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The Psychoanalytic Association of New York is the professional association of graduate psychoanalysts affiliated with the Institute for Psychoanalytic Education (IPE).
Psychoanalytic Association of New York (PANY)
Saturday, October 29, 2016, 2:00-4:30 PM
ADHD Syndrome: Its Impact on Personality, Development and Pscyhoanalytic Treatment in Childhood, Adolescence and Adulthood.
Chair: Stephen B. Bernstein, M.D.
Panelists: Karen Gilmore, M.D.,
Arden Rothstein, Ph.D.
NYU School of Medicine, Alumni Hall A
550 First Avenue (near 32nd St.)
Many psychotherapists and psychoanalysts are now treating or can expect to treat patients with cognitive deficits such as attention deficit hyperactivity disorder (ADHD), based on the prevalence of this syndrome in children and its continuation into adolescence, and adulthood. ADHD is a cognitive disorder considered by non-analytic and analytic writers to be a dysfunction of affect regulation and behavioral inhibition. Manifestations of ADHD can mimic the clinical expression of intrapsychic conflict, in which the cognitive deficits are embedded. If these symptoms are interpreted primarily as transference resistances without acknowledging the cognitive contribution, the patient may experience a resurgence of feeling misunderstood and shamed, helpless and defective. Confusion in the countertransference is a hallmark of analyses in which cognitive deficits are intertwined with psychic conflict, sometimes leading the analyst to compartmentalize the cognitive and the conflictual and to miss aspects of the patient and the process.
This panel discussion will begin with a brief overview of ADHD and its expression in various stages of life. Dr. Arden Rothstein will present clinical material from the analysis of an adult patient with ADHD. She will describe the clinical features of ADHD, how they are integrated into the patient's psychology and how they can be explored. She will discuss typical countertransference responses, and how these can influence the treatment. Dr. Stephen Bernstein will present a treatment which highlights aspects of the countertransference, especially the treaters confusion about what underlies resistances and enactments and how these can be addressed. He will also discuss how change occurs with these patients and ways in which the treatment process can evolve. Dr. Karen Gilmore will bring her developmental perspective as a child analyst to helping us understand the expression of childhood experiences as they are manifest in the child, adolescent, and adult in treatment.
Dr. Stephen Bernstein is a Training and Supervising Analyst at the Boston Psychoanalytic Society and Institute and a Clinical Professor of Psychiatry at Tufts University School of Medicine. He wrote the initial article on the transition from therapy to analysis with the same analyst, Preparatory Treatment Prior to Psychoanalysis, in JAPA in 1983, and he published a reconsideration of this process in 2010. He also has described ways to translate the clinical interaction into written form in his article Writing About the Analytic Process (2008), among others. Most recently he published an article When the Analytic Patient has ADHDin JAPA (2015). He has a practice in psychotherapy and psychoanalysis in Brookline, Massachusetts.
Dr. Arden Rothstein is a member of the faculty, Chair of the Student Progression Committee, and Training and Supervising Analyst at the Institute for Psychoanalytic Education affiliated with NYU School of Medicine as well as Clinical Professor of Psychiatry, NYU School of Medicine. She has authored journal articles and two books on learning disabilities: Learning Disorders: An Integration of Neuropsychological and Psychoanalytic Perspectives (with Lawrence Benjamin, Melvin Crosby and Katie Eisenstadt) and Learning Disorders and Psychic Conflict: A Psychoanalytic Conflict (with Jules Glenn). Other publications include a book entitled How Analysts Think and Why They Think the Way They Do (co-authored with Samuel Abrams) and journal articles on psychoanalytic education.
Dr. Karen Gilmore is currently Clinical Professor of Psychiatry and Senior Consultant at the Columbia University's Center for Psychoanalytic Training and Research. She is the founder and past Director of its Child Division. She is a Training and Supervising Analyst at the Columbia institute. She is the author of a number of papers on developmental theory and clinical topics, co-author with Pamela Meersand of two books on development published in 2013 and 2014, and she is currently working with Dr Meersand on a book about play therapy, to be published by APPI next year.
Educational Objectives:
After attending this session, participants should be able to:
- Describe the unique challenges in working psychoanalytically with patients who have ADHD
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Apply an increased understanding of the how the developmental issues of patients with ADHD impact the transference and countertransference and the process of change.
ACCME Accreditation Statement for Joint Providership
This activity has been planned and implemented in accordance with the accreditation
requirements and policies of the Accreditation Council for Continuing Medical Education
(ACCME) through the joint providership of the American Psychoanalytic Association and the Psychoanalytic Association of New York (PANY). The American Psychoanalytic Association is accredited by the ACCME to provide continuing medical education for physicians.
The American Psychoanalytic Association designates this Live Activity for a maximum of
1 credit per hour of AMA PRA Category 1 Credit(s)™. Physicians should claim only the
credit commensurate with the extent of their participation in the activity.
IMPORTANT DISCLOSURE INFORMATION FOR ALL LEARNERS: None of the planners
and presenters of this CME program have any relevant financial relationships to
disclose.