SndorFerencziandtheBudapestSchoolofPsychoanalysis1

JuditMszros,Ph.D.

This istrulyanexceptionaloccasion:theopeningoftheSndorFerencziCenterattheNewSchoolforSocialResearch.Itcallstomindtwomomentsinhistorythathavemadeitpossibleforustocelebrateheretoday.ThefirstisthefoundingoftheNewSchool,whichhasindeedbeena flagshipofprogress in its90yearsofexistence.AndtheCentercertainlyrepresentspartof this spiritofprogress.Theothermomentis the first latterday internationalFerencziconference held inNewYorkCity in1991, initiatedbytwoofourcolleaguespresenthere,AdrienneHarrisandLewisAron.2

HereagainweseethemeetingofNewYorkandBudapestatthisgreatevent,aswedoatanother:astheSndorFerenczi SocietyinBudapestishonoredasrecipientofthe2008MaryS.Sigourney TrustAwardforour20yearsof contributingtothefieldofpsychoanalysis.

Wehavereasontocelebrate.Afterhalfacenturyofapparentdeath,theintellectualspiritofFerenczihasbeenrevivedbytheunwaveringcommitmentandhardworkoftwogenerationsofprofessionalsthroughouttheworld.

Ferenczideveloped innovativeconceptsonscholarlythinking,andonthemeetingpointsofcultureandpsychoanalysis.HeandthemembersoftheBudapestSchoolrepresentednotonlyHungarianroots,butalsothevalues,thescholarlyapproach,andthecreativitycharacteristicofCentralEasternEuropeinthefirsthalfofthe20thcentury.ThesehavebeenfundamentalinsupplyingtheworldwithagreatmanyscholarsandartistsamongthemnuclearphysicistsEdward Teller and Leo Szilard, mathematician John von Neumann, father of the moderncomputerandwriterAlexanderMarai bothofthem wereclosetoFerenczi.

Ferenczi energized the psychoanalyticmovement.He launched the paradigm shift that stillaffectspsychotherapeutictheoryandpracticetoday.Atthesametime,healsoproposedthesetting up of key institutions. For example, it was on his recommendation that theInternational Psychoanalytical Association (IPA)was formed in 1910, an institutionwhichcontinues to play the same role today. Ferenczi founded the Hungarian PsychoanalyticalSociety in1913.Hebecametheworlds firstappointedprofessorofpsychoanalysis in1919andplayedasignificantroleinthedevelopmentoftheBudapestSchoolofpsychoanalysis.

DidtheSchoolreally exist?Canonetrulyspeakofaschoolwithnowalls,nodirector,andnostudents?Andifso,whatorganizingprinciplesprovidethecommongroundthatdistinguishestheprofessionalphilosophyofitsmembers?HowdidtheBudapestSchoolofPsychoanalysistake shape? What was the role Sndor Ferenczi played in it? What significance did thisintellectual grouping hold for the evolution of modern psychoanalysis and psychotherapy?Howdidthedefiningmomentsofearly20thcenturyHungarianandEuropeanpoliticsimpactbothpsychoanalysisandtheanalyststhemselves?

Budapestiswellonitswaytobecomingthecenterofourmovement.(Freud,1918)

1ReadontheoccasionoftheopeningceremonyoftheFerencziCenterattheNewSchoolforSocialResearchonJanuary12,2009.2Manypapersoftheconferencewerepublishedin1993:TheLegacyofSndorFerenczi.EditedbyLewisAron&AdrienneHarris.

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InalettertoKarlAbrahaminAugust1918,FreudsaidhebelievedthatBudapestiswellonitswaytobecomingthecenterofourmovement(LetterfromFreudtoKarlAbraham,[1918]2002).How is it that, amere decade after Freud and Ferenczi firstmet in 1908,Budapestwouldbesuitedtosucharole?

The main characteristics of the Budapest School can be tied to the figure of Ferenczi butbeyond him it also stems from the interdisciplinarity of psychoanalysis: how it becameinterlinkedwiththeprocessesofmodernizationinearly20thcenturyHungarythroughfiguresin literature, the arts, and the social sciences. Ferenczis innovative and liberal personalitymadeitpossibleforagreatmanycreativepeoplefrom avarietyofscholarlyfieldstobecomeclosely associatedwith psychoanalysis and to enjoy greater freedom in theirwork in suchareasasethnography,pedagogy,literatureandeveneconomics.

