ThePhiladelphiaAssociation

ofJungianAnalystsPhiladelphiaJungInstitute

PAJAsupportsdiversity,pledgesequityandfostersinclusivity.Westriveforpersonalandculturalsensitivityinallourendeavors.Weencouragestudentsofanyrace,color,gender,sexualorientationorgenderidentityandnationalorethnicorigintoparticipateinourprograms.

Due to the COVID-19 pandemic the 2020-2021 academic year will be presented by video conference. Analysts in training join the Philadelphia Jung Seminar for the Saturday presentation from 9:00AM to 4:00PM.

Fall Semester 2020

Friday,September11

Jung and ChristianityKathleen Wiley, MHDL, LCMHC, LMFT

The premise we start from is and remains Christianity, which covers anything from eleven to nineteen centuries of Western life.

– C. G. Jung, (CW 9ii, par. 271)

The seminar will explore Jung’s thoughts on Christianity and Christ as a symbol of the Self. We will consider Jung’s family of origin as the backdrop of his theories. We will explore the role of religious symbols as connections to psychic (archetypal) energies.

We will encounter how the symbol of Christ serves to connect ego with the Self. We will reflect on our personal and collective understandings that hinder and facilitate individuation. We will connect the thoughts to clinical material as appropriate.

Objectives: The participants will:

1. Understand the context of Jung’s viewpoints in light of his family of origin constellation that included multiple parsons and physicians.

2. Gain a working knowledge of the role of Christianity’s symbols in the collective psyche of the Western world.

3. Be able to utilize Christian symbols as expressions of psychic energies, i.e., archetypes.

PAJAhasbeenapprovedbyNBCCasanApprovedContinuingEducationProvider,ACEPNo.6671.ProgramsthatdonotqualifyforNBCCcreditareclearlyidentified.PAJAissolelyresponsibleforallaspectsoftheprograms.

The Philadelphia Jung Seminar Syllabus 2020 – 2021

4. Track the individuation instinct as it moves through religious impulses. 5. Understand Christ as a symbol of the Self. 6. Relate the material to their psyche’s experience of Christianity.

Assignment: Write a 2-3 page paper exploring your relationship to Christianity and the archetype of Christ and how it informs you about psyche. This is an invitation to find the points of connection between the symbolic and the psychological. Please email the paper to me by September 2. My email address is wileyjungiananalyst@gmail.com.

Readings: Jung, C. G. (1959). “Forward” (pp. ix-xi), “Christ: A Symbol of the Self” (par. 68-126), “The Alchemical Interpretation of the Fish and The Psychology of Christian Alchemical Symbolism” (par. 239-286). In Aion. (CW 9ii). Princeton: Princeton University Press.

Supplemental Reading: Edinger, E. F. (1996). The Aion Lectures: Exploring the Self in C. G. Jung’s Aion. Toronto: Inner City Books. pp. 44-64, 121-138.

Jung, C. G. (1954). “The New Birth”, The Psychology of the Transference, par. 525-264. In The Practice of Psychotherapy, CW 16. Princeton: Princeton University Press.

Jung, C. G. (1958). “Dogma and Natural Symbols”. In Psychology and Religion, CW 11, Princeton: Princeton University Press, par. 56-107.

Schedule:

1:00–1:30 Introduction.Jung’sfamilyoforiginandChristianity1:30–3:00 TheroleofChristiansymbolsinthepsyche3:00–3:15 Break3:15–4:45 Thereligiousimpulseintheindividuationprocessand Christasasymbolofthearchetypeofwholeness4:45–5:00 Summaryandcourseevaluations

Saturday,September12

The Enneagram and Discovery of a Spiritual Self Fanny Brewster, Ph.D., M.F.A., LP

Small and hidden is the door that leads inward, and the entrance is barred by countless prejudices, mistaken assumptions, and fears.

–C.G. Jung, CW 10, p. 328

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TheEnneagramisexploredasapsycho-spiritualmeanstodevelopanunderstandingofbothegoandunconsciousthroughaJungianlens.Inhisessay,TheSpiritualProblemofModernMan,Jungspeaksofcoming“totheveryedgeof

theworld,leavingbehindhimallthathasbeendiscardedandoutgrown,andacknowledgingthathestandsbeforetheNothingoutofwhichAllmaygrow.”TheinnerworkofusingtheEnneagramseekstodevelopanunderstandingoftheinteriorselfthatcanlookunPlinchinglyintotheNothing,andgrowpsychologicallythrougharelationshipwiththeDivine.TheoriginoftheEnneagramaspartofanoralSuPitraditionwillincorporateRumiandhisidealoftheBeloved.EachoftheninepointsoftheEnneagramseekstoteachthepractitionerself-loveandcompassion.Inaddition,itshowshowegoweaknessevolvesintostrengththroughintegrationofshadowmaterial.

SeminarObjectives:1.ParticipantswilllearntheninepointsoftheEnneagramanditscorrespondencewithJung’stheoryofego/Self.2.ParticipantswilllearnhowtoidentifytheirownEnneagrampointofPixationandgainanunderstandingofhowthisrelatestoJungianshadowwork.

RequiredReadings: 1.Barks,Coleman,AYearwithRumi,HarperOne,(2006)2.Daniels,David,EssentialEnneagram:TheDeMinitivePersonalityTestandSelf-DiscoveryGuide.HarperOne,20093.Jung,C.G.CollectedWorksv10,“TheSpiritualProblemofModernMan”4.Palmer,Helen,TheEnneagram:UnderstandingYourselfandtheOthersinYourLife(1991)

Schedule: 9:00– 9:30 Introductionsandoverviewoftheday 9:30–10:45 Presentationwithdiscussion10:45–11:00 Break11:00–12:30 Didacticanddiscussion12:30– 1:45 CateredlunchprovidedbyPAJA 1:45–2:30 Applicationoftheorytocomplexesbroughtbyparticipants 2:30–2:45 Break 2:45–3:30 Applicationoftheorytoclinicalpractice 3:30–4:00 Summaryandevaluations

Friday,October9

Case Formulation from a Jungian PerspectiveJeanne Creekmore, PhD, ATR

Clinicalpracticerequiresus(astherapists/analysts)tobeabletoformulateforourselves,theclient,andoursupervisors,theunderlyingprocessesthatareatworkintheclient’spsyche.Jungintroducedmanyconceptsthatarehelpfulin

describingtheinteractionbetweenourconsciousandunconsciouspartsofour

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personality.Someoftheseincludeego,persona,shadowandlibido.However,hisdescriptionofthecomplexisonethemostimportantfeaturesofanalyticpsychology.Wewillrevieweachcomponentofacasestudyandthenpracticeidentifyingcomplexeswiththeuseofcasematerialandfairytales.

