di'erse as literary and :lm studies= socialand /olitical theory= and less ob'ious :elds such as design=ad'ertising and media. Its terminology has e'en found its way intoour e'ery day /arlance 8e.g. <reudian sli/s= the unconscious etc.;.

,hat /sychoanalysis is= howe'er= is diFcult to /ut your :nger on 2its central conce/t of the unconscious makes the 'ery /rocess of

:nding and :ing a truth /roblematic. It is a disci/line that morethan any other is bound u/ with the ideas and inuence of itsfounder. 4ather than seeing /sychoanalysis as a large :eld ofresearch of which <reud is only a /art= this :gure looms large o'erthe entire disci/line. Psychoanalysts seem to &ustify themsel'es inhow closely they reinter/ret the word and s/irit of <reud 2 the twomost im/ortant analysts after <reud= (acan and Klein= each describetheir work in terms of a return to <reud. The way that/sychoanalysts are trained 2 i.e. you ha'e to be in analysis yourselfA is no doubt at the heart of this.

(ike all of us 8at least in /sychoanalytic understanding; <reud was aconicted indi'idual and his work is testament to this. <reud-swriting is full of ambiguity and contradiction= although it is alwaysworth remembering that for him= /sychoanalysis was a work in/rogressH. This not only makes reading him diFcult and frustrating2 there are se'eral <reud-sH and not one uni:ed framework 2 it alsomakes him incredibly interesting. The subtlety of his writing andthe /ower of his rhetoric are worthy of study in themsel'es 8Iencourage you all to read <reud directly;. ,ith conict at the heartof its founder= the legacy of /sychoanalysis is also a di'ided one=

with many di+erent /sychoanalytic schools whose relations areoften strained and characterised by in:ghting.

5



,hether or not you agree with <reud-s work and his de'elo/mentthrough (acan= Klein= ung and others= it is im/ossible to dismiss theim/act of /sychoanalytic ideas in our current e/och. This course isdesigned to introduce you to the central tenets of /sychoanalysis

by looking at <reud-s key ideas and how these ha'e beenreinter/reted through his disci/les and critics. a'ing e/lored thistheoretical framework= we will then look at literature and :lm to seehow /sychoanalytic notions ha'e been a//lied to the cultural worldof which we are a /art.

2.2 *earning utcomes

*earning outcome 1 The understand the key conce/ts of /sychoanalysis andhow these relate to the :gure of *igmund <reud and thehistorical contet and /recedents out of which theseideas emerged.

*earning outcome 2 To critically eamine later <reudians 8e.g. (acan andKlein; and dissenters 8e.g. ung and the feminists; andassess their contribution to and criti>ue of the/sychoanalytic /ro&ect.

*earning outcome D Demonstrate an ability to relate /sychoanalytic insightsto /sychology generally and s/eci:cally to/sychological maturation and selfAformation.

*earning outcome 4 Demonstrate a ca/acity to think critically about/sychoanalytic conce/ts and the /ractices 8thera/eutic=literary= cultural; that these under/in.

2.D StaE Contact 7etails

"odule leader# Tom Goodwin= [email protected]= room C(61"

"odule administrator#

*kander el <adhel= [email protected]= room C(1)The module team ill ost general information about themodule on 9lac/board and any imortant communicationsill be sent to students emails. Students are e>ected toregularly chec/ these for udates. Please note,hen you email your module leader or tutor only use youruni'ersity email address. Ase of other email accounts ill notbe ac/noledged by the uni+ersity= so remember to regularly

check your uni'ersity email account. Jou should e/ect a re/lywithin workings days 8ecluding weekends= Bank olidays and

6







ni'ersity closed days;. <aculty sta+ will re/ly to your generalsuggestions and comments within 17 working days. This may be anacknowledgement of your communication with details of when youwill recei'e further information or referring you to another memberof sta+. *hould we need to cancel a class we will contact you as

soon as /ossible= therefore you must check your ni'ersity emailaccounts regularly and ensure that we hold u/ to date contactinformation for you.

2.4 Fhats e>ected of youG

This module= like other modules you will take= is worth !7 credit/oints towards your degree. Lach module is associated with !77hours of study. . *ince formal scheduled teaching 8class contacttime; amounts to 7 hours 8i.e. 1! lectures and 1! seminars; themodule is based u/on the e/ectation that you will s/end 137hours in /ri'ate study. This means that you will ha'e to s/end aminimum of 1! hours a week in /ri'ate study.

This time should be s/ent on reading from the recommendedreading list= thinking about what you read so that you de'elo/ yourunderstanding= /re/aring notes for seminars= /re/aring for/resentations in seminars= consulting with other students andwriting your assignment.

D. "odule !nformation

D.1 "odule 7eli+ery

This course unit is deli'ered by one lecture er ee/ 81 M hr; andsu//orted by seminars each ee/ 81 M hr;.

Please note# (ttendance at both lectures and seminars isnecessary.

*ectures for this module ill begin in F88 1 ee/ beginning 2'th Set 20146 and seminars for this module illstart during F88 2 ee/ beginning 0Hth ct 20146. Detailsof when and where your lecture for this module and your seminar=will be will be gi'en in the timetable.

