Department of Psychosocial Studies and Department of History, Classics and Archaeology School of Social Science, History and Philosophy

Birkbeck, University of London

MA Psychoanalysis, History and Culture

Programme Handbook 2012/13

Introduction
Welcome to the MA Psychoanalysis, History and Culture at Birkbeck. We hope that this course will be an exciting and challenging learning experience, and we look forward to working with you. This handbook aims to contain all the information that you need to know about the course. It would be helpful if you could bring it with you to your teaching sessions. This handbook is up to date at the time of printing. You will find an electronic version of the handbook on Moodle which may be updated as we proceed through the year.

The MA Programme
This new interdisciplinary programme, jointly run in the School of Social Sciences, History and Philosophy by the Departments of Psychosocial Studies, and History, Classics and Archaeology, aims to introduce you to the history and development of psychoanalysis in the past 100 years, and to explore and critically assess applications of psychoanalysis to the understanding of culture and history. The MA Psychoanalysis, History, Culture takes psychoanalysis as its object of study. It examines the clinical and theoretical developments of the tradition of thought and practice pioneered by Sigmund Freud, and considers the wider relationship between psychoanalysis, culture and history in the modern age. The programme explores how psychoanalytic thought has been used to illuminate pressing social and political concerns, and examines the controversies that have surrounded its application outside the clinical setting. It focuses on the interface between psychoanalysis as an evolving clinical practice, as a form of knowledge, and as a mode of critique. The core teaching staff group for the course brings together researchers in psychosocial studies, historians and practising clinicians. The aim is to enable students to study closely the numerous modern developments within psychoanalysis, from Freud through to contemporary psychoanalytic theory and practice; to examine its key concepts in detail; to place those concepts in context; and to explore the methodological, epistemological and ethical issues that have resulted from diverse elaboration and extension of psychoanalytic ideas, not only in a clinical setting, but also in social and cultural inquiries, and in the interpretation of the historical past. The particular approaches of history, psychosocial studies and psychoanalysis have been brought to bear upon many of the most urgent problems of the twentieth and twenty-first centuries. In important ways, contemporary understandings of civilization and of barbarism have been shaped by these approaches. This MA asks how far modern thought on war and 1

other forms of violent conflict, fascism, terrorism, racism and xenophobia has had an influence on the way we think about the unconscious mind, and vice versa. It also investigates how psychoanalytic accounts of inter-personal and intra-psychic relationships have shaped or been shaped by wider cultural attitudes to love, intimacy and friendship. Each of the core disciplines investigated in this MA have addressed our precarious and increasingly interconnected collective fates, and have influenced the way we understand the most intimate aspects of personal and psychic life. This programme asks how far their different approaches can be brought into productive dialogue and explores the potential for working across disciplinary boundaries. The British Psycho-Analytical Society has agreed to offer its own Foundation Course in Psychoanalysis to the new MA Psychoanalysis, History, Culture, enabling Birkbeck students to take the Foundation Course as an optional module. This will give students an exceptional opportunity to be taught psychoanalytic theory by some of the most senior and eminent psychoanalysts in the country, as well as a chance to discuss clinical and psychodynamic workrelated issues with these experienced clinicians. This link with the British Psycho-Analytical Society marks out this course as a chance for serious engagement with psychoanalysis at the highest level.

Aims of the MA
To provide postgraduate level teaching addressing the intersection of psychoanalysis with cultural and historical issues, with a focus on British, American and Continental European psychoanalysis as it has developed in the past 100 years. To provide an opportunity for students to engage critically with key psychoanalytic concepts and to understand them in their historical and cultural context. To introduce students to the history of psychoanalysis as it has developed from its European base, including some coverage of psychoanalysis outside Europe and America. To critically explore applications of psychoanalysis to the understanding of culture and history.

Distinctive Features
Full time or part-time, evening, face-to-face study. Taught by academics with specialist disciplinary knowledge in History and Psychosocial Studies and Psychoanalysis. Includes an opportunity to take the Foundation Course offered by the British Psychoanalytic Society as an option. Provides a wide range of option choices from cognate Birkbeck programmes.

Learning Outcomes
On successful completion of this programme a student will be expected to be able to: Demonstrate a firm grasp of a range of interdisciplinary theoretical approaches to understanding the development and impact of psychoanalysis in its historical and cultural context. Demonstrate understanding of central psychoanalytic concepts in the British, American and Continental European traditions. Demonstrate the capacity to apply psychoanalytic ideas to key cultural and historical problematics and phenomena and to evaluate the strengths and limitations of such applications. Demonstrate a conceptual grasp and practical understanding of psychosocial epistemologies and methodologies for empirical and theoretical research Carry out a piece of independent research (either empirical or theoretical) on a topic of their choice relevant to the programme. Work effectively in a small group so as to perform a number of small-group tasks including group oral presentations. Manage their own independent reading and learning outside staff contact-time so as to produce assignments of the required standard.