Thecatalyst:Ferencziwasacatalyst for thedevelopmentofpsychoanalysis.Throughhis tirelessworkinteaching and public speaking in Hungary, the new human view, as Ignotus, acontemporary literary figure, called psychoanalysis (Ignotus, [1933] 2000, 39), was soonembracedbyreceptivemodernistintellectuals.

TheroleofmediaforumsforpsychoanalysisAvantgarde intellectuals set up their forums. Hungary saw both the creation of the FreeUniversity for the Social Sciences, the medical weekly Gygyszat (Therapy), and thefoundingofjournalsforliterarycriticism,suchasNyugat(TheWest),andforsociology,suchas A huszadik szzad (The Twentieth Century), all with the goal of passing on the newintellectualcurrents.Similarly,aforumwaslaunchedbymedicalstudents,AGalileikr(TheGalileoCircle).Andallof thesewereeager to spread the ideasofpsychoanalysis. Inotherwords,bothuniversitystudentsandtheyoungavantgardeintelligentsiahadtheopportunitynotonlytofollow,butalsotoplayapart in thedevelopmentofpsychoanalysis.Allof thisprovedasoundintellectual investment.Ferenczisappointmentasfullprofessor inBudapestin1919andtheconcurrentestablishmentof the firstdepartmentofpsychoanalysiswithinamedicaluniversity(Ers,KapsandKiss,1987)representedthefulfillmentofthesestudentsefforts.

Therefore,thecontemporarymediaplayedanessentialroleinthefactthat,tenyearsafterthefirstFreudFerenczimeeting(1908),psychoanalysisinBudapesthadbecomefarmorethananew method for treating patients with neuroses. Ignotus described early psychoanalysis asspreadbyFerenczi in thisway: the nextdaywewerealready thinkingdifferently thanwehadbeenthedaybefore(Ignotus,[1933],2000,38).Psychoanalysiscouldbe found intheconversationsinthecafsofBudapestandeveninfolksongparodies.

EreszalattfszkelazsztnGtlsomatFerenczinlHfehrrefrsztm.

(Hegeds[1932]1988,28,idziValachi,2008)

WithmyprettylittleinstinctNestinginthetrees,IscrubmyinhibitionCleanatFerenczis.

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(translatedbyThomasWilliams)

The position of Budapest was further strengthened by the fact that the 5th InternationalPsychoanalytical Congresswas held there in 1918.3 During theCongress,Antal Freund ofTszeg the brewery owner who was the first patron of the psychoanalytic movement pledged what would be the equivalent today of half a million dollars to establish aninternationalpsychoanalyticpublishinghouseand library inBudapest.At thesametime,heplanned to back the setting up of a psychoanalytic outpatient clinic and the teaching ofpsychoanalysis as part of the university curriculum. Thus, the growth of a strong, diversesystemhadbegun,onewhich includedplans toexpandpsychoanalyticpublishing, teachingpsychoanalysisatthemedicalcurriculum,andopportunitiesforlowfeehealing.

Unlike the hostile indifference of the learned and educated [] in Vienna as Freudbitterly describedhis situation (Freud,1914,40)Budapestoffered temptingprospects fortheentirepsychoanalyticmovement.

HistorystepsinforthefirsttimeThefirstwaveofemigrationViennaandBerlin

The end ofWorldWar I broughtwith it the collapse of the AustroHungarianMonarchy.Havingbeenonthelosingside,Hungarylosttwothirdsofitsterritoryinthepeacetreatythatfollowed. Other dramatic changes also took place between 1918 and 1920. In fact, in thespaceofonlyayearandahalf,themonarchycrumbledandthe"AsterRevolution"basedon the liberal, radicaloppositionof theFirstWorldWar4 broughtabout thecreationof ashortlived, first Hungarian Republic, which was unable to steady itself amid both thedomestic and international political power struggles surrounding it. It thus gave way to aSovietRepublicthatlastedforseveralmonths,whichwas,inturn,followedbyabacklashofrightistWhiteTerror.Againstchangesanddisturbancesofsuchproportions,thepotentialforBudapestplayingacentralroleinthepsychoanalyticmovementwasutterlylost.