7o not rely on the lectures alone for gathering information.!t is imortant that you readI !f anything, the substance of the module consists of the careful and considered reading of the recommended te>ts.

7



D.2 "odule Content 3 *ectures

Benue# CC 9P(J02 9roadcasting Place6

F88 98J!%%!%J

*8CTA$8 *8CTA$8$

!6.76.1" Introduction /sychothera/y= culture and beyond TJ

7.17.1" <reud the unconscious and its mechanisms ofe/ression

TJ

1.17.1" <reud seuality and %edi/us TJ

!7.17.1" <reud the transference and /sychothera/y TJ

!3.17.1" The Dissenters Carl ung and $lfred $dler TJ

7.11.1" Lgo Psychology <reud-s structural model and the$merican contet

TJ

17.11.1" %b&ect 4elations Theory #elanie Klein andBritish /sychoanalysis

TJ

13.11.1" Consolidation ee/ 3 %o lecture but ! illbe a+ailable this ee/ to discussassignments assignment 1 is due on2111146.

TJ

!".11.1" The (inguistic Turn in Psychoanalysis ac>ues(acan and the structuralists TJ

71.1!.1" Psychoanalytic feminism re'isiting %edi/us TJ

75.1!.1" Psychoanalysis= (iterature and <ilm TJ

1).1!.1" L'aluation and essay hel/ TJ

8



4. Seminar Schedule and Core $eading

Core $eading

$s /sychoanalysis is such a 'ast area of in>uiry= I ha'e /ro'ideds/eci:c reading in the lecture details below. There are= howe'er= afew tets of general interest that I urge you to read or consult.

(nthony 8lliott. Psychoanalytic Theory: an Introduction.>ford# 9lac/ell Publishers, 1''4 ?2.ed 2002@6. Thiscontains good o'er'iews of most of the di+erent schools of /sychoanalysis that will be considered on this course.

Stehen rosh. A Brief Introduction to PsychoanalyticTheory. 9asingsto/e# Palgra+e, 20126. This is a 'ery goodintroduction to all the as/ects of /sychoanalysis that we will co'eron this module. $s the title suggests= it is brief= so don-t rely on it asyour only source.

Sigmund reud. The Interpretation of Dreams. This is <reud-s:rst /ro/erly /sychoanalytic tet and is still the most im/ortant.

There are numerous editions of this and any one will do.

Peter Jay ed6. The Freud eader *ondon, Bintage 9oo/s,

1''56. This reader contains many of <reud-s ma&or tets in /art orfull.

;. *alanche K ;-P. Pontalis. The !an"ua"e of Psychoanalysis. *ondon# arnac 9oo/s, 1'&D6. This is anencyclo/aedia of /sychoanalytic terms that is indis/ensable to anywouldAbe theorists and /ractitioners of /sychoanalysis. It is fairlye/ensi'e= but a worthwhile longAterm in'estment.

;onathan *ear. Freud . *ondon# $outledge, 20056. $ 'erygood contem/orary introduction to <reud

$ichard Follheim. Freud. *ondon# ontana Press, 1'&16.$lthough now "7 years old= this is still the best introduction to <reud8in my o/inion;.

( note on reuds te>ts<reud was a /roli:c writer and his work in Lnglish is collected in twodi+erent series

The Standard Edition of the Complete Works of Sigmund Freud 8!"

'olumes; 2 I refer to these 'olumes in this handbook as S8

9



and

The Penguin (or Pelican) Freud Library 81) 'olumes; A I refer tothese 'olume in this handbook as P

This is where you will :nd the essays of <reud that I ha'erecommended you to read. Lither series will be &ust as good for the/ur/oses of this module= and the only fundamental di+erencebetween them is that the S8 collects essays chronologically and theP< collects them by themes.

Aseful Feb Pages

Pa/ers and Conferences at the !nstitute of Psychoanalysis K9ritish Psychoanalytical Society htt/??www./sychoanalysis.org.uk? ,hen Great #inds don-t think alikehtt/??www./sychoanalysis.org.uk?guardian!.htmN! Psychoanalysis in Chinahtt/??www.ef//.org?tets?*chloesserOChina./df Psychoanalysis in $ustraliahtt/??www./sychoanalysisdownunder.com?downunder?backissues??"!3?lgOkleinianOtrad

ournal for the Psychoanalysis of Culture and *ociety

htt/??muse.&hu.edu?&ournals?&ournalOforOtheO/sychoanalysisOofOcultureOandOsociety?toc?/sy5.1.html Psychoanalysis and :lm htt/??www.ds//.com?/a/ers?kluge.htm

The $ssociation for the Psychoanalysis of Culture and *ocietyhtt/??www.a/csweb.org?