Core Staff Group

Dr Lisa Baraitser (Programme Director 2012-13) Professor Daniel Pick Professor Stephen Frosh Dr Derek Hook

Visiting Staff
Dr David Bell (Birkbeck-British Psychoanalytic Society Visiting Professorial Fellow) Professor Michael Rustin (University of East London; Tavistock Clinic) Professor Slavoj iek (Birkbeck Institute for the Humanities)

Administration
The Programme will be administered from the Department of Psychosocial Studies in 2012-13. The Programme Administrator is Dr Reina van der Wiel (r.vanderwiel@bbk.ac.uk).

Duration and Workload

The MA Psychoanalysis, History and Culture can be taken full-time over one year or part-time over two years. Full-time students will attend the course a minimum of two evenings per week. Part-time students attend a minimum of one evening per week. In addition, there are a small number of teaching sessions on Saturdays during the year to introduce students to qualitative research methods (full-time or Year 2 part-time students only). 3

Teaching methods include lectures, seminars, tutorials, and group supervision offered by staff at Birkbeck, as well as workshops and guest lectures by visiting staff.

Induction
There will be an induction to the MA on Tuesday 25th September 2012, during the day. This will offer an opportunity to meet students on this MA and others in the Department and to hear more about the programme itself, as well as to be introduced to the Library and other resources. There are general College inductions for postgraduate students on the following dates: Wednesday 19 September 2012 Thursday 20 September 2012 For more information, go to http://www.bbk.ac.uk/mybirkbeck/services/orientation/.

Student Support
Each student will be assigned a personal tutor at the beginning of the academic year. Students usually meet with their tutors once a term in order to discuss any issues that arise in relation to the experience of the course. These might include particular aspects of the course curriculum that you want to discuss, or more general issues related to your experience of teaching and learning. These meetings are voluntary and students are expected to make their own arrangements to see their tutor. There are many other forms of support for students that are detailed in your Student Handbook and on the My Birkbeck website (http://www.bbk.ac.uk/mybirkbeck/services), including disability support, extra learning support, the University counselling service, the Students Union and the Careers Service. The My Birkbeck Student Centre phone number is: 020 7631 6316. Please speak with your tutor if you have difficulty accessing any of these services, or if you require other forms of support that are not detailed in this handbook.

Moodle
In keeping with many higher educational settings, we are using a Virtual Learning Environment called Moodle (http://moodle.bbk.ac.uk) to support the learning and teaching of this course. You will be introduced to Moodle during your induction day. You can use Moodle to communicate with staff and fellow students, to access some of the set reading, to submit assignment and receive feedback, and many more things besides. Alongside specific Moodle pages for your separate modules, the Department also has a general Moodle page where you can find a wealth of information Please make sure you familiarize yourself with Moodle near the beginning of the course. If you experience any difficulties with Moodle please let a member of staff know.

Student-Staff Exchange Committee

The course committee meets once a term to ensure the smooth running of the course, to discuss any issues arising from the course, to implement changes, etc. An extremely important function is considering the views of students and resolving problems as they arise, as far as is possible. At the start of each term, two students (one full-time and one part-time) are elected by the student group as their course representatives. These representatives meet once a term with the Programme Director, Dr Lisa Baraitser, for a Student-Staff Exchange Committee. Prior to the Student-Staff Exchange Committee, the course representatives are sent an email asking them to meet with the rest of their cohort to discuss any matters pertaining to the course they would like raised. This can be done in the form of a meeting when students are attending the course and tutors will be willing to give over time for this, or via email. Once any issues have been identified, the course representatives should email Dr Baraitser with items for the agenda. Matters can be raised anonymously if appropriate. Minutes of this meeting are circulated to all the students. For guidance, course representatives should encourage their co-students to identify strengths of the courses as well as any areas of concern. The following webpage gives information about Student-Staff Exchange Committees: http://www.bbk.ac.uk/su/classrep/. In addition, a Course Representative Handbook is available from the Birkbeck Students Union. Matters discussed at the Student-Staff Exchange Committee are brought to the course committee which is attended by all the staff involved in the course.

