정신분석학상담전공

Dreams are the “royal road” to the unconscious but were not academically studied until Freud. Freud was able to create a science of the unconscious by analyzing the dreams of his patients and exploring the hidden meaning of the symptoms hidden underneath dreams. In this course, students will learn how to utilize their dreams in counseling by presenting their dreams and analyzing them in the context of group counseling.

Freud believed that psychoanalysis could not be applied to psychotics. However, modern psychoanalysis, founded in 1950 by Hyman Spotnitz, saw great achievements in the analysis of psychosis and narcissistic neurosis. This course aims to study the various issues and theories explored by the pioneers of modern psychoanalysis.

Numerous psychoanalytic concepts such as drive, projection, repression, complex, and trauma are used in everyday life at the cost of vulgarization. While treating neurotic patients, Freud created countless psychoanalytic concepts and richly developed their meaning by applying them to case studies and testing their practical meaning. This course seeks to learn what psychoanalysis is as a field of study, focusing on the core concepts that form the backbone of Freud's theory

The projection technique has both the advantages of rapport formation, applicability to children, prevention of distorted reactions, and the disadvantages of lack of standardized procedures, lack of objectivity in interpretation, and lack of standard data. This course seeks to enable the proper utilization of projection techniques in clinical settings by examining the issues surrounding projective identification of psychoanalytic meanings.

Group counseling is a form of counseling that seeks to solve problems by intentionally bringing together people who are related to each other or experiencing similar problems and allow them to be influenced by interaction and support. In this course, we will learn the theories and concepts of group counseling methods based on psychoanalytic principles and examine their effectiveness.

Along with personal analysis, theoretical education, and clinical experience, supervision is a key process in nurturing psychoanalysts. This course seeks to summarize the issues of psychoanalytic supervision (leading therapy, ethical sensibility, learning from experience, cultivating technique). Rather, This course will analyze the desire of trainees to learn and train psychoanalytic practice, and examine how this can be used as an opportunity to cultivate the analyst’s qualifications.

This course will outline how psychoanalytic techniques have changed and expanded since Freud, This will aid better understanding of core concepts of psychoanalytic techniques (free association, transference, resistance, training, neutrality, interpretation and construction, fantasy) and develop the ability for creative application of the concepts in the clinical field.

Freud separated philosophy, religion, and art as the triumvirate of representative fantasy worldviews. However, Lacan applied the core concepts of philosophy to psychoanalysis and revolutionized the field of psychoanalysis, significantly influencing modern thought. Meanwhile, philosophical counseling, which employs the methodology of philosophy for treatment and psychological symptom analysis, is also progressing. In this course, we examine the interrelationship between philosophical counseling and psychoanalysis by exploring the intersection where psychoanalysis encounters issues in philosophy.

Psychoanalysis and psychiatry both study and treat mental disorders and suffering that humans experience in society, but their methods and premises diverge significantly. However, the relationship between the two is complementary rather than antagonistic, and psychoanalytic methods are sometimes used in counseling in actual psychiatry. Through this course, students will learn the academic intersections and differences between the two disciplines, while exploring new methods and practical perspectives for mind treatment.

Ego psychology is a position in Freud's theory that emphasizes the autonomy of the ego and positivity for adaptation to reality. Meanwhile, the position that emphasizes the dynamism of the unconscious criticizes ego psychology and emphasizes desire. In this course, we examine the relationship between psychoanalysis and ego psychology by examining a series of controversies surrounding the nature and function of the ego and the goals of psychoanalysis.

In order to complement Freud's psychoanalysis, which focuses on the analysis of neurosis and related psychological phenomena, Kohut develops self-psychology that actively explores the inner side of the human being while proposing narcissism and self-concept as the core. In this course, students develop a clinical perspective while learning the theory of self-psychology that analyzes and heals various mental disorders related to self.

Art is the expression and symptom of the unconscious. Humans are inherently aesthetically inclined, but they also engage in artistic activities as a way to express and control their unconscious desires. In this course, we examine the principles and treatment methodologies of art therapy based on psychoanalytic theories and concepts and understand their practical usefulness.