Seminars ill be as follos#

4.1 Fee/ 18,eek beginning !6 *e/tember !71";

!ntroducing the "odule# o+er+ie

4.2 Fee/ 2

8,eek beginning 7 %ctober !71";

The Anconscious and its "echanisms of 8>ression

10

http://www.psychoanalysis.org.uk/

http://www.psychoanalysis.org.uk/guardian2.htm#2

http://www.efpp.org/texts/Schloesser_China.pdf

http://www.psychoanalysisdownunder.com/downunder/backissues/6/427/lg_kleinian_trad


http://muse.jhu.edu/journals/journal_for_the_psychoanalysis_of_culture_and_society/toc/psy8.1.html


http://www.dspp.com/papers/kluge.htm

http://www.apcsweb.org/

http://www.psychoanalysis.org.uk/

http://www.psychoanalysis.org.uk/guardian2.htm#2

http://www.efpp.org/texts/Schloesser_China.pdf





http://www.dspp.com/papers/kluge.htm

http://www.apcsweb.org/



<reud-s understanding of the unconscious as not merely an ad&ecti'e=but a distinct set of /rocesses that can be formalised and analysed= ishis greatest and most original contribution to modern ideas. Des/itecontentions= it has entered into e'eryday language with the seual

weight that <reud meant= and continues to be reAimagined anddebated by successi'e generations of academics. This lecture wille/lore <reud-s notion of the unconscious and delineate itsmechanisms= e'entually focussing on its most successfully 8albeitindirect; e/ression in dreams.

$eading#

*igmund <reud 81677;. The !nterretation of 7reams. P* 4 orS8 4 K 5= es/ecially Ch. The Dream ,ork-

<reud couldn-t lea'e this tet alone and made numerous additionseach time it was reA/ublished. I fa'our earlier editions= where thetet is far tighter and doesn-t get bogged down in notions such asuni'ersal symbolism. <or a contrast to the editions listed abo'e= amuch shorter and more readable 'ersion of The !nterretation of7reams is /ro'ided by >ford Forld Classics translated by oyceCrick.

*ee also lectures )A1) in <reud-s 8161)A13; !ntroductory *ectureson Psychoanalysis P* 1 or S8 15 K 1H.

*igmund <reud 8161); The nconscious- P* 11 or S8 14

*igmund <reud 816!; The Lgo and the Id- P* 11 or S8 1'

$lasdair #acintyre. The Anconscious# a Concetual !ntroduction. 8(ondon 4outledge= 16)5 Qre'ised edition !77"R; 2 an ecellent/hiloso/hical analysis of <reud-s notion of the nconscious

Phil #ollon. The Anconscious. 8Cambridge Icon Books= !777; 2 a'ery accessible introduction that relates the nconscious to ideas inmodern /sychology

$lso look at de:nitions in . (a/lanche S AP. Pontalis. The*anguage of Psychoanalysis. 8(ondon Karnac Books= 163;.

4.D Fee/ D

8,eek beginning 1 %ctober !71";

11



Se>uality and edius

$ common myth that surrounds /sychoanalysis is that <reudreduces e'erything to se. ere= the truth and misconce/tion ofthis understanding will be e/lored. <reud did theorise a seual

instinct= but he was also a dualist who belie'ed that conict wascentral in the de'elo/ment and functioning of the /syche. In the/sychoanalytic schema= therefore= se was always o//osed toanother instinct 2 in the early <reud this was the ego instincts and inthe later <reud= the death instinct. ,hat we understand as adultseuality is also only /art of the story. <reud had a 'ery di+erentand etended conce/t of what seuality meant. Perha/s a moreuseful way of thinking about se in /sychoanalysis is to concei'einstead of a /leasure economyH that becomes increasinglyorganised and localised in the genitals as the indi'idual de'elo/s.

This lecture will also introduce the notion of the %edi/us com/le asthe key factor in determining our seual identity.

$eading

*igmund <reud 8167); Three Lssays on the Theory of *euality-P* & or S8 &*igmund <reud 81675; %n the *eual Theories of Children- P* & orS8 '*igmund <reud 816!"; The Dissolution of the %edi/us Com/le-P* & or S8 1'

$lso you would do well to read (ecture !1 The De'elo/ment of The(ibido and The *eual %rganisations- in *igmund <reud 8161)A1;ntroductory Lectures on Psychoanalysis P* 1

To see how <reud-s ideas work in relation to a case history read

*igmund <reud 81676; $nalysis of a Phobia in a <i'e Jear %ld Boy(ittle ansH- P* L S8 10

4.4 Fee/ 4

8,eek beginning !7 %ctober !71";

Transference and Psychotheray

In s/ite of the huge im/act that /sychoanalysis has had on ourthinking about the self= society and its cultural re/resentations 8art=literature= religion and so on;= for <reud= it remains foremost a toolof /sychological thera/y. $t the heart of his talking cure-= <reud

recognised a strange= frustrating= but ultimately necessary/henomenon that he called the transference-. The motor force for

12



any /sychothera/y= he describes the transference as a series of8old; emotions= im/ulses and fantasies 8lo'e= hate= ambi'alence;that the /atient transfers- onto the /erson of the analyst at the/resent moment 8and which the analyst often reci/rocates;. $s oneof <reud-s key conce/ts= this lecture will look at the 'arious

meanings he ga'e to the transference and its centrality in ourunderstanding of /sychological thera/y and the cure- it /romises.

$eading

*igmund <reud 8167) Q1671R; <ragment of an $nalysis of a case ofysteria- P* L or S8 &*igmund <reud 8161!; The Dynamics of Transference- S8 12*igmund <reud 8161"; 4emembering= 4e/eating and ,orkingA

Through- S8 12*igmund <reud 8161) Q161"R; %bser'ations on Transference (o'e-S8 12

$lso you would do well to read (ecture !3 Transference- in*igmund <reud 8161)A1; !ntroductory *ectures onPsychoanalysis P* 1 or S81H

onathan (ear reud 8(ondon 4outledge= !77);= ch." is a 'ery goodand critical o'er'iew of <reud-s de'elo/ment of the transference.