SeminarObjectives:1.Participantswillbeabletodescribethebasiccomponentsofcaseformulation.2.Participantswillbeabletodescribethestructureofacomplex.3.Participantswillbeabletoapplytheconceptofacomplexinclinicalpractice.

1:00–2:30 Identifyandexplainthebasiccomponentsofacaseformulation2:30–2:45 Break2:45–3:30 Examplesofapplicationofconceptstoclinicalmaterial3:30–4:15 Smallgroupwork4:15–5:00 Groupdiscussion,summaryandcourseevaluation

RequiredReadings:1.Jung,C.G(1969).AReviewofcomplextheory.(Trans.R.F.C.Hull).IntheStructureanddynamicsofthepsyche:Vol8(2nded.)(pp.92–104).USA:PrincetonUniversityPress.(Originalworkpublished1934)2.Stein,M.(1998).Jung’sMapofthesoul:AnIntroduction.Chicago,IL:OpenCourt

SupplementalReadings:1.Kast,V.(1997).Father-Daughter/Mother-Son:Freeingourselvesfromthecomplexesthatbindus.Rockport,MA:ElementBooks.2.Shalit,E.(2002).TheComplex:Pathoftransformationfromarchetypetoego.Toronto,Canada:InnerCityBooks

Saturday,October10

The Rosarium: Revisiting a Symbol System From Within Clinical PracticeHarry Fogarty, M.Div., Ph.D., L.P.

WeshallfocusontheRosarium,acentralrepresentationofJung’sunderstandingofthetransferenceandcounter-transference.Inparticular,whileexploringtheRosariumasasymbolsystem,wewillconsiderits

applicationwithinclinicalpractice.DrawingupontheworkofMarcusWest,wewillconsideraspeciPicapplicationtothetreatmentofnarcissism.Additionally,wewillconsidertheinterplaybetweensymbolsystemsandclinicalpractice.MarkSaban’srePlectionsonthearchetypal/personalsplitwillgroundourconversationabouttheemergence,ratherthantheimposition,ofthesymbolicfromwithinourclinicalwork.Wewillexploretheinterplaybetweenthetransferenceandcounter-transferencewithinthetreatmentPield,our“mercurialfountain.”

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SeminarObjectives:1.TobecomeacquaintedwithJung’sunderstandingofThePsychologyoftheTransferenceasillustratedinhisanalysisofthetheRosarium.2.Todevelopfurtherunderstandingoftheinterplaybetweensymbolicsystemsandclinicalpractice.3.Toenhanceawarenessoftheemergenceofsymbolsystemsfromwithinone’sclinicalpractice.4.Toenhanceourunderstandingoftheinterplaybetweenthetransferenceandcounter-transferencewithinthetherapeuticPield.

RequiredReadings:1.Saban,Mark:“FromWotantoChristianaMorganandBackAgain:TheLimitsoftheArchetypal/PersonalSplit”,Chapter6in‘TwoSoulsAlas’:Jung’sTwoPersonalitiesandtheMakingofAnalyticalPsychology,Chiron,20192.West,Marcus:Self,otherandindividuation:resolvingnarcissismthroughthelunarandsolarpathsoftheRosarium,JAPVol.65,No.1,February2020

SupplementalReadings:1.Jung,C.G.ThePsychologyoftheTransference(CW16)2.West,Marcus:IntoTheDarkestPlaces,Karnac2016

Schedule: 9:00– 9:45 ReviewofThePsychologyoftheTransference:ClinicalThemes 9:45–10:30 ReviewofthePsychologyoftheTransference:theRosarium10:30–10:45 Break10:45–12:00 “ResolvingNarcissism”-DrawinguponM.West12:00– 1:15 Lunch 1:15–2:30 Archetypal/PersonalSplit-acritique-DrawinguponM.Saban 2:34–2:45 Break 2:45–3:30 ClinicalApplications 3:30–4:00 Summaryandcourseevaluations

Friday,November13

TheColorRed:AmpliAicationofaColor Deborah Fausch, PhD, IAAP

–FridayItastedlife.Itwasavastmorsel.ACircuspassedthehouse—stillIfeeltheREDinmymind.

EmilyDickinson,lettertoElizabethHolland 1

EmilyDickinson,LettertoMrs.J.G.Holland,1866,quotedinAmyButlerGreenPield,APerfectRed:1

Empire,Espionage,andtheQuestfortheColorofDesire(NewYork:HarperCollins,2006),loc.69.5

PatrickHeron,CadmiumwithViolet,Scarlet,Emerald,LemonandVenetian,1969

The“colorofcolors,”redisthePirstcolorhumanbeingssee,thePirstcolorculturesgiveanametoafterblackandwhite,thePirstcolorusedsymbolicallybyhumansandbyourhominidancestors.Acoloronlysomeprimatescansee,redis

biologically,culturally,historically,economically,linguistically,andofcourse,symbolicallyprimary.

Inthisseminar,wewillfocusonthematerial,cultural,andsymbolicaspectsofcolor,especiallythecolorred.Wewilllookatcolor’sappearanceindreams,fairytales,myths,anddayworldexperience,asawayofinvestigatingtheinterweavingofpsycheandnature,concreteandsymbolic,materialandspiritual.

WewilldrawonJung,JamesHillman,andotheranalyticpsychologists’insightsaboutcolor,aswellasthePindingsofevolutionarypsychologists,historiansofcolor,anthropologists,andstudentsofanimalbehavior.Jungsays,intheZarathustraSeminars:“[D]oyouthinkthatsomewherewearenotnature,thatwearedifferentfromnature?No,weareinnatureandwethinkexactlylikenature.” Thiswidelenswillgive2usabroadunderstandingoftheinterpenetrationofpsycheandworldviaworkingsofcolor.Theinvestigationoftherelationshipofinnerandouterhasimplicationsforourunderstandingofdreamimages,activeimagination,andanalyticpractice.