This course aims to improve students' ability to physically experience the therapeutic effects of performing past events and to objectify the meaning of that process by applying the essential concepts of psychoanalysis.

For Freud, transference was seen as a driving force in the analytical process, and countertransference as an obstacle to analysis. While many schools today report that transference occurs in more diverse and broader ways than Freud thought, countertransference is viewed as a useful means of communicating the inner world of the client. This course aims to examine the controversies surrounding transference and countertransference from Freud to the present day.

Since the founding of attachment theory by Bowlby, attachment theory and psychoanalysis have been at war with each other. However, since the 1990s, as psychoanalysts using attachment theory emerged, the possibility of dialogue between the two camps have opened up. This course aims to attempt a nonreductive dialogue between attachment theory and psychoanalysis by illuminating the relationship between attachment theory and various psychoanalytic schools.

Ever since the debate between Anna Freud and Melanie Klein in the 1920s, with the insights of Winnicott's “Good Enough Mother,” Lacan's theory of the child as a symptom of the family, and the observations of François Dolto, child psychoanalysis has emerged as a key area in modern psychoanalysis. In this course, reviewing the main literature on child psychoanalysis, we will look at how to meet the child as a singular subject with a unique unconscious.

Psychoanalysis seeks psychological healing by exploring the individual's unconsciousness, but it also explores the unconsciou of our society and groups. In this course, we study what orientation the social psychological theory of psychoanalysis has, which is different from existing social psychology. Learn methodology for analyzing social psychology through exploration of social and popular psychology, member interaction, and collective unconsciousness.

The purpose of this course is to examine where the theoretical and clinical positions of the psychoanalytic schools meet and diverge. For example, we can examine the arguments of the Klein and Lacan schools with respect to the self, symbol, object, body, trauma, affect, and autism. Through this, it will be possible to obtain an opportunity to reflect on the controversial and practical goals of psychoanalysis while staying faithful to the discourse itself rather than partisan logic.

While Lacan advocated a “return to Freud,” he also revolutionized psychoanalysis by pioneering the concept of the unconscious as a linguistic structure. This course aims to understand Lacanian psychoanalysis by approaching it in specific historical contexts, individual clinical case studies, and examinations of similarities and differences with other schools.

This course aims to summarize the Lacanian perspective on neurosis/perversion/psychosis, and to explore the core issues in Écrits and the Seminars of Lacan in accordance with clinical practice. Furthermore, this course seeks to help students to think and formulate their analytical experience or existing clinical cases from a Lacanian perspective.

Ever since Freud identified polymorphic perversion in infants and identified perversion as a negative of neurosis, perversion has been established as a major psychological structure. In this course, we will examine the structure of perversion in terms of etiology, illusion, drive impulse, and relationship with others, and discuss salient issues in the clinical perversion through case studies of voyeurism, exhibitionism, sadism, masochism, and fetishism.

In our time, narcissism and personality disorders are major issues in psychoanalysis and psychiatry. In particular, in the contemporary world where conflicts between individuals and groups between individuals intensify and narcissism is viewed as a type of personality disorder, reflection on these two issues is essential. This course aims to compare and analyze the works of analysts who have developed divergent theoretical and clinical discussions on narcissism and aggression

According to psychoanalytic theory, the human subject inherently has a delusional structure. Through various case studies, this course examines the diagnosis, causes, and onset of psychosis, how the psychotic supplements and stabilizes their psychological reality, what position psychoanalysis should take in the analysis of the psychotic, and how psychosis infiltrates into everyday life in the form of quiet madness.

Freud invented the psychoanalytic clinical practice by approaching the unconscious through dreams, symptoms, daydreams, parapraxes, and complexes. Through the exploration of Freud's metapsychological papers and case studies with a focus on core issues, this course aims to reflect on Freud's legacy, measuring its validity in today's clinical practice and identifying its limits that we must overcome.