4.5 Fee/ 58,eek beginning !3 %ctober !71";

The 7issenters

$lfred $dler and Carl ung were once fa'oured colleagues of <reudand at the heart of the early /sychoanalytic institution.Disagreements with <reud= /articularly o'er the role of infantileseuality in the determination of the /syche= >uickly saw them castfrom the masters friendshi/ and ecluded from the /sychoanalytic

establishment. $dler and ung both went on to form their ownstrands of /sychological theory and /ractice that= whilst di+erentfrom <reud-s= still shared some fundamental ideas. This lecture willeamine this di'ision in /sychoanalysis and the theories of $dlerand ung generated by this conict.

$eading$lfred $dler Anderstanding *ife# an !ntroduction to thePsychology of (lfred (dler 8(ondon %neworld= !776;

Carl ung "emories, 7reams, $eMections 8(ondon <ontana

Press= 166);

13



$nthony *te'ens ;ung# a Bery Short !ntroduction 8%ford %P=!771;

$nthony *torr 8ed; The 8ssential ;ung# Selected Fritings8(ondon <ontana Press= 1665;

4.H Fee/ H

8,eek beginning 7 o'ember !71";

8go Psychology

Deri'ed from <reud-s second structuralH model of id= ego andsu/erego= ego /sychology focuses /rimarily on the ego and itsdefences. It is largely a /roduct of the orth $merican contet and

de'elo/s $nna <reud-s work on child /sychoanalysis. Lgo/sychology belie'es that there eists within indi'iduals the innateca/acity to generate an ego that is free of conict and autonomousof both the id and su/erego. By strengthening the mechanisms ofdefence= the ego can neutralise the otherwise disru/ti'e dri'es andharness them in the /rocess of indi'idual de'elo/ment.Psychothera/y is based on conformity and identifying with thestrong ego of the analyst. The lecture will elaborate the relation ofego /sychology to <reud-s structural model and eamine thetheories of $nna <reud= einU artmann= 4udolf (oewenstein andLrnst Kris.

$eadingGertrude Blanche and 4obin Blanche 8go-Psychology# Theoryand Practice 8ew Jork Columbia ni'ersity Press= 163";

4ichard Lkins and 4uth <reeman 8eds; (nna reud# SelectedFritings 8armondsworth= Penguin= 1665;

$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%fordBlackwell Publishers= 166"; 2 Ch.1

4.& Fee/ &


bect $elations

#elanie Klein 8155!A167; was the :rst /sychoanalyst to undertakea fundamental reworking of <reud-s original ideas. er contribution:rst of all etends the inter/ersonal dimension of /sychoanalysisand remo'es the idea that indi'iduals can be considered inisolation. Klein-s focus was on the child and s/eci:cally therelationshi/ formed with the mother 8as o//osed to <reud-s

14



em/hasis on the father in the %edi/us com/le;. In the /rocess ofde'elo/ment and indi'iduation= the child assumes increasinglycom/le 8and ambi'alent; /ositions in relation to the ob&ects thatconstitute its world. The theory Klein ins/ired is known therefore asob&ect relationsH and includes other= mainly British= :gures such as

Donald ,innicott and ,ilfred Bion. This lecture will eamine ob&ectrelations theory and e/lore foundational conce/ts such as /artob&ectH= the de/ressi'e /ositionH= s/littingH and the /aranoidschiUoid /ositionH.

$eading

(a'inia GomeU (n !ntroduction to bect $elations 8(ondon<ree $ssociation Books= 1663;

uliet #ichell 8ed; The Selected "elanie lein 8armondsworthPenguin= 1661;

$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%fordBlackwell Publishers= 166"; 2 Ch.

4.L Fee/ L


Consolidation Fee/ 3 no lecture

4.' Fee/ '

8,eek beginning !" o'ember !71";

*acan and the *inguistic Turn

$rguably the most im/ortant and contro'ersial /sychoanalyst since<reud= ac>ues (acan 81671A51; reimagined /sychoanalytic ideasaccording to the structuralist theory that was dominating the /ost

war <rench intellectual contet. (acan focuses on language 8or mores/eci:cally= the symbolic order ; as the /ro/er :eld of/sychoanalytic study and treatment 2 /sychoanalysis is= after allthe talking cureH. is writing is dense and elusi'e and his ideasare 'ery challenging= but des/ite this= (acan has had an immenseinuence on /sychothera/y= cultural studies= literature= /hiloso/hy=feminism and has made /sychoanalysis a central reference in thewhole :eld of disci/lines within the human sciences. This lecturewill un/ick the work of this notoriously diFcult thinker= introducinghis conce/ts of the imaginary= symbolic and real orders.