SeminarObjectives:1. Togainanenrichedunderstandingofthesymbolicnatureofcolorsingeneraland

thecolorredinparticular.2. Togainanenhancedappreciationoftheinterweavingoftheconcrete,thehistorical,

thepsychological,andthesymbolicindreams,activeimagination,anddailylife.3. TogaingreaterfacilityinampliPicationofsymbolicelementsindreamsandactive

imagination.

Assignment:Bringadreamwithacolorinittotheseminarifyouhaveaccesstoone.

C.G.Jung,Nietzsche'sZarathustra:NotesoftheSeminarGivenin1934-1939(Princeton:Bollingen,1988),2

Vol.2,1276–7.6

RequiredReadings:1.Abt,Theodore,IntroductiontoPictureInterpretationAccordingtoC.G.Jung(Zürich:LivingHumanHeritagePublications,2005),sectionsoncolorandred,pdftobedistributed.2.Fausch,Deborah,“Red:AmpliPicationofaColor,”ARASConnections2019:2,https://aras.org/newsletters/aras-connections-image-and-archetype-2019issue-2.Readfrom“ColorofColors:Red”totheend,pp.90-144,“SaffronDreaming,”inPortalstotheSacredfromaJungianPerspective,ed.ChristyBeckmann(St.Louis,Missouri:TheC.G.JungSocietyofSt.Louis,2011),pdftobedistributed.3.Hillman,James,AlchemicalPsychology,Vol.5ofTheUniformEditionoftheWorksofJamesHillman(Putnam,Connecticut:SpringPublications,2010),Chapter1:TheTherapeuticValueofAlchemicalLanguage,onconcretenessversusliteralness,andsectionsonred,especiallytheendoftheYellowingessay,loc.4655ff.,andChapter8,ConcerningtheStone,III:RubedoasResurrection,5495ff.;andotherreferencestoredfoundbyconsultingtheindex.Thewholevolumeisworth

readingasanexampleofhowtoworkwith/thinkaboutcolorandcolors.4.Jung’sremarksoncolor,pdftobedistributed.5.Ronnberg,Ami,andZoeFrancesca,eds.,TheBookofSymbols:ReMlectionsonArchetypalImages(Cologne,Germany:Taschen:2010),sectionsoncolor,yellow,andred;availabletomembersontheARASwebpage.

Lookat,forimages:1.Jung,C.G.,TheRedBook,ed.SonuShamdasani,tr.MarkKyburz(NY:Norton,2009).2.Pastoureau,Michel,Red:TheHistoryofaColor,tr.JodyGladding[2016]Princeton:PrincetonUniversityPress,2017And:Yellow:TheHistoryofaColor,tr.JodyGladding(Princeton,NewJersey:PrincetonUniversityPress,2019)

Furtherreadings:Adelson,Rachel,“Huesandviews:Across-culturalstudyrevealshowlanguageshapes

colorperception,”AmericanPsychologicalAssociation36:2(February2005)Brent,Berlin,andPaulKay,BasicColorTerms:TheirUniversalityandEvolution

(Berkeley:UniversityofCaliforniaPress,1969)Goethe,JohannWolfgangvon,TheoryofColours,tr.CharlesLockEastlake(London:John

Murray,1840)GreenPield,AmyButler,APerfectRed:Empire,Espionage,andtheQuestfortheColorof

Desire(NY:HarperCollins,2006)Humphrey,NicholasK.,SeeingRed:AStudyinConsciousness(Cambridge:Belknap

Press/HarvardUniversityPress,2006)Ottmann,Klaus,ed.,ColorSymbolism:TheEranosLectures,(Putnam,CT:Spring,2005),

including:Corbin,Henri,“TheRealismandSymbolismofColorsinShiiteCosmology”Huyghe,René,“ColorandtheExpressionofInnerTime”Ottman,Klaus,“LogicandMysticism:RunningagainsttheBoundaryofColor”Portmann,Adolf,“ColorSenseandtheMeaningofColorfromaBiologist’sPointof

View”7

Scholem,Gershom,“ColorsandTheirSymbolisminJewishTraditionandMysticism”Pamuk,Orhan,MyNameIsRed,tr.ErdağGöknar([1998]NY:Vintage,2002)Pastoureau,Michel,Black:TheHistoryofaColor,tr.JodyGladding(Princeton,New

Jersey:PrincetonUniversityPress,2008)_______Blue:TheHistoryofaColor,tr.MarkusI.Cruse(Princeton,NewJersey:Princeton

UniversityPress,2001)_______TheColoursofOurMemories,tr.JanetLloyd(Cambridge,UK:PolityPress,2012)_______Green:TheHistoryofaColor,tr.JodyGladding(Princeton,NewJersey:Princeton

UniversityPress,2014)Riley,CharlesA.,II,ColorCodes:ModernTheoriesofColorinPhilosophy,Paintingand

Architecture,Literature,Music,andPsychology(Hanover:UniversityPressofNewEngland,1995)

Turner,Victor,“ColorClassiPicationinNdembuRitual,”TheForestofSymbols:AspectsofNdembuRitual(Ithaca:CornellUP,1967)

Schedule:1:00– 2:45 ColorandredinJung’sRedBook,concreteandsymbolicfunctionsof colorinart,history,societyandculture,anthropology,evolutionary psychology,animalbehavior2:45–3:00 Break3:00–4:30 Workingwithcolorindreamsandactiveimagination4:30–5:00 Summaryandcourseevaluations

Panel on Analyst TrainingForapproximately30minutes,apanelofPAJAanalystswillprovideinformationandanswerquestionsaboutapplyingfortrainingasaJungiananalyst. Saturday,November14

EsotericThoughtInstancesandAspectsofImageMark Dean, MFA, MA, ATR-BC, LPC

Psychologicalexperience,likedramaticexperience,isobservableonlyiftheobserverhasparticipatedintheevent,thatistosay,hasregisteredtheeventasexperientiallymeaningfultohim.