The numerous retaliatory measures taken in 1919 and 1920 led to the following lossescomparedtotheadvantageoussituationofthepreviousyearandahalf:

1.Ferencziwasdismissedfromhispostasdepartmenthead,and,atthesametime,2.Psychoanalysislostitspositionwithintheuniversitycurriculum.3.As a result of pressure put onFreudby Jones (Letter from Jones toFreud, [12October1919] FreudJones, 1993, 357), Ferenczi resigned as president of the InternationalPsychoanalyticalAssociation before his term becauseof the difficult communications fromHungary.Intheinterim(19191920),Jonestookoverthepost.4.Duetoinflation,aportionofFreundsdonationhadtobetakentoViennaanditwasthusVienna and not Budapest where the psychoanalytic publishing house and librarywereestablishedin1919.

The White Terror period in the early twenties, the attendant antiSemitism and the 6%restriction on Jewish students permitted at universities, ornumerus clausus, all sparked thewave of emigration to which the leftist, Jewish, or antidespotic portion of Hungarys

3Thecongresswasheldbetween2829September1918.4TiborHajdandZsuzsaL.Nagy:"Revolution,Counterrevolution,Consolidation,"In:PeterF.Sugar,PterHank,TiborFrank,Eds., AHistoryofHungary.IndianaUniversityPress,BloomingtonandIndianapolis,1994.295309.

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intelligentsia felt compelled.Outstandingscientists,philosophersandartists left thecountrythen,5 and the majority of them immigrated to Berlin. As a consequence of the wave ofCentralEasternEuropeanemigrationthatfollowedWorldWarI,Berlinbecamefertilegroundfor modern culture and evolved into a city that fully embraced the talented migrintelligentsia(Frank,1999).

ItwasthenthatBudapestlostaportionofitsanalystsforthefirsttime.Onequarterofthe18member Hungarian Psychoanalytical Society left the country. Members who emigratedincludedSndorRad (secretaryof thesociety),6 JenHrnik, JenVarga,7 SndorLrndandMelanieKlein.8Hungarianpsychoanalysiswasthusforcedtoresignitselftothelossofitspromisingyoungpeople,someofwhomMichaelBalint,AliceBalintandEditGymri would actually return to Budapest in the consolidation period between 1925 and 1937.However,soonafterward,theywereforcedtoleaveandthentoemigratepermanentlyinthesecondwave(193841).

Thefirstwaveofemigration19191926Vienna Berlin Leipzig Paris NewYorkCity

MembersoftheHungarianPsychoanalyticalSocietyJenVarga JenHrnik

MelanieKleinSndorRad

SndorLrnd

FutureanalystsMargaretMahlerEditGymri(1919)RenSpitz

Michael BalintAliceBalintFranzAlexanderGeorgGerEditGymri(1923)

ThereseBenedek

GeorgeDevereux,aliasGyrgyDob

The face of Europe had changed. Budapest fell into decline, Vienna and Berlin grew insignificance. Berlin was the stronghold of the migr Central and Eastern EuropeanintelligentsiaandbecamethehubofEuropeanculture.

5TheodorevonKrmn,MichaelPolnyi,LeSzilrd,EdwardTeller,ArnoldHauser,GeorgeLukcsandKarlMannheim,tomentiononlyafew.6SndorRad took an active role inHungarysSoviet government.Weknow from a letter fromFerenczi toFreudthatRadalsohadahandinFerenczisprofessorialappointment.Ferencziwrotethathehadwhippedthematterthroughtheeducationsection(Ferenczi812,FreudFerenczi,1996,353).7Having been a part of Bla Kuns government as the peoples commissar for finance and then for socialproductionaswellaschairmanofthePeoplesEconomicCouncil,JenVargawassentencedtodeathafterthefalloftheSovietRepublic.HefledtoAustriaandtookpartinsessionsoftheViennaPsychoanalyticSocietyforashortperiodbetweenFebruaryandJuneof1920.Afterward,hetraveledtoMoscowtothe2ndCongressoftheCommunist Internationale and settled in Soviet Russia where he worked with Lenin and was the directorbetween1927and1947of the InstituteofWorldEconomicsandPoliticsof theSovietAcademyofSciences(Toegel,2001).8MelanieKleinbecameamemberoftheHungarianPsychoanalyticalSocietyin1919withherpaperentitledAchildsdevelopment.Sheleftthecountryin1921duetoantiSemitism.