$eading

15



Bice Ben'enuto and 4oger Kennedy The For/s of ;acNues *acan8(ondon <ree $ssociation Books= 165;

$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%fordBlackwell Publishers= 166"; 2 Ch."

ac>ues (acan #crits: a $election trans. $lan *heridan 8(ondon Ta'istock Press= 1633;

*la'o& ViWek *oo/ing (ry# an !ntroduction to ;acNues *acanthrough Poular Culture 8Cambridge= #assachusetts #IT Press=1661;

4.10 Fee/ 10

8,eek beginning 71 December !71";

Psychoanalytic eminism

The early relationshi/ between feminism and /sychoanalysis wasacrimonious= with the former accusing the later of contributing tothe derision= o//ression and mysti:cation of women through atheoretical a//aratus that /ri'ileged the boy child in the oedi/alschema. #ore recent theories beginning in the 1637s= howe'er=ha'e seen the /otential in <reud-s work for feminine liberation=describing his theorisation of women as descri/ti'e 8how it is;

rather than /rescri/ti'e 8how it should be;. Psychoanalysts are nowat the forefront of feminist 8or more s/eci:cally /ostAfeministH;theory beginning with the ideas of Klein and (acan and continuingin the hugely inuential work of /sychoanalystAfeminists uliet#itchell= ac>ueline 4ose= ancy Chodorow= (uce Irigaray and uliaKriste'a. This lecture will eamine the inter/lay between feminismand /sychoanalysis and e/lore these more recent feminist and/ostAfeminist trends in /sychoanalytic theory.

$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%fordBlackwell Publishers= 166"; 2 Ch.)

(uce Irigaray This Se> hich is %ot ne trans. Burke Porter et al 8Ithaca Cornell ni'ersity Press= 165);

ulia Kriste'a $e+olution in Poetic *anguage trans. #argaret,aller 8ew Jork Columbia ni'ersity Press= 165";

uliet #itchell Psychoanalysis and eminism 8armondsworthPenguin= 1667;

LliUabeth ,right 8ed; eminism and Psychoanalysis# a Critical7ictionary 8%ford= Blackwell= 166!;

16



4.11 Fee/ 11

8,eek beginning 75 December !71";

Psychoanalysis, *iterature and ilm

Psychoanalysis has been in a close relationshi/ with literature fromits 'ery ince/tionX <reud-s central conce/t of the %edi/us com/le=for eam/le= is deri'ed from *o/hocles- Theban Plays! <reud andthe numerous literary analysts that he ins/ired try to e/lain the/sychical moti'ations that circulate in literary tets by analysingcharacters or their author. Both inaugurated in the 1567s=/sychoanalysis also shares a /arallel history with cinema= and thesecultural forms ha'e often crossed /aths. In s/ite of <reud-s

disregard of cinema as an im/ortant art form= /sychoanalytictheory has dominated :lm studies since the 16)7s with the <rench &ournal Cahier du Cin"ma and more recently with the British &ournalScreen! ot only has /sychoanalysis been used as an inter/retati'etool for reading both literature and cinema= but many writers=directors and /roducers ha'e been inuenced by /sychoanalyticideas. This lecture will look at the com/le inter/lay between/sychoanalysis and both literature and cinema. It will /ose the>uestion ow can /sychoanalysis contribute to our understandingof literary and :lmic tets0H

$eading#

!iterature:*igmund <reud 81673; Delusions and Dreams in ensen-s #radi$a- P* 14 or S8 '*igmund <reud 81675; Creati'e ,riters and Day Dreaming- in P*14 or S8 '*igmund <reud 81616; The ncanny- in P* 14 or S8 1&*igmund <reud 816!5; Dostoye'sky and Parricide- in P* 14 or S821

#arie Bridge 8ed.; n the Fay Oome# Con+ersations beteenFriters and Psychoanalysts 8(ondon Karnac= !775; amish Canham S Carole *atamurti 8eds.; (cNuainted ith the%ight# Psychoanalysis and the Poetic !magination 8(ondonKarnac= !77;

*hoshana <elman %n 4eading Poetry 4eections on the (imits andPossibilities of Psychoanalytic $//roaches- in . P. #uller and ,. .

4ichardson 8eds.; The Purloined Poe# *acan, 7errida andPsychoanalytic $eading 8Baltimore ohn o/kins ni'ersity

17



Press= 1655; //. 1A) 2 $ groundbreaking article on the /roblemsinherent in /sychoanalytic criticism and how these might beresol'ed

4uth ParkinAGounelas *iterature and Psychoanalysis

8Basingstoke Palgra'e= !771; The best o'er'iew of contem/orary trends in /sychoanalyticcriticism.

LliUabeth ,right Psychoanalytic Criticism# a $earaisal 8%ford Polity= 1665;<or me= this is still the best introduction to /sychoanalysis andliterature. The s/eci:c discussion of <reud and literature is mostlyin cha/ters 1 S !

Film:Glen Gabbard 8ed;. Psychoanalysis and ilm !nternational

;ournal of Psychoanalysis ey Paers. 8(ondon Karnac Books=!771;

L. $. Ka/lan 8ed;. Psychoanalysis and Cinema. 8(ondon4outledge= 1667;

(aura #ul'ey. Bisual and ther Pleasures. 8(ondon Palgra'e#acmillan= 1656;

4.12 Fee/ 12

8,eek beginning 1) December !71";

+er+ie and 8ssay Oel

$ssessment information and ad'ice.