Birkbeck Term Dates 2012/13

Autumn Term: Monday 1st October to Friday 14th December 2012 Spring Term: Monday 7th January to Friday 22nd March 2013 Summer Term: Monday 22nd April 2012 to Friday 5th July 2013

Programme Design
The MA programme consists of one core module Psychoanalysis, History, Culture (60 credits), two 30-credit option modules selected from a range available at Birkbeck and at the Institute of Psychoanalysis (the Foundation Course), and one independent study dissertation module (60 credits).

Teaching schedule
Full time students: Terms 1 & 2: Core module and options Term 3: Dissertation support sessions (23 April, 30 April, 21 May, 4 June, 18 June), Dr David Bell seminars (25 April and 23 May), Professor Slavoj iek seminars (9, 13 and 14 May) and film screenings (28 May, 11 June, 25 June) Part time students: Year 1 terms 1 & 2: Core module Year 1 term 3: Dr David Bell seminars (25 April and 23 May), Professor Slavoj iek seminars (9, 13 and 14 May) and film screenings (28 May, 11 June, 25 June) (NB. PT students are welcome to attend the dissertation support sessions, as above, but this is not compulsory.) Year 2 terms 1 & 2: Options Year 2 term 3: Dissertation supervision Saturday workshops Students will also be expected to attend a series of Saturday workshops in the year of their dissertation work (Year 2 for part time students). In 2012-13 these workshops are planned for 11am to 2pm on the following dates: Saturday 20/10/2012 Saturday 17/11/2012 Saturday 08/12/2012 Saturday 26/01/2013 Saturday 23/02/2013 Saturday 16/03/2013 Study skills A series of three sessions on study skills will be held after the Saturday workshops in the autumn term from 2pm to 4pm. There are also other resources on study skills available at Birkbeck. Please see http://www.bbk.ac.uk/mybirkbeck/services/facilities/support for further information.

See Appendix 1 for information on Breaks in Study. 6

Assessment
Each module is assessed separately, with the requirements listed at the end of the module description. Exact dates for the submission of essays will be given by the module co-ordinator. The assessment timetable is as follows. Module Core module Core module Term 1 options Term 2 options Independent Research Assessment Theory essay Applications essay See individual option See individual option 300-word paragraph 2-3000 research proposal 10-12000 word dissertation Submission Deadlines
Monday 7th January 2013 Monday 22nd April 2013

January 2013
April/May 2013 Friday 14th December 2012 Friday 22nd March 2013 Monday 16h September 2013

If you have failed a piece of work you will be given one opportunity to resubmit your work in order to try to pass the module. You will be given detailed written feedback from the module co-ordinator indicating what you need to do in order to pass the assignment. If the work is awarded a mark lower than 40% students must re-take the module. Unless otherwise agreed with the Course Director, resubmission deadlines are as follows: Core Module Theory essay and Term 1 options: Friday 22nd March 2013 Core Module Applications essay and Term 2 options: Friday 28th June 2013 Dissertation: September 2014 See Appendix 2 for assessment guidelines.

Preliminary Reading
We recommend the following preliminary reading material. Freud, S. (1916) Introductory Lectures on Psycho-Analysis. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XV (1915-1916): Introductory Lectures on Psycho-analysis (Parts I and II), 1-240 (also available in Penguin books) Frosh, S (1999) The Politics of Psychoanalysis. London: Palgrave Frosh, S, (2010) Psychoanalysis Outside the Clinic. London: Palgrave Gay, P. (1988) Freud: A Life for our Time. London: Dent Makari, G. (2008) Revolution in Mind. NY: Harper Zaretski, E. (2004) Secrets of the Soul: A Social and Cultural History of Psychoanalysis. London: Vintage