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ThefirstPsychoanalyticInstitutewasfoundedinBerlinin1920itwouldestablishthebasicstructurefortraininginthefield.ThiseffortwasbasedinpartontheexperienceofonetimeHungariananalystSndorRad.Adecadelater,itwasthroughRadthattheBerlintrainingmodelmovedtotheUnitedStates,wherethegroundworkfor theAmericantrainingsystemwaslaidintheearly1930sattheNewYorkPsychoanalyticInstituteunderRadsleadership.

Owingtoitslimitedopportunitiesinthelate1920s,Budapestwouldonlyseeitsfirsttraininginstitute established in 1926 and then, in 1931, a polyclinic, which provided lowfeepsychoanalytic outpatient therapy, but the city did manage to see the revival of extremelyactive and creative development in psychoanalytic research and training (Haynal andMszros,2004).

AdecadeofBerlin flourishingwasput toanendwithHitlers rise topower in1933.Thissealedthe fateofpsychoanalysts inBerlin(Brecht,Friedrich,Hermannsetal.,1985).Then,with the spread of fascism and the annexation of Austria, the best and brightest of theVienneseintelligentsiafounditselfdispossessed(StadlerandWeibel,1995)includingFreudandtheViennesepsychoanalyticcommunity(Molnar,1992).

FerenczidiedsuddenlyofperniciousanemiainMay1933,notlongbeforehis60thbirthdayat a time when books were being burned in bonfires on the streets of Berlin in HitlersGermany.

Itisararemisfortuneindeedforsomeonetosoarfreelyinintellectualterms,buttohaveherorhisemotionaldevelopment/attachmentandherorhisloyaltytoasortoffatherfigurestandin thewayof thedegreeof freedom that sheorhe needs.This is a suresourceofconflict.Indeed,Ferenczisawhisownperniciousanemiaaspsychosomaticinorigin:

InmycasethebloodcrisisarosewhenIrealizedthatnotonlycanInotrelyontheprotectionof a higher power but on the contrary I shall be trampled under foot by this indifferentpowerassoonasIgomyownwayandnothis(Ferenczi,[2October,1932],1988,257).

ItwasnotFerenczisdeaththatdisruptedthefurtherdevelopmentoftheBudapestSchoolitwastheurgentneedtofleefromaEuropeheldintheevertighteningstrangleholdoffascism,tofleeifatallpossible,ifhelparrived,andiftherewasaplacetofleeto!

Today we could not speak of the impact of the Budapest School without the invaluableassistanceof theAmericanPsychoanalyticAssociation.ItsetupTheEmergencyCommitteeonReliefandImmigrationon13March1938,a dayafter theAnschluss (Mszros,1998).TheCommitteesettheobjectiveofaidingintheescapeandimmigrationofall itsEuropeancolleagues by all means possible. They sent affidavits to obtain visas, provided financialsupport,andsoughtjobopportunities.TheEmergencyCommitteeaided250European peoplemostlypsychoanalystsinescapingalongwiththeirfamiliesifnecessary.Themajoritywereassistedwithina spanof three yearsuntil theUSentered thewar in1941.TheEmergencyCommitteesupportedpsychoanalystsbyvirtueoftheirprofessionitwassufficientmerelytobe amember of the international community ofpsychoanalysts. TheCommittees decisionswere not influenced by professional achievements, and they rose above conflicts based onprofessionalrivalries.

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(Itwasasimilar effort theNewSchoolundertook inestablishing theUniversity inExile in1933. It thus supportedmore than 180 scientists, artists, and their families, threatened byNationalSocialism.)

Hungary:Thesecondwaveofemigration19381941acontinentalshift

In theweeks following theAnschluss, theHungarianParliamentpassed its first antiJewishAct(1938)andsoonafter this followedthesecondone.This facilitatedthesecondwaveofemigration,andtheconsequencewasacontinentalshift.