–Christou,“TheLogosoftheSoul”,2007,p.108

InVolume5oftheCollectedWorks,Jungworksoutamethodologyforanengagementwiththepsychethatcorrespondswiththepsyche’sintrinsicnature.Hetakesthefantasyimagesofawomanintohisownimaginationwhereheexplorestheminlight

ofwhattheyconstellateinhimself.HethenrePlectsuponsuchconstellationsforwhattheyimplyabouttheinternalworldrePlectedbytheexpressivecontentoftheimages.Whathevividlydemonstratesisthatobjectiveobservationoftheinnerworldnecessitatesadisciplined,butthoroughlysubjective,approachtoitsnature.Thismethodologyisconsonantwithourexperienceofart,whosesigniPicanceinourlivesisbased,notuponsomePixedsetofmeanings,butratheronaninterpenetrationof

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observerandobserved.Thisprocess,onethattheritualofpsychotherapyisdesignedaround,rePlectsthenatureofthesoul,andismethodologicallyappropriatetoitsintrinsicnature.

Inthisseminar,–consonantwithsoundpsychologicalmethodology–wewillenterintotheimageworldourselves.WewilltryonJung’stechniquethroughartmakingandrePlection.Isitpossiblethatourownimaginativeprocessinmovingtowardsanobjectiveunderstandingofanotherindividual’sself-expression?Isitpossiblethatthisisaninnateaspectofournatures?Let’sdiveinandsee!

SeminarObjectives:1.ParticipantswillbeabletoidentifytwomajordifferencesbetweenscientiPicobjectivityandpsychologicalobjectivityasexempliPiedintheworkofC.G.Jung.2.ParticipantswillbeabletoarticulatethreedifferentaspectsofimagewhosenaturesassistinunderstandinghowpsychicimagingleadstoawarenessofthesigniPicanceofimagebasedexpression.3.ParticipantswillbeabletostatethreeaspectsoftheritualofpsychotherapywhosenaturerePlectsthenecessityofimaginativeprocessinthepsychotherapeuticendeavor.

Readings:IhaveassignednoreadingsforthisseminarbuthavelistedreferencesIhavefoundhelpful.Ihavelistedthem1-5inanorderthatrepresentsanamalgamofhelpfulnessandaccessibility,with1beingmostaccessibleand5beingagooddealmorechallenging.

1.Versluis,A.(2004).Restoringparadise:Westernesotericism,literature,art,andconsciousness.Albany,NY:SUNYPress2.Christou,E,(2007).Thelogosofthesoul.SpringPublications,Putnam,CT:SpringPublications3.Jung,C.G.(1975).CWvol5.SymbolsofTransformation.Princeton:BollingenPress4.Maxwell,G.(2017).Thedynamicsoftransformation:Tracinganemergingworldview.Nashville,TN:PersistentPress5.Gadamer,H.G,(2012).Truthandmethod.NewYork,Continuum

Assignment:Comepreparedtomakeart.

Schedule: 9:00– 9:45 Openingcommentsandpresentation 9:45–10:30 Exploringthetale10:30–10:45 Break10:45–12:00 Presentationofacaseexample/explorationofthecase12:00– 1:15 Lunch 1:15– 2:30 Presentationofcase/breakoutgroups 2:34– 2:45 Break 2:45– 3:30 Presentationofbreak-outPindingsandreview 3:30– 4:00 Summaryandcourseevaluations

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Friday,December11

ThreeThirdsofPsychoanalysis,asSeenThroughaJungianLens:PartIIWilliam Baker, PsyD

Inthespring2020seminar,webegananexplorationofthepsychoanalyticconceptof‘thethird’withanexaminationofthearchetypalimageofthefatherandthelimitingfunctionofthe‘paternalmetaphor.’Inthiswinterseminar,wewillpickupwherewe

leftoffbycomparingtheseclassicalnotionswithmorerecent,relationalconceptionsofthethirdasanemergentphenomenonthatisco-constructedinthespacebetweenanalystandanalysand.Asinthespring,theredthreadthatguidesourexplorationwillbetheassumptionthatindividuationrequirestheactive,continuousbalancingoftheprimaryoppositesspiritandmatter,fromwhichextendsthetensionbetweensubjectiveandobjectivereality,interpersonalandintrapsychicrelationships,contentandprocess,andsoforth.(SeethereadingfromMarkSabanonhowJung’soveremphasisontheintrapsychicinhisownpersonalnarrativerunscountertothefundamentaldynamicofanalyticalpsychologyandmayleadtoanessentiallyone-sidedunderstandingofJung’soverallproject).

SeminarObjectives:1.Becomeacquaintedwithvariousconceptionsofthethirdfromclassical,developmentalandrelationalpsychoanalysis.2.BecomeacquaintedwithJung’scontributionstoarelationalanalyticunderstanding.3.Becomeacquaintedwithbalancingone’sattentiontobothcontentandprocessinanalyticwork.4.BecomeacquaintedwithSaban’sconceptionof‘erasure’andthelureofone-sidednessinherentinfollowingJung.

RequiredReading:(Allarticleswillbeemailedtostudentspriortotheseminar)1.Aron,L.(2006).Analyticimpasseandthethird:clinicalimplications.InternationalJournalofPsycho-Analysis87:349-3682.Colman,W.(2013).RePlectionsonknowledgeandexperience.JournalofAnalyticalPsychology58:200-2182.Meredith-Owen,W.(2013).Arewavesofrelationalassumptionserodingtraditionalanalysis?JournalofAnalyticalpsychology58:593-6143.Sedgwick,D.(2012).Jungasapioneerofrelationalanalysis.Unpublishedpresentationwww.cgjungpage.org/learn/articles/analytical-psychology/943-jung-as-a-pioneer-of-relational-analysis7

SupplementalReading:(Alsoemailedtostudentspriortotheseminar1.Saban,M.(2019).ErasureandInteriorisation.InTwoSoulsAlas.Asheville,NC:Chiron.