Module Descriptions
Core Module: Psychoanalysis, History, Culture (60 credits)
The particular approaches of History, Psychosocial Studies and Psychoanalysis have been brought to bear upon many of the most urgent problems of the twentieth and twenty-first centuries. In important ways, contemporary understandings of civilization and of barbarism have been shaped by these approaches. This module traces the development of psychoanalysis and asks how far modern thought on war and other forms of violent conflict, fascism, terrorism, racism and xenophobia has had an influence on the way we think about the unconscious mind, and how an understanding of the unconscious mind can in turn help illuminate these phenomena. It also investigates how psychoanalytic accounts of inter-personal and intrapsychic relationships have shaped or been shaped by wider cultural attitudes to love, intimacy and friendship. The module therefore traces the cultural and historical reverberations created by psychoanalysis as a clinical and critical practice, and the shaping of such reverberations by historical and cultural factors. This core module sketches crucial developments in the hundred-year history of the talking cure, charting its development from a small group of individuals collected around a charismatic leader, into an institution with branches throughout the world. It examines a number of landmark psychoanalytical works, and the controversies that have surrounded them. The first term of the core module introduces key psychoanalytic concepts whilst situating psychoanalysis in various contexts of late nineteenth and twentieth-century history. The main focus is on Britain (and the British psychoanalytical tradition), but some reference will be made to American, French and other national traditions of Freudian thought. The intention here is to illustrate the ways in which psychoanalysis has a history and was shaped by the periods in which it developed, and to suggest how key psychoanalytical concepts have evolved over time. The second term concentrates on the relationship between psychoanalysis, history and culture. Seminars explore psychoanalytic writings about art, literature and civilization, and debates regarding gender, sexuality and death. They also consider the interplay between psychoanalysis, modernism and recent critical theory. The course concludes by investigating various recent endeavours to apply psychoanalysis to contemporary culture and political debate. The module will run on Monday evenings, 6.00-8.30pm in year 1 of full time and part time study, with the exception of week 9 when the seminar will take place on Saturday 24 November 2012, 10am-12noon (in room G15 in the main Malet Street building). For 2012/13, the Monday evening seminars will take place in room 102 in 28 Russell Square. Please always check your timetable in the My Birkbeck Profile for any possible room changes.

AUTUMN TERM: History of Psychoanalysis Week 1: Monday 1 October 2012 Daniel Pick and Lisa Baraitser Introduction: Aims, Scope and Assessment of the Core Module In this session we will introduce students to the module and its assessment criteria. This will include discussion of resources such as PEPWEB, dictionaries of psychoanalytic thought, biographies and histories and a description of key library resources available in London. This is followed by a screening of Elisabeth Roudinescos film on the history of psychoanalysis.

Week 2: Monday 8 October 2012 Daniel Pick The Origins of Psychoanalysis: Early Freud in Historical Context This seminar discusses the origins of psychoanalysis and its cultural and political contexts. The seminar considers the unconscious before Freud, the early development of Freuds work and especially the significance of The Interpretation of Dreams. Students will consider the overview of psychoanalysis in its early phase, provided by Peter Gays chronology of psychoanalysis in the Freud Reader (New York, 1989). Key Reading: S. Freud, An Autobiographical Study (pp.3-41) and The Dream of Irmas Injection (pp. 129-142) sections of The Interpretation of Dreams. [Use the Standard Edition, or the new Penguin translation. Or find both extracts in P. Gay, The Freud Reader (New York, 1989). (Also read Gays introduction and chronology.] C. Ginzburg, 'Morelli, Freud and Sherlock Holmes: Clues and Scientific Method', History Workshop Journal, 9 (1980), pp. 1-36. Background Reading: S. Frosh, Key Concepts in Psychoanalysis (New York, 2002). P. Gay, Freud: A Life for Our Time (London, 1988).

Week 3: Monday 15 October 2012 Daniel Pick Freud Museum visit This session takes place at the Freud Museum and includes film footage of the Freud family and a chance to hear Freuds interview with the BBC in 1938. The seminar examines various histories of early psychoanalysis. We focus on Eli Zaretskys Secrets of the Soul (introduction and part 1), asking why histories of psychoanalysis have so often centred around Freud as an individual. Reference will also be made to George Makaris attempt to redress this tendency in Revolution in Mind. Secondly, we consider the memorialisation of Freud and the politics of archives, cultural memory and commemoration, and read a recent essay by Mignon Nixon. This visit will also introduce students to the resources available at the Museum and the opportunities for writing about its artefacts or using its resources in the preparation of essays and dissertations. Key Reading P. Gay, Freud: A Life for our Time, New York, 1988, esp. ch. 12, To die in Freedom; E. Zaretsky, Secrets of the Soul: A Social and Cultural History of Psychoanalysis (New York, 2004), espec. introduction and ch. 9, Fascism and the Destruction of Classical European Analysis; M. Nixon, On the couch, October, 113 (summer 2005), 39-76. Background Reading: G. Makari, Revolution in Mind: the Creation of Psychoanalysis (London, 2008). E. Hobsbawm, The Age of Extremes (New York, 1994). S. Gilman et al (eds.), Reading Freuds Reading, New York, 1993.