SeetheletterfromGzaRheimtoJohnRickman(slide15)

migrsfromHungarybetween19381941bycountryofsettlement

UnitedStates Australia UnitedKingdom Ceylon(SriLanka)

TiborgostonRbertBakSusanDriSndorFeldmanFannyHannKendeDezs(David)RapaportGzaRheim

KlraLzrGer AliceBalintMichaelBalint

EditGymri

HungariansatUSpsychoanalyticinstitutions19251942

TheNewYorkPsychoanalyticSociety

TheChicagoInstituteforPsychoanalysis

TheTopekaInstituteforPsychoanalysis

SandorLorandSandorRadoGezaRoheimSandorFeldmanFannyHannKendeRobertC.BakTiborAgostonAndrewPeto 1956

FranzAlexanderThereseBenedek

DavidRapaportGeorgGer

ExemplaryamongtheheroiceffortsoftheEmergencyCommitteeisthefactthatitwroteover200lettersinattemptingtoplaceDavidRapaportuntilhemetKarlMenninger,whoinvitedhimtoworkathisclinicinTopeka,Kansas.

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Schoolwithnowalls

WhatwasthesignificanceoftheinterwaremigrationoftheHungariananalysts inthedevelopmentofmodernpsychoanalysis?

Therearetwoareasinwhichtheimpactofthiscanbeclearlydemonstrated: theoreticalandtherapeuticmethods, on the one hand, and training systems and training institutes, on theother.

Giventhelengthlimitationsofthispaper,Iwillprovideonlyanindicationoftheirimpactbelowandcoveronlythemostdistinguishedinnovations,thoseoriginscanbetracedbacktoBudapest.

I.Theoreticalandtherapeuticmethods

Hungarianswereawarethatpsychoanalysiswasatwowaystreet.9(PaulRoazen,2001)

1.Countertransferencemutualreflectiverelationship

From the early twenties in Hungary, psychoanalysis became a system of multidirectionalprocesses of interpersonal and intersubjective elements. Ferenczis positive thinking as of1919onthephenomenonofcountertransferencerepresentedafundamentalshiftinviewpoint(Ferenczi [1919] 1980, [1928] 1997, Haynal, 1988, Cabr, 1998) This paved the way forpsychoanalysis to become a system of interactive communication, a relationshipbased(Haynal, 2002, xi) process or, as Paul Roazen so aptly put it, a twoway street inpsychoanalysis(Mszros,2004a).

Psychoanalysispresupposes the simultaneousexistenceof interpersonal, intersubjectiveandintrapsychicprocesses,basedonconfidencebetweenanalystandanalysand.Theanalystandanalysand enter into a mutually reflective relationship that is realized in the process oftransferencecountertransference.Authenticcommunicationonthepartofthepsychotherapistbecamea fundamental requirement (Hoffer,1996),as falsestatements result indissociationandrepeatthedynamicofpreviouspathologicalrelations.Aswewouldphraseittoday,falsereflectionsresultinfalseselfobjects.Bothcountertransferenceandauthenticcommunicationwere incorporated intothepsychoanalyticmethodof themajorityof theBudapestanalysts.MichaelBalintandAliceBalint(BalintandBalint,1939),HannKendeFanny(HannKende,[1933]1933)andThereseBenedek,whowasalsoclosetoFerenczi,wereallguidedbythisconviction from the early 1930s, and it had a strong impact on the development ofpsychoanalysisaftertheyemigrated.Infact,Benedekwaspracticallyamongthefirsttoteachcountertransferencetostudentsunderher supervisionat theChicagoInstitute(Gedo,1993).Through Clara M. Thompson, who was analyzed by Ferenczi, and Harry Stack Sullivan,anotherAmericansympathizer, someof his ideasbecamepartof the thinkingofSullivansinterpersonalschool,foundedintheUS.

2. Early object relations theories Ferenczi,Michael Balint, AliceBalint, ImreHermann,MelanieKlein,MargaretMahler,ThereseBenedek,RenSpitzWinnicott

9FilmonSndorFerenczi,HungarianTelevision,2001.

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Ferenczisensedthesignificanceoftheearlymotherinfantrelationshipearlyon.ItwasthishewasreferringtoinhisClinicalDiarywhenhewrote: duringanalysiswemustprobedeep,rightdowntothemothers(Ferenczi,[1932],1988,74).