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FridaySchedule:1:00–2:15 Presentation2:15–2:45 Discussion2:45–3:00 Break3:00–4:15 Presentation4:15–4:45 Discussion4:45–5:00 Courseevaluations

Saturday,December12

Transforming the Negative Father ComplexLisa Marchiano, LCSW

AnegativefathercomplexcanundermineourtrustinourselvesandinPluenceourabilitytoexperienceourselvesasbasicallygoodandcompetent.However,creativeengagementwiththiscomplexallowsustoexperienceitshelpful

side.Overthecourseoftheday,wewillexploreindepthseveralwaysthatanegativefathercomplexcanmanifest–aswellashowitcanbetransformed.WewillexploreJung’stheoryofcomplexesandconsiderhowawoundedrelationshipwithafathercanaffectourinnerworldandourcreativity.Afterlookingatthetwoprimarywaysthatanegativefathercomplexcanmanifest,wewillexplorethepersecutoryormonstrouscomplexingreaterdepth.TheAlgonquinfairytale,NesoowaandtheChenoo,willstructureourexploration,whichwillincludejournalingandrePlectiveexercises.ExcerptsfromPilms,adreamsequencethatspannedseveralyearsofanalyticwork,andadditionalfairytaleswillalsobeconsidered.Wewillalsoconsidertheseductivenegativefathercomplex,andindoingsowillspendtimelookingatCharlotteBrontë’slifeandhernovelJaneEyre,aswellasclinicalmaterial,dreams,andGrimm’stale,TheSinging,SpringingLark.

SeminarObjectives:1.Participantswillbeabletodescribetwomaintypesofnegativecomplexes.2.Participantswillbeabletoidentifyhowanegativefathercomplexappears.3.Participantswillbeabletodescribeapproachestoworkingwithanegativefathercomplex.4.Participantswillbeabletoexplainhowactiveimaginationactsasahealingfactorinconfrontinganegativefathercomplex.

RequiredReadings:1.Algonquinfairytale:NesoowaandtheChenoo(tobeprovided).2.TheSinging,SpringingLark, www.grimmstories.com

Schedule: 9:00–10:30 Introductiontothenegativefathercomplex;twotypesofnegative complexes10:30–10:45 Break10:45–12:00 TheSinging,SpringingLarkandCharlotteBronte

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12:00– 1:15 Lunch 1:15– 2:00 Negativefatherdreamsequence 2:00_ 3:00 NesoowaandtheChenoo 3:00_ 4:00 Filmanddiscussion–WhenDidYouLastSeeYourFather?

SpringSemester2021

DREAMINTENSIVEWEEKEND

Friday,February12

The Practical Use of Dream AnalysisLisa Marchiano

In1931Jungdeliveredalecturethatwouldbecomeoneofhisfoundationalpapersondreaminterpretation.Intoday’sseminarwewillexplorethisimportantessaytogether,placingitinitshistoricalcontextandminingitforitscriticalinsights.We

willlearnaboutthesigniPicanceofinitialdreams,theimportanceofcompensation,anddiscoversomeofJung’sprinciplemethodsofworkingwithdreamimages.PleasecomehavingreadThePracticalUseofDreamAnalysisinVolume16oftheCollectedWorks.

SeminarObjectives:1.ParticipantswillbeabletoplaceThePracticalUseofDreamAnalysisinthecontextofJung’sotherworksondreams.2.ExplainJung’sviewsoncompensation.3.DiscussthesigniPicanceofinitialdreams.4.Identifythediagnosticvalueofdreams.

Reading:ThePracticalUseofDreamAnalysis,Volume16,paragraphs294-352

Schedule1:00–1:45 Introductionsandoverview1:45–2:30 “Takingupthecontext”--workingwithcontextand associations2:30–2:45 Break2:45–3:30 Towardanunderstandingofcompensation3:30–4:30 Smallgroupworkwithdreams4:30–5:00 Discussionandevaluations

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Saturday,February13

Trauma and the Dreaming MindJoan Golden-Alexis, PhD

Allthethingsthatonehasforgotten,screamforhelpindreams. –EliasCanetti

Onecanalmostsaythatthepsycheisorganizedinrelationshiptotrauma.Traumacreatesitsowncontinuity,consistency,andrepetitionofsuffering.Itcatapultsusintoarelivingofitsoriginalhauntings,eitherliterallyorinsomesymbolicform,

oftenaccompaniedbyaheightenedpsychicnumbing,dissociation,doubling,splitting,andalossofconnectionwithpersonalmeaning.Dreamsdevelopedinrelationtotraumapropelustowardthemostpainfulkindofinsightandinthatveryfunction,andintheingeniousimagerywithwhichitiscarriedout,theycanresembletheilluminatingimageryofpoetry.Dreamscreatedasaresultoftraumacreatesymbolsthatareformativeandprospective,involvinginsight,action,andpotentialtransformationforthetraumatizedpsyche.Inthisseminarwewillexplorehowthesedreamimagesprovidetheingenuitytounseatthecompulsiverepetitionsetinmotionbythetraumaticevent,andtheresultantlimitationsitplacesonthedreamer’slife.

SeminarObjectives:1.Todevelopasenseofhowdreamimageryresultingfromtraumahelpstounseatobsessionandpropelthepersontowardintegrativeexperience.2.Toacquaintourselveswithdreamsasaproductiveforcethatopensustoasymbolicunderstandingofthetransformationalpotentialoftraumaanditsrelationshiptotheindividuationprocess.3.Toformulateatentativeunderstandingofhowdreamsresultingfromtraumaticexperiencesrecordandcontributetotheself ’sstrugglestowardsvitality,connection,integrityandmovementforward.

Assignment:Film:JimmyP:PsychotherapyofaPlainsIndian,AmazonPrime.

Adaptedfromthe1951non-PictionaccountbypsychoanalystGeorgesDevereux,PsychotherapyofAPlainsIndian,followsthetruestoryofPicard,aPlainsIndianoftheBlackfeetNation,ashereturnsfromWWI.Afteratraumaticwarexperience,hebeginsexperiencingunexplainablesymptoms.HetravelstothefamousWinterHospitalinTopeka,Kansas,wherehemeetsDevereux,apsychoanalystandanthropologistexperiencedinNativeAmericancultures.Thushebeginsarelationship,bothprofessionalandpersonal,guidedbycompassionandunderstandingofthePicardandhisculture.TheseriesofdreamsdiscussedinthePilmdescribehismovementfromdissociation,despairandconfusiontoanewintegrationthatincludesanunderstandingofthetrauma,andhowitbothimpactsandultimatelyhelpsliberatePicard’swholepersonality.

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Schedule 9:00–9:45 Howtraumaoperatesinthepersonalityandthevariouswaysthat processmanifestsindreamimagery. 9:45–10:30 Howtorecognize,understandandinterprettheimagesoftraumaas manifestedindreams.10:30–10:45 Break10:45–12:00 Thepracticumbeginswiththepresentationandgroup interpretationofaseriesofdreamsfeaturingimagesdevelopedin compensatoryrelationshiptotrauma.12:00–1:15 Lunch 1:15– 2:35 ContinuePracticum 2:34–2:45 Break 2:45–3:30 Continuepracticum 3:30–4:00 Summaryandcourseevaluations

Friday,March12

A New Face of the Divine (in Us)Cynthia Poorbaugh, M.F.A., L.P.