18



5. (ssessment

The assessment for this module has two com/onents detailed withtheir weightings below. Both of these assessments must be

submitted with a combined score that ful:lls the uni'ersityregulations for a /ass 8abo'e "79; for the module to besuccessfully com/leted.

SA9"!SS!% "8TO7# )ou need to submit all assessmentsfor this module online through the Turnitin dro bo>es in"y9ec/ett 9lac/board6. ull detail on ho to do this ill begi+en in seminars. !f you need any further guidance leasesea/ to your seminar tutor.

5.1 (ssessment 1 D0 of Qnal mar/6

7eadline 3 riday 21th %o+ember 2014

The /ur/ose of this assignment is to su//ort the :rst learningoutcome of the course which is to de'elo/ an understanding of<reud-s key conce/ts.

<rom 161)A1613= <reud /re/ared a series of lectures to disseminatehis increasingly /o/ular /sychoanalytic ideas to a wider and oftennonAs/ecialist audience. These lectures are collected in thentroductory Lectures on Psycho%analysis 8S8 15 K 1H or P1;.

<or the :rst assessment I want you to /ro'ide an academicsummary of T,% of <reud-s introductory lectures from the lists/eci:ed below

(ecture YEI 2 Psycho%&nalysis and Psychiatry (ecture YEIII 2 Fi'ation to Traumas The nconscious(ecture YIY 2 *esistance and *epression(ecture YY 2 The Se'ual Life of +uman ,eings

(ecture YYI 2 The -e$elopment of the Libido and the Se'ual.rgani/ation(ecture YYEII 2 Transference(ecture YYEIII 2 &nalytic Therapy

Lach of the summaries should be no more than )77 words 81777 intotal for the assessment; and must be submitted on 21st %o+ember 2014. Please read the note on word lengthH on thenet /age as /enalties will a//ly for eceeding word limit.

Tis for riting an academic summary#

What is a summary0

19



$ summary is a concise restatement in your own words of the mainideas or information from your sources 2 it demonstrates that youunderstand /rimary source material.

What are the characteristics of a summary0

• They concentrate on the main /oints= omitting unnecessarydetail such as eam/les.

• They /reser'e the original meaning and em/hasis.

• They do not contain your own comments.

• They must be written in your own words= without etended>uotes or /ara/hrases.

5.2 (ssessment 2 &0 of Qnal mar/6

7eadline# Thursday 15th ;anuary 2015

$n essay of !)77 words on %8 of the following >uestions

1. Choose one of the folloing concets# the unconscious,se>uality, dreams, sychotheray. Critically comare ho ithas been theorised by reud and TF other sychoanalytictheorists.

2. Choose one ost-reudian sychoanalyst anddemonstrate ho his or her or/ builds uon andor mo+esaay from reuds original theories and aroaches.

D. Choose a Qlm or a boo/ and demonstrate hoPsychoanalytic rinciles might be alied to itsinterretation discuss your choice ith the module tutorbefore roceeding6.

4. (ssess the claim that sychoanalysis is simly a roduct

of a articular culture and a articular historical eriod andthat it has only limited rele+ance to life today.

R R Rurther titles may be negotiated.

The deadline for submission is Thursday 15th ;anuary 2015.

( note on ord length#The main body of your essay including citations and Nuotesin the te>t but e>cluding your reference list6 should not

e>ceed the stated ord limit. Part of the s/ill of academicriting is to rite ith concision as ell as clarity, and this

20



reMects the orld of emloyment here reorts, articles andother ublications ill ha+e to be roduced ithin strictguideline. !n assessment terms, riting more content illoften gi+e a student an unfair ad+antage o+er those hoadhere to the ord limit. (s a result, ! ill enalise essays of

e>cessi+e length as follos#

• / to 179 o'er the word limit 8i.e. !)7 words o'er the !)77 wordlimit; will be /enalised at )9 of the /ossible total mark achie'ed bythe student.

• A further 5% will be deducted from the total possible mark achieed b! the

stude"t for each additio"al 10% oer the word limit

5.D $eassessment

Details about the reAsit handingAin date will be /osted on #yBeckettand emailed to students.

(ssignment 1

Jou will be asked to resubmit an im/ro'ed 'ersion of your originalsummaries. (ssignment 2

In the unlikely e'ent of your failing the assignment= the reAsit>uestion will be the following

Choose to of the folloing concets# the unconscious,se>uality, dreams, sychotheray. Critically comare ho ithas been theorised by reud and %8 other sychoanalytictheorist.

5.4 "itigating Circumstances

*tudents may encounter issues which may /re'ent them from fullyengaging with their course= submitting /ieces of work or sittingeaminations. ,here this is the case= students may are able toclaim Zetenuating circumstancesZ and therefore the uni'ersity maydecide to o+er them an o//ortunity to take this assessment at alater time or in another format.

*tudents are asked to submit claims for etenuating circumstanceson the a//ro/riate form which is submitted to the course

21



administrator and course leader. The circumstances will then beconsidered and the ni'ersity may make /ro'ision for the studentto recei'e an etension 8mitigation at the /oint of assessment; orfor their circumstances to be considered by a mitigation /anelwhere an etension will not suFce.