Ferenczi had an impact on two key figures of the model of psychoanalytic development.ThesewereMelanieKleinandMargaretMahler,bothofwhomhadtheirrootsinBudapest.FerencziwasKleinsfirstanalyst,anditwasFerencziwhoinspiredhertodealwithchildren.Ferenczis encouragement was well received. Klein became a member of the HungarianPsychoanalytical Society with her paper A childs development in 1919. The firstconceptualizedobjectrelationstheoryisassociatedwithKleinsname.

AmongtheBudapestanalyststherewereseveralwhodidnotagreewithKleins ideasonaninfantsinbornprimarynarcissism,sadismandaggressiveurges.CitingImreHermann,AliceBalint and indeed his own research and experience,MichaelBalint ([1937] 1949) said thattheyhadarrivedattheconclusioninBudapestthattheearliestphaseofthelifeofapsycheisnotnarcissistic.Itisdirectedatobjects,andtheseearlyobjectrelationsarepassive.Thegoalisacquiredlovebecausethatis itsdueasaperson:tobelovedandsatisfied,withoutbeingunder any obligation to give anything in return (Balint ibid, 269). This is passivelove/primary love, an archaic relationship between the mother and child this is the earlyharmoniousexperienceoftheinfantwiththemother.If it isfrustrated,thechildhastolearnhowhe/shecansatisfyherorhimself.Inthissense,narcissismisareaction.Balintsconceptis analogous to Kohuts archaic mirroring or idealizing selfobject relationship (Bacal andNewman,1990).AsavisitingprofessorattheDepartmentofPsychiatryinCincinnati,BalinthadaninfluenceonCincinnatians(Ornstein,2002,27).

MichaelBalint regards the loss of basic trust as oneof the early traumas,which has to berestoredduring the healingprocess (Balint [1933]1965). InTheUnwelcomeChildandHisDeathInstinct,basedonworkwithadults,Ferencziwrotethatarejectionofthebabyoralackofloveasaconsequenceofsubconsciousactsofselfdestructioncanleadtoalifethreateningcondition (Ferenczi, [1929] 1955, 103). Similar ideas were being expressed by anotherHungarian, Ren Spitz, in the phenomena known collectively as hospitalization syndrome(Spitz,1945).

Like Michael Balint, Therese Benedek uses the term primary object love, as well aspassiveobject love,buther idea is tousethephenomenological termconfidenceas thebasis for the development of a positive object relationship between the mother and child(Benedek, [1938] 1973). Based on her first observations of infants in the early 1920s,Benedek described similar symptoms among mothers and their infants as she exploredmotherchild communication (Mszros, 2004b). Using the language of current bondingtheory,aninfantreflectshismothersmanifestations.Accordingtothebiosocialtheoriesthatgovern emotional development, a mother and child create a system of affectivecommunication fromthebeginningof life,one inwhich interactionswiththemotherplayafundamentalrole inthemodulationof the infantsaffectivecondition(GergelyandWatson,1996Fonagy,2003).

Notmorethannecessary,Optimal,Goodenough

Ferenczisearliestwritings in1908dealtwiththesignificanceofrepressionof thenotmore than necessary type in a childs development (Ferenczi, [1908] 1955). Margaret

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Mahler,whowasclosetoFerenczi,usedthewordoptimalindescribingasolutiontotheindividualizationseparation process, and used the expression optimal symbiosis as thecradle of the individualization present.And itwasWinnicottwhovery aptly expressed thenotionofoptimalityasaconditionforapositivebackgroundforpsychicdevelopmentwhenhecoinedthewonderfulphraseagoodenoughmother.

3.Traumatheory

Ferenczisparadigmshiftintraumatheoryisaprocesswhichbeganinthe1920sandhashadalongtermeffect.Essentialelementsofitcanbediscernedinseveralofhisstudieshowever,hismost importantfindingsaretobefoundinhisConfusionofTonguesbetweenAdultsandtheChild(Ferenczi[1933]1955),aswellasinhisClinicalDiary(Ferenczi[1932]1988).

Withhisconceptoftrauma,FerencziuntiedtheGordianknot.Freudsdilemmawaswhethertraumaticeventswererealorafigmentofapersonsimagination,whichhearticulatedasthefirst and second trauma theories. For Ferenczi, it was not a question ofwhether memoriesaccurately portray real events.Hewas askingwhat itwas that turned an experience into atraumaticforceforthesubject.Toarriveatananswer,heplacedtheprocessoftraumatizationintoafieldofrelations, inwhichobjectiverealityiscoloredbytherelationshipbetweenthetraumatizedindividualandtheaggressoraswellasbyanumberofotherphenomena.