Intraditionalastrology,theconjunctionofSaturnandJupiterevery20yearsisreferredtoastheGreatConjunctionortheKingMaker.After200yearsofconjunctionsinearthsigns,theirconjunctioninDecemberof2020intheairsign,

Aquarius,marksanewera.The‘ruler’orhighestvalueofcollectiveconsciousnessisshiftingfrommaterialconsolidationandsecurity(earth)tonewideasandcommunication(air),andtoadissipationofestablishedordersandstructures(airoverearth).UsingJung’snotionsofsynchronicityandthearchetypalspectrum,andHillman’sideaof“archetypalseeingthrough,”wewillsymbolicallydiscerncorrespondencesbetweenastronomicalhistory,astrologyandmythology.Wewillthenlookatsomenatalchartstounderstandthepersonal,psychologicaldimensionofthesetwo‘fatherandson’archetypalprincipleswithinthecontextofthiselementalshiftincollectiveconsciousness.

SeminarObjectives:1.TogainunderstandingofJung’sarchetypaltheoryandtheoryofsynchronicitythroughthesymboliclinkingofthenarrativeofastronomicalphenomena,theastrologicaltradition,andGreekmythology.2.Torecognizewaysthatastrologyilluminatestherelationshipoftheindividualpsychetoarchetypalprinciples.

RequiredViewingandReading:1.NOVA,PBS.ThePlanets:Jupiter,episode3,53mins.(availableonpbs.org,AmazonPrimeVideo,iTunes)

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2.Kerenyi,Carl.TheGodsoftheGreeks,ThamesandHudson,London,1951,pp.20-25,92-1173.Jung,C.G.Synchronicity,AnAcausalConnectingPrinciple,(CW8)

RecommendedReading:(forthoseunfamiliarwithastrologicalsymbols)Martin,Clare.MappingthePsyche,Vols.1&2,CentreforPsychologicalAstrologyPress,London,2005

SupplementalReading:1.Greene,Liz.Jung’sStudiesinAstrology,Routledge,20182.Howell,AliceO.JungianSymbolisminAstrology,Quest,19873.Tarnas,Richard.CosmosandPsyche,Plume/PenguinGroup,2007

Schedule1:00–2:15 Presentation2:15–2:45 Discussion2:45–3:00 Break3:00–4:15 Presentation4:15–4:45 Discussion4:45–5:00 Courseevaluations

Saturday,March13

Hags and Wholeness: The Archetypal Feminine as a Regenerative Force Starr Costello, PhD

Formillennia,psycho-spiritualmaturationintheWesthasbeenportrayedasastruggletowardauthentichumanityinaworldlargelycutofffromthefeminineprinciple.WewilltracetheoriginsofthisstrugglebacktoBiblicalandancient

Greekcosmologiesthathaveshapedthewesternpsycheandthatinformourperceptionofself,world,andother.Wewilluncoverdominantculturalconstructsthatalienateusfromthefemininedimension,analienationdemonstratedbycollectivepsychicdissociationfromtheearth’snaturalprocess,fromthenon-humanworldandfromthebody.

Withthisbackgroundinmind,wewillconsiderthoserecurringpatternsofthought,emotion,andbehaviorthatcalltheindividualtowardhealingofthisbreachandthatPindparallelexpressionsinthemythicquestforculturalrestorationoftherejectedFeminine.Wedisclosethe(oftenhidden)presenceoftheFeminineDivineasallyorantagonistinfolktale,scriptureandstory.Wewillfurtherdiscusstheaffectthatrisesinproximitytosymbolsthatconveytimelesstruthsaboutthefeminineprincipleasacreative/destructiveforceinthepsyche,hermercurialaspects,andtheurgentneedtobalancefeminineandmasculineprinciplesinourselvesandourculture.

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Throughourcollaborationwewillportraythearchetypalfeminine,notsimplyasanarchaicPigurelongburiedincollectivememory,butasalife-forcepushingustowardconsciousnessasitrisesoutofone’srelationshipwithland,sky,nightdreams,andoneanother.

SeminarObjectives:1.TodePinethe“feminineprinciple”asadescriptoroffundamentalpsychologicalfunctionsandvaluesintheindividual.2.Todiscussseveralmeasuresforassessingthepsychologicalimpactofimbalancesbetweenmasculineandfemininevaluesasexpressedintheindividualpersonality.3.Toenumerateseveralwaysimbalancesbetweenmasculineandfemininevaluesimpactthepsychologicalhealthofasociety.4.Todescribemythologicalandliterarysymbolsthatexpressthecompensatoryvalueofthefeminineprincipleasaresourceforpsychologicalhealing.5.Todescribedissociationaspathologyintheindividualpersonalityandasapossibleconsequenceofsocio-culturaldevaluationofthefeminineprinciple.

Schedule: 9:00– 9:45 Introduction:traumaandthefeminineprinciple 9:45–10:30 DominantculturalconstructsandcosmologiesoftheWest10:30–10:45 Break10:45–12:00 Discussion12:00– 1:15 Lunch 1:15– 2:30 Questforrestorationoftherejectedfeminineinmyth 2:30– 2:45 Break 2:45– 3:30 Discussion 3:30– 4:00 Summaryandcourseevaluations

Friday,April9

Immigrant Experiences in Myth and FairytaleKathrin Hartmann, Ph.D.

WhathappenswhenyouleaveeverythingfamiliarbehindandPindyourselfinasituationwithfewdirectionsforwhatblueprinttofollow?ThisoftenhappenswhenyouPirstleavehometoliveapartfromyourfamilyoforigin.Thismay

happenwhenyoutravel.Itverylikelyhappenswhenyoumovefromonestate,country,orcontinenttoanother.