%ote# "itigation for e>tenuating circumstances is a formalAni+ersity rocedure and students ill be reNuired tosubmit documentary e+idence to suort any claim.

5.5 Penalties for *ate Submission

*ubmission after the deadline attracts a /enalty= according to theni'ersity-s regulations. This is not a matter of discretion for

indi'idual module leaders. The regulations sti/ulate that thefollowing /enalties must be a//liedFull Time $tudents

• / to 1 day late 2 )9 of the /ossible total mark 8i.e. ) marksif out of 177; to be deducted from the mark achie'ed by thestudent.

• ! to 6 days late 2 )9 of the /ossible total mark 8i.e. ) marks if out of 177; to be deducted from the mark achie'ed by thestudent for each day unsubmitted.

• ,ork 17 or more days late will be deemed not to ha'e beensubmitted and a mark of Uero will be recorded.

Part Time $tudents• 1 to ! days late )9 of the /ossible total mark will be

deducted from the mark achie'ed by the student.

• to 17 days late )9 of the /ossible total mark will bededucted from the mark achie'ed by the student for each twodays on which the work remains unsubmitted. 8i.e. )9 for

days A"X )AX 3A5X 6A17;.

• 11 days or more late a mark of Uero will be recorded.

5.H Plagiarism and ho to a+oid it

Plagiarism is the term used for /assing o+ other /eo/le-s work asyour own. This includes material or ideas from any source= whether/rinted= electronic= webAbased or audio 'isual. Plagiarism is taken'ery seriously in the academic community and is regarded asserious misconduct.

22



#ost cases of /lagiarism occur because of errors or omissions inreferencing. $ll assessments must be fully and correctly referencedin ar'ard *tyle. The *kills for (earning website and The (ittle Bookof Plagiarism o+ers guidance on a'oiding /lagiarism through /ro/erreferencing and careful note taking. Jou must ensure that you ha'e

accessed these /rior to submitting assignments

5.& "ar/ing Criteria

*e+el 5 Second )ear6 "ar/ing Criteria for 8ssays

#odule assignments are marked in relation to four key indicators.

L'idence of skills and com/etencies in these key areas may begi'en di+erent em/hasis by eaminers de/ending on the s/eci:cdemands of a /articular module assignment 8for eam/le= in theem/hasis gi'en to the use of sources in essay writing= com/ared tothe 'alue of reei'e analysis in a more taskAoriented researchassignment;. *tudents are ad'ised to seek guidance from theirmodule leader on the e/ectations for s/eci:c assignments.

*esearch1 2no3ledge and nderstanding

The degree to which the work demonstrates a student-s research=knowledge and understanding of the module themes and the to/icchosen for the assignment. This might include knowledge andunderstanding of signi:cant and s/eci:c e'ents= ideas=relationshi/s= e/eriences= situations= trends or information rele'antto the /articular tasks in hand. In many cases this will be e'idencedby e+ecti'e use of= or engagement with= suitable sources 8see alsobelow; but might also include the a//ro/riate a//lication of

methods or conce/ts.

23

Please note that by submitting or/ +ia Turnitinyou are agreeing to the folloing statement

:! certify by my signature that this is my onor/. The or/ has not, in hole or art, beenresented elsehere for assessment. Fherematerial has been used from other sources it has

been roerly ac/noledged and reference. !fthis statement is untrue ! ac/noledge that ! illha+e committed an assessment oEence.



&rgument1 &nalysis and Structure

The degree to which the work demonstrates a student-s ability toengage intellectual skills and techni>ues of synthesis= analysis ore'aluation rele'ant to the set assignment task. $ssessors will

generally look for e'idence of ability to analyse materials= readingsor dataX skill in selection= synthesis= /lanningX the de'elo/ment andmaintenance of argumentsX a degree of inde/endence from theanalyses a'ailable within key tetsX and an awareness of thestrengths and limitations other stand/oints= claims= researchstrategies or 'iews.

The organisation= arrangement and coherence of the tet will alsobe a rele'ant issue= along with the /resentation of any su//ortingmaterial= a//endices= etc. $ll assignments are e/ected to beginwith an a//ro/riate introduction and end with a rele'ant conclusion.

#rammar1 Style and Presentation

The degree to which the work demonstrates a candidate-s ability towrite clearly and e+ecti'ely in a manner a//ro/riate toundergraduate study= as well as com/etence in terms of grammarand e/ression. This may mean considering accuracy= care andclarity of writing= but may also include com/etence in con'eyingnon tetual information if re>uired 8for eam/le= in illustrations or

the /resentation of >uantitati'e data;.Presentational style should normally be consistent with the normsand e/ectations of academic work. This should include correct useof /aragra/hs= s/elling= and /unctuation. Page numberingX doubleline s/acing of the tet. *tudents are e/ected to be familiar withand use the ar'ard system of referencing and /ro'ide a com/leteand accurate bibliogra/hy.

se of sources

The degree to which the work demonstrates a candidate-s ability toselect and em/loy a//ro/riate sources in meeting the re>uirementsof the assignment task. This may be e'ident in the range anda//ro/riateness of referencing to /rimary and?or secondarysources= and through the de/th and /recision of engagement withthat material.