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Week 4: Monday 22 October 2012 Daniel Pick Ideas of the Unconscious To what extent did Freuds developing account of the self, between 1895 and 1905, challenge the idea that people are governed in their social and political action by reasonable beliefs and interests? The focus here is on comparing various Victorian ideas of reason, self and self-interest with contemporaneous ideas on the irrational and the subliminal, and then with Freuds early psychoanalytical writings. Reference will be made to the section on Victorian values on the Deviance, Disorder and the Self website. This can be accessed via the current students link on the Birkbeck Department of History, Classics and Archaeology home page: http://www.bbk.ac.uk/history/current-students/. We also consider earlier theories of inter-personal rapport and the development of mesmerism and hypnosis by Mesmer, Braid and Charcot, in particular. We will discuss Victorian work on hysteria and the unconscious; Darwin and instincts; criminal anthropology: late nineteenth century ideas of the irrational and instinctual, and their use in the period, as well as the sense of a crisis of reason between 1870-1914. Key Reading: Ideas of the unconscious and Victorian values on the website, Deviance, Disorder and the Self. J. Breuer, & S. Freud, The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume II, (1883-1895): Studies on Hysteria, trans. by James Strachey (London, 1955). S. Freud, The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume V, (1900-1901): The Interpretation of Dreams (second part), and, On Dreams, trans. by James Strachey (London, 1958). Entries for transference and the unconscious in J. Laplanche and J.B.Pontalis, The Language of Psychoanalysis [on PEPWEB]. Background Reading: J.W., Burrow, The Crisis of Reason (New Haven, 2000). H. Ellenberger, Freud and Psychoanalysis in The Discovery of the Unconscious (New York, 1970). M. ffytche, The Foundation of the Unconscious (Cambridge 2012). H. Freeman, (ed.), A Century of Psychiatry (London, 1999). See especially T. Turner, The Early 1900s and before, pp. 1-29; B. Shephard, Shellshock, pp. 32-40; M. Stanton, The Emergence of Psychoanalysis, pp. 41-49. Gay, P., Freud: A Life for our Time (London, 1988). G. Makari, Revolution in Mind: the Creation of Psychoanalysis (London, 2008). W. J. McGrath, Freuds Discovery of Psychoanalysis: The Politics of Hysteria (Ithaca, 1986) especially chapter 4 The Architecture of Hysteria and chapter 5 The collapse of the seduction theory. D. Pick, Svengalis Web: The Alien Enchanter in Modern Culture (London, 2000). A. Sen, Rational Fools: A Critique of the Behavioral Foundations of Economic Theory, Philosophy and Public Affairs, Vol. 6, No. 4 (Summer 1997), pp. 317-344 [available online]. L. Whyte, The Unconscious before Freud (New York, 1960). A. Winter, Mesmerized: Powers of Mind in Victorian Britain (Chicago, 2000). E. Zaretsky, Secrets of the Soul: A Social and Cultural History of Psychoanalysis (New York, 2004). S. H. Hughes, Consciousness and Society: The Reorientation of European Social Thought 1890-1930 (New York, 1961)

Week 5: Monday 29 October 2012 READING WEEK (NO CLASS)

Week 6: Monday 5 November 2012 Daniel Pick Psychoanalysis, Shellshock and World War One In this session we will discuss how far the Great War shaped psychoanalytical thought and the psychoanalytical movement. We will also debate the ways in which psychoanalysts contributed to the understanding of the war neuroses and the debate surrounding the causes and treatment of shellshock in the Great War. Finally we will consider the ways in which psychoanalysis has contributed to historical interpretations of World War One. The

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session will also include a screening of film footage of the treatment of shellshock during World War One. Key Reading: I. Hacking, Making Up People, London Review of Books, 17 August 2006, pp. 23-26 [online at Bbk]. S. Freud, Beyond the Pleasure Principle, in The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVIII (1920-1922): [Extract can also be found in Peter Gays Freud Reader.]. M Stone, Shellshock and the Psychologists, in R. Porter, et al (eds.), The Anatomy of Madness (London, 1985), vol. 2, chapter 11. Background Reading: P. Barker, The Regeneration Trilogy (London, 1996), especially Regeneration (1991). S. Freud, Memorandum on the electrical treatment of war neurotics, Standard Edition, Vol. 17. Freud, Mourning and Melancholia, (1917), in Peter Gays Freud Reader, pp. 584-588. W. H. R. Rivers, Freuds psychology of the Unconscious, Lancet, I (1917), 912-14. S. Freud, Thoughts for the times on war and death (1915) [Available on PEP Web.] B. Shephard, A War of Nerves: Soldiers and Psychiatrists, 