He asserted that trauma is founded on real events and that its occurrence is built on theinterpersonal and intersubjective dynamic of object relations. In the traumatic situation thevictimandthepersecutor/aggressoroperatedifferingegodefensemechanisms.Ferencziwasthefirsttodescribetheegodefensemechanismofidentificationwiththeaggressor.Healsofocused on denial and splitting during traumatic experiences (Vikr, 1999). Anna Freudgeneralized the use of this term to describe identification with the aggressor within theframeworkofegodefensemechanisms (AnnaFreud [1936]1994).Sheunderstood it asanego defense mechanism for socalled lesser aggression or fantasized aggression (Dupont1998), but Ferenczi clearly described it as a mechanism/capacity of the ego. Among theAmericanpsychoanalysts,ClaraM.ThompsonthoughtalongthesamelinesasFerenczi.

Ferenczi stressed the significance of the presence or lack of a trusted person in the posttraumaticsituation(Mszros,2002).

He also introduced the phenomena of resilience as the possible tool of the personality tobalancetheinfluenceoftraumaticevents.

AlltheseelementsintegratedintomoderntraumatheoriesandintheapproachesofPTSD.

4.Psychoanalyticpsychosomatics

Ferenczi, Lajos Lvy, who was, among other things, the Freuds family physician, andMichaelBalint, all incorporatedpsychoanalytic ideas into the practice of internalmedicinefrom the earliest years onward. For example, Ferenczi held an introductory course onpsychoanalytic psychosomatics in 1923 for the Koice Medical Association in todaysSlovakia.

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MichaelBalintsactivityiswellknowninthefieldofpsychosomatictreatment,researchandtraining.Inthe1950s,hesetupcasestudygroupsforfamilydoctors,thesocalledResearchcum trainingseminars,or,morepopularly,theBalintgroups(Balint,1968).

FranzAlexanderbecameanemblematicfigureinpsychoanalyticpsychosomatics.HedifferedfromFerenczispointofviewinthathenolongersawthebodyasacarrierofsymbols.Hesawitasareactivesystem,whichmayreactwithsymbolsbutmayalsoexpressitselfthroughavegetativenervoussystem,whichdoesnotcorresponddirectlytothesymbolizationprocess.

5.Developingpsychoanalyticresearchintegrationoftestsintotheclinicalwork

ThedevelopmentofclinicalresearchandtheintegrationofI.Q.andprojectivetests intotheclinical work of psychologists and psychiatrists are both attributed to David Rapaport. Heorganized and became the head of the Research Department at the Menninger Clinic inTopeka,Kansas (Gill,1967).Rapaportexertedapowerful influenceon hiscontemporaries.HelecturedatpsychoanalyticinstitutesthroughouttheU.S.,bringingaboutanappreciationofpsychoanalytictheoryandegopsychology.

II.Psychoanalytictrainingandinstitutionalsystems

Hungarian analysts had a great deal of experience in developing both a structure forpsychoanalytic training and institutional systems, outstanding examples among them beingFerenczi, Michael Balint, Sndor Rad, Franz Alexander and David Rapaport. This isextremely significant because of the importance of a systematic educational program ininfluencing the next generation. Indeed, those who run institutes bring their intellectualorientationintothecultureoftheinstitute.

(1)FerenczirecommendedformingtheInternationalPsychoanalyticalAssociation(1910).

(2)Ferencziwasfirsttoconsideritnecessaryforanalyststodotheirowntrainingbecausehefeltdidacticanalysiswaslackingandthusworkoftencametoahalt(Ferenczi,[1932]1988).

(3) Vilma Kovcss training analysis construction (Kovcs, [1933] 1993) emerged as theHungarianmodel.Accordingtothis,ayounganalystcandidates firstsupervision isdonewithhisownanalystsothatobstructionsthatstemfromhisownpersonalitybutarenotyetrevealedwouldbeabletocometothesurfaceassoonaspossible.

(4) Psychoanalytic training first became part of the medical curriculum through Ferenczi(1919).

(5)Asof 1922,SndorRadcontributedagreatdealtodevelopingthetrainingsystemattheBerlinPsychoanalyticInstitute.

(6)RadtooktheBerlintrainingmodeltoNewYork(1930),thusestablishingthebasicUSsystemofpsychoanalytictraining.

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(7)In1945,Radintroducedpsychoanalysisat theColumbiaUniversityinNewYorkCity,establishingthePsychoanalyticClinic forTrainingandResearch,which is still inoperationtodayasColumbiaUniversityCenterforPsychoanalyticTrainingandResearch.

(8)AlexanderestablishedtheChicagoInstituteforPsychoanalysis(1932).

(9)InMelbourne,KlraLzrsetuptheAustralianPsychoanalyticSociety(1940).

AlltheanalystswhohademigratedfromBudapestlaterbecametraininganalystsandthushadan impact on thework of several generations. Theymanaged towin over members of thepsychoanalytic community in considerable numbers. Presidents of the New YorkPsychoanalytic Society included Sndor Lrnd (194748), Rbert C. Bak (195759),MargaretMahler(197173)andAndrewPet(197577).MichaelBalintwasthechairofthemedical sectionof theBritishPsychoanalyticalSocietyand from1968 tohisdeath in1970wasitspresident.

Thememberof theBudapest schooltogetherof theEuropeanmigr psychoanalystsusingthewonderfulphraseofacolleagueofthattime:Theybecameourteachersandourfriends,andaverypositiveinfluenceonourlives(Mszros,2008).

Closingnotes:

TheintellectualsurvivaloftheBudapestSchoolstemsfromtheunparalleledsolidarityoftheAmericancolleagueswhosetuptheEmergencyCommitteeonReliefandImmigration.TheCommitteenotonlysavedlives,butitalsosalvagedtheperspectivesspecifictoanalystsfromBudapest and elsewhere in Europe. Following Ferenczis lead, like AndrHaynal said, anunseencallwasmadetothink,feel,andquestionfreely(Haynal,2002).

WhywasFerenczi importantnotonlyforpsychoanalysis,butalsoforscholarlythoughtinabroader sense and for a way of thinking that embraces interdisciplinary complexity?Internationalresearchhasdonemuchtoanswerthisquestionoverthepast20years.However,there is a questionwe rarely ask ourselves.Why is all of this important to us personally?Consider thatthespiritofFerenczi isonethathasdrawntogetherprofessionals fromplacesranging fromBudapest,throughFlorence,Paris,London,andBuenosAires,andontoNewYork.Ithasdrawnthemtogethertopreservethelegacy,andastheopeningoftheFerencziCenterinNewYorkandtheplansforaFerencziCenterinBudapestbothdemonstrateithasalsodrawnthemtogethertopassthelegacyontothecominggenerations.

ButwhatdoesthisspiritofFerenczirepresent?MaybemanyofyousharesomeofmysenseofwhoFerencziwas.Heknewhowtowatch,howtokeepquiet,andhowtolisten.Hecouldendurethetensioncreatedby uncertaintieswithoutgivingrapid,prejudicedresponses.Herespectedhumansovereigntyandfocusedthetoolsof psychoanalysisondevelopingan autonomouspersonality.Heavoidedprofessionalhypocrisy,andhistoleranceandabilitytocooperatemadeitpossibletocreaterealinterdisciplinaryconnections.

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And today it seems we very much need constructive cooperation to make it possible tocontinuetobuildonasmanysharedvaluesaspossible.TheFerencziCenternowopeningattheNewSchoolwillcertainlyprovidenewopportunitiestowardthisend.

AcknowledgementsThis paper is based on research funded by the Woodrow Wilson International Center forScholars(Washington,D.C.),bytheResearchSupportSchemeoftheSorosFoundation,andby the Research Committee of theInternational Psychoanalytical Association. I wish toexpressmythankstoNellieL.Thompson,PhD(CuratorofArchives&SpecialCollections,A. A. Brill Library, The New York Psychoanalytic Institute), to Ms Jill Duncan andespecially toMsLindaCarterJacksonforhervaluablehelpinmyresearchontheHungaryrelateddocuments(TheArchivesofTheBritishPsychoAnalyticalSociety).Iamalsomostgrateful toMr.PaulBunten (Archivesof thePayneWhitneyClinic)and JeromeA.Winer,MD(UniversityofIllinoisatChicago).

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