期刊名称：International Journal of Psychoanalysis and Education
印刷版ISSN：2035-4630
出版年度：2019
卷号：11
期号：1
页码：5-18
出版社：Associazione di Psicoanalisi della Relazione Educativa
摘要：In many developing countries, which have recently started to study psychoanalysis and related insight-oriented psychotherapies, a series of serious problems are evident that need to be addressed precisely. Eluding Freud due to demographic or cultural concerns, highlighting hypothetical subjects against practical topics, arbitrary substitution of earlier analytic schools with later ones, overlooking essential analytic techniques, underestimating standard training curriculums, ignoring or undervaluing the boundaries, benefits and shortages of different insight-oriented psychotherapeutic methods, and so on are among the most considerable problems in evolving societies. But, learning and practicing psychoanalysis and its related insight-oriented derivatives in evolving societies, can not be materialized without taking into consideration the chronology of psychoanalysis. From ‘one-person’ to ‘two-person’ approach, or ‘there- and-then’ to ‘here and now’ attitude, is not easily supposable with respect to psychotherapists of evolving societies who have never obviously touched or experienced unconsciousness, insight and behavioral alteration, in themselves or patients. This problem arises from a series of reasons, including lack of standard institutes or supervisors, which is the main cause among others. On the other hand, historically, psychoanalysis was the product of exercise, not supposition, and has been developed by means of performance, and so will survive only by accomplishment; otherwise it will never develop into an effective therapeutic instrument. In spite of supposable theoretic, technical or scientific controversies, avoiding Freud, due to the aforesaid, demographic or cultural issues is equivalent to avoiding the most influential and genuine psychoanalytic literature, which in turn is equal to a fake or unusable psychoanalysis. Establishment of a proper analytic mentality is not possible by unsystematic training or unmethodical endeavors. Among different psychoanalytic schools, the classical, orthodox or Freudian approach seems to be an appropriate and practical methodology. Simple formulations based on the conflict theory, acknowledgement of unconscious, resistance and transference, and taking them as the starting point of the work, stressing of incessant analysis by means of free association and dream interpretation, stress on neutrality of analyst, using coach and eliminating face-to-face style, availability of a large theoretic and technical writings with their historic line of development, which permits a systematic study and comprehension of dynamic unconscious mental processes and a clear-cut framework of practice, stressing on personal or self-analysis and re-analysis, therapeutic and medical orientation, all may have more chance to develop without problem in evolving societies and may create a foundation for attainment of a more practicable enactment of psychoanalysis and other subordinate insight-oriented psychotherapies in such kind of cultures.