Thisseminarisrootedinpersonalimmigrantexperiencesandwilldiscussafewuniversalthemesinherentinimmigration,suchasfeelingsofanticipation,loss,alienation,andcuriositythataccompanythepersonwholeaveshomeandsettleselsewhere.WhileJungdidnotdirectlywriteaboutimmigrationorthe“immigrantcomplex,”wewillfollowJung’sessayoncomplexinceptionandformation(CW8,par.194-219)withimmigrationinmind.Similarly,wewillalsoexploreseveralunderlying

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archetypalsymbolsrelatedtoleavingandreturninghomebyinterpretingfairytaleandmyth.Grimms’fairytaleHanselandGretelandtheGreekmythofEuropa,Minos,andAriadneprovidecentralarchetypalimagesforthejourneyofapersonwhoisconfrontingthefearoftheunknown,slayingthatwhichimpedespsychicgrowth,andfollowstheinwardsolitaryjourneyintothewoods,orthelabyrinth,fromwhichtheindividualemergesbackintosocietywithatransformedidentity.

SeminarObjectives:1.TodescribeJung’sconceptofthecomplexasitrelatestoimmigrantexperiences.2.TointerpretGrimms’well-knownfairytaleofHanselandGretelandtheGreekmythofEuropa,bothcontainingsomeofthearchetypesatthecoreoftheimmigrantcomplex.

RequiredReadings:1.Jung,C.G.(1960).AReviewofComplexTheory,par.194-219.In:StructureandDynamicsofPsyche.CollectedWorks(Vol.8).W.McGuire(Ed.).Princeton:NJ:PrincetonUniversityPress2.Grimm,J.,&Grimm,W.(2014).HanselandGretel(J.ZipesTrans.).InJ.Zipes(Ed.).TheoriginalfolkandfairytalesoftheBrothersGrimm:ThecompleteMirstedition.Princeton,NJ:PrincetonUniversityPress3.Martin,C.(2010).Ovid:Metamorphoses,BookII:1143-1204andBookVIII:208-251(C.MartinTrans.andEd.).NewYork,NY:W.W.Norton.

SupplementalReadings:1.VonFranz,M.-L.(1970).Theinterpretationoffairytales.Boston,MA:ShambhalaPublications2.Edinger,E.F.(1994).Theeternaldrama:TheinnermeaningofGreekmythology.Boston,MA:ShambhalaPublications

Schedule:1:00–2:00 C.G.Jung’sComplexTheory2:00–3:00 HanselandGretel3:00–3:15 Break3:15–4:15 Europa,Minos,andAriadne4:15–5:00 SummaryandCourseEvaluation

Saturday,April10

Magic & Its Clinical UseJohn White Thoughtheterm“esoteric”denotessomethinghidden,theWesternesoterictraditionhasbeenemergingfromtheshadowssincethelate19thcentury.Jung’sowninterestinWesternesotericism(magic,alchemy,Hermeticism,Rosicrucianism,Kabbalah,etc.)infactcoincidedwithasubstantiveexpansionofpublicknowledgeandpracticeofesotericismthroughoutEuropeandNorthAmerica,anexpansionwhichhascontinued

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intoourownday.Interestinglyenough,thevastmajorityofcurrenttheoreticalworksonmagicandtraditionalWesternesotericismuseJungianideastodescribethemechanicsofmagicalandesotericpractices,suchasthedifferentiationbetweenconsciousandunconscious,theuseandvalueofsymbols,andtherealityofarchetypes.Yet,incontrast-anddespiteJung’sowninterestintheseareasandtheever-growingnumbersofesotericpractitioners-Jungianpsychotherapistsareoftenunfamiliarwiththeseesotericcurrents,outsideofJung’sownwritings:theydonotnecessarilystudythesetraditionsfortheirownsake.

ThiscoursewillintroduceseminarparticipantstotheWesternesoterictradition,focusingbothonitsimportanceforunderstandingcertainpatientsaswellasitspotentialvalueforJungianpracticeandJungianpractitioners.SpeciPically,wewill(1)compareandcontrastthenotionsofthepsycheaccordingtoclassicalJungianandclassicalWesternesoterictheories,includingwhattheWesternesoterictraditionmightaddtoJung’sunderstandingofthepsyche;(2)discusssomepsychologicalandpsychopathologicaltendenciesoftenfoundinpatientswhoundertakemagicalandotheresotericpracticeswithinthecontextoftheWesternesoterictraditionandwaysofworkingwiththosepatients;(3)highlightthepotentialvalueofWesternesotericideasandpracticesforJungianpracticeandJungiantherapists.Thiswillincludesomediscussionofaclassicbookofesotericpsychiatry,TheSecretsofDr.Taverner,amildlyPictionalizedaccountofaBritishpsychiatristfromearlyinthelastcenturywhoalsousedesotericmeanstoaidhispatients.

SeminarObjectives:

1.TobecomeacquaintedwiththeWesternesoterictraditioningeneralandwithspeciPicandpsychologicallyrelevantaspectsofthistraditionassociatedwithitspractices.2.Torecognizepsychologicalandpsychopathologicalfactorscommonlypresentinpatientswhoareesotericpractitioners.3.TobecomecognizantofWesternesotericpracticesthatcanbeusefulbothinJungianpracticeandforJungiantherapists.

RequiredReadings

1.Fortune,D.[Firth,V.M.]&Knight,G.(1971).ThesecretsofDr.Taverner.SaintPaul,Minn:Llewellyn.(Adequatescannedversionsbasedonearliereditionscanbefoundforfreeonlineinpdfform,thoughusuallywithanumberoftypos.)2.Jung,C.G.(1972).Synchronicity:anacausalconnectingprinciple.London:RoutledgeandKeganPaul.3.Stavish,M.“ProblemsonthePathofReturn,”https://hermetic.com/stavish/essays/problems-return

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4.White,J.“Esotericpracticesandthepowercomplex”https://voxhermes.wordpress.com/2018/09/16/esoteric-practices-and-the-power-complex/

SupplementalReading

1.Denning,M.,&Phillips,O.(1988).“TriumphoftheLight”.InTheswordandtheserpent.St.Paul,Minn.,U.S.A:LlewellynPublications.2.Scarborough,S.“TheTreeofLife,”http://www.jwmt.org/v1n3/treeoPlife.html3.Stein,M.(1998).Jung'smapofthesoul:Anintroduction.Chicago:OpenCourt.

Schedule 9:00– 9:45 IntroductiontotheWesternesoterictradition 9:45–10:30 JungandtheWesternesoterictradition

10:30–10:45 Break10:45–12:00 ThepsychologyandpracticesofWesternesotericism12:00– 1:15 Lunch 1:15– 2:30 Commonpsychologicalpitfallsofesotericpractitioners 2:30– 2:45 Break 2:45– 3:30 ThevalueofWesternesotericpracticesforJungiantherapists 3:30– 4:00 Summaryandcourseevaluations

Friday,May14

Visiting the Land of Oz: A Study of the Archetypes of an American MythJeanne Creekmore, PhD, ATR

WhenthemovieTheWizardofOzwasreleasedin1939itwasalreadywellknowntofourgenerationsofchildrenwhohadreadtheoriginalseriesofbooksbyFrankL.Baum.TheiconicsongsandimageryofthisMGMclassic

haveinspiredsubsequentadaptationsinbooks,plays,andmovies,suggestingthatthisstorystillcontainsrelevantissuesforourtime.SinceDorothy’sexperienceinOzresemblesadream,wewilluseJung’smethodofdreamanalysistounderstandthemeaningsofthismyth.WewillidentifythearchetypalmotifsembodiedinthecharactersofthisstoryastheysetoutontheirjourneytoOzwithparticularattentionpaidtotheorphanarchetypeandpositiveandnegativeaspectsofthemotherarchetype.Seminarparticipantswillbeaskedtosharedreams,activeimaginations,orcreativeworkthatrelatestoanimageorcharacterinthisstoryinordertodeepenourunderstandingofthesearchetypes(seeassignmentbelow).

SeminarObjectives:1.TofamiliarizetheparticipantswithJung’smethodofdreamanalysis.2.Tounderstandthebipolarnatureofthearchetype,usingtheexampleofthepositiveandnegativemotherarchetypesastheyappearinthisbookandPilm.

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RequiredReadings:1.Jung,C.G.(1959).ThePsychologicalaspectsofthemotherarchetype.(Trans.R.F.C.Hull).InC.G.Jung,TheArchetypesandtheCollectiveUnconscious:Vol9i(pp.75-110).USA:PrincetonUniversityPress.(Originalworkpublished1938)2.Jung,C.G.(1960).Onthenatureofdreamanalysis.(Trans.R.F.C.Hull).InC.G.Jung,TheStructureandDynamicsofthePsyche:Vol8(2ndEd.)(pp.281–295).(Originalworkpublished1945)

SupplementalReadings:1.Baum,L.F.(1982).TheWonderfulWorldofOz.NewYork:Holdt,Rinehart,&Winston.(Originalworkwaspublishedin1900asTheWizardofOz)2.Pearson,C.S.(1998).TheHeroWithin:Sixarchetypesweliveby.NewYork:HarperCollins.Readchapter2ontheOrphanarchetype(pp.33–63)

Film:LeRoy,M.(Producer),&Fleming,V.(Director).(1939).TheWizardofOz[MotionPicture].UnitedStates:M-G-M

Assignment:Identifyacharacterorsymbolinthemoviethatresonateswithyou.Thenengagethischaracter(orobject)bydoinganactiveimaginationorsomekindofcreativework:writeapoemaboutit,createadanceorapieceofartbasedonthischaracter.IfyouhavedreamsofanyOzcharacterpleasebringthemtoshare.

Schedule:1:00–2:00 AnintroductiontothebooksandPilm,TheWizardofOz2:00–3:00 DescriptionofJung’smethodofdreamanalysisandsharingof participants’work3:00–3:15 Break3:15–4:00 Continuedsharingandanalysisofcharacters4:00–5:00 Summaryandcourseevaluations

Friday,May14

AnEveningwithDonKalschedonTraumaandtheSoul.

Donald Kalsched, PhD PAJAPublicProgram,detailstobeannounced.

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Saturday,May15

Trauma & Hardening of the Heart: Archetypal Defenses in the Clinical SituationDonald Kalsched, Ph.D.

Thiswillbeachancetoacquaintseminarparticipantswiththenotionof“archetypaldefenses”orwhatMichaelFordhamreferredtoas"defensesoftheSelf.”Thesedefensesdemonstratehowthepsychedissociatesinthepresenceof

theunbearableaffectaccompanyingtraumaby“hardeningtheheart”ofthetraumasurvivor,i.e.,injuringthecapacitytofeel.Thesedefensesandtheir“system”frequentlycomeupinpatients’materialwhenearlytraumaisbeingtriggered,soitisimportanttoknowaboutthemandhowtoworkwiththem.Inadditiontomanifestingastransactionalpathologyinthetransference,theyalsoappearindreamsandinmythologicalmaterial(see3rdreadingbelow).Theclinicalquestionisalways,“Howdowehelprestorethecapacitytofeel?”

SeminarObjectives:1.Tolearntorecognizedissociativedefenses,theirpresenceinthetransferentialPieldandhowtoworkwiththemtowardsthepatient’sgreatersenseofaliveness.2.Tohelppatientsbecomeawareofhowdissociativedefensesoperateunconsciouslyintheirlivesasanti-lifeforcesthatresistgrowthandconspiretowardtheirunderlying“willtobeill.”

RequiredReadings:ReadingswillbeavailableasPDF’ssentouttoparticipantsinadvance.DiscussionwillfocusonthePirsttworeadingswiththethirdasarelevantmythologicalreference.1.Kalsched,D.,“Trauma,InnocenceandtheCoreComplexofDissociation”inTheJournalofAnalyticalPsychology,2017,Vol62,No4pp.474-5002.Kalsched,D.,OpeningtheClosedHeart:Affect-focusedClinicalWorkwiththeVictimsofEarlyTrauma,inJournalofAnalyticalPsychology,2020,Vol65,No1,pp136-1523.TheEvocationofIsis:AWayTowardHealinginPost-TraumaticStressDisorder,WendyNevilleJones,LCSW,NewYorkJungInstituteDiplomaThesis,2001

Schedule 9:00– 9:45 Introductionsandoverview 9:45–11:00 Didactic:dissociativedefenses,transference,andtreatment11:00–11:15 Break11:15–12:15 Discussion/Q&Ainlargegroup 12:15– 1:15 Lunch 1:45– 2:45 Didactic:helpingpatientsbecomeawareoftheirdefenses 2:45– 3:00 Break 3:00– 3:45 Discussion 3:45– 4:00 Wrap-upandevaluations

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