#esearch$ "owled&e a"d '"dersta"di"& (emo"stratio" of research$ k"owled&e a"du"dersta"di"& of the module themes a"d chose" topic

24



)ide"ce of effectie use of$ or e"&a&eme"t with$suitable sources

Ar&ume"t$ A"al!sis a"d *tructure (emo"stratio" of s!"thesis$ a"al!sis$ ealuatio" a"dselectio"$ i" the deelopme"t a"d mai"te"a"ce of ar&ume"ts+(emo"stratio" of abilit! to pla" a"d prese"t academic

work$ to or&a"ise a"d arra"&e te,t a"d supporti"&material a"d to create a" appropriate i"troductio" a"drelea"t co"clusio"+

-rammar$ *t!le a"d .rese"tatio" (emo"stratio" of abilit! to write clearl! $ accuratel!a"d effectiel!+.rese"tatio"al st!le co"siste"t with the e,pectatio"s of academic work$ i"cludi"& correct use of para&raphs$spelli"&$ pu"ctuatio" a"d pa&e "umberi"& a"d tocorrectl! use the /arard s!stem of refere"ci"& a"d

proide a complete a"d accurate biblio&raph!

'se of *ources (emo"stratio" of abilit! to select a"d emplo! a ra"&eof appropriate sources

%riteria for Assessment

L0 %utstanding work that demonstrates inde/endentscholarshi/. The candidate has used a wide 'arietysources and /resents an imaginati'e and inno'ati'eargument. *igns of originality could be /resent. Thestructure is almost awless.

&0-&' Lcellent work. $ clear command and understanding of

the issues can be noted along with inde/endentthinking. The essay contains a wealth of rele'antinformation= and demonstrates wide reading of a//ro/riate literature.

H0-H' ,ork showing e'idence of a good knowledge andunderstanding of the material= /ut together in a waywhich is= for the most /art= clearly argued= wellAwritten=and rele'ant to the task set. $nswers are thoroughlycom/etent and accurate e'en if they may containre/etition of standard summaries of ideas as found intetbooks.

50-5' ,ork which is com/etent and broadly rele'ant= butsomewhat lacking in focus= organisation= or breadth of reference. (ack of structure obstructs the argument/resented and the candidate seems to ha'emisunderstood as/ects of the essay >uestion. %ne ormore of the main sources may ha'e been o'erlooked=and there may be o'erAreliance on one or two items inthe literature.

25



40-4' ,ork showing some knowledge of the material= butha'ing serious shortcomings. InsuFcient knowledgeand?or understanding of the material is e'ident. Theessay may be too short and relies almost eclusi'elyu/on a /oor summary of standard accounts as found=

for eam/le= in tetbooks. The candidate may ha'emissed signi:cant as/ects of the >uestion but thereshould be suFcient use of little knowledge to addressbasic issues. There could be /oor /resentation=organiUation of material= /oor referencing and style.

Pass mar/ is 40

ail D4-D' This mark indicates a fail. (ittle rele'ant knowledgeX/oorly organised discussion that fails to ade>uatelyaddress the >uestionX no ade>uate reasoned conclusion.*ome rele'ant descri/ti'e material but a tendency forre/etition= digression or [wa\e[X tendency toincoherence with weak structure= absence of logicalde'elo/ment of argumentX also /erha/s e'idence ofsome confusion= ma&or mistakes= or /oor writtenLnglish. There is likely to be little reference toliterature. Generally the essay functions at a low le'elin terms of understanding the >uestion and how toanswer it. #a&or inade>uacies or omissions inreferencing and bibliogra/hy. owe'er there has to be

enough of an answer to the >uestion to distinguish thisfrom the band below.

!7A"9 This is a bad <$I(. (ittle or no rele'ant knowledge= littleor no reference to literatureX an incoherent essay= 'erydisorganised= with material irrele'ant to >uestion.*hows 'ery limited or nonAeistent understanding of the>uestion and how to answer it. Ina//ro/riately briefanswers may be /laced in this band.

5.L eedbac/

<eedback is an etremely im/ortant /art of student learning= ithel/s us to learn and to reect on what we need to do in order toim/ro'e our learning and therefore im/ro'e the grades we recei'efor our assessed work.

<eedback can refer to=

• $n email res/onse from your tutor on a >uestion you mayha'e asked.

26



• %neAtoAone meetings with your tutor to discuss yourassignment.

• *eminar discussions relating to the assessment.• Comments written by the tutor on your assessed /iece of

work.• $ s/eci:c mark for a /resentation= eam or /iece of course

work.

<or ad'ice on how to make the best use of the feedback youha'e recei'ed and what to do when you get your work back=take a look at=

htt/??www.leedsmet.ac.uk?<eedbackOBookletOPhilO4ace./df

It is im/ortant for all students to a//reciate what feedback is

and how to make the best use of it= it is a way of telling astudent how well they are /rogressing with their studies andwhat they need to do in order to im/ro'e their work.

http://www.leedsmet.ac.uk/Feedback_Booklet_Phil_Race.pdf

http://www.leedsmet.ac.uk/Feedback_Booklet_Phil_Race.pdf

Psychoanalysis Module Handbook 2014(1)

Documents

Transcript of Psychoanalysis Module Handbook 2014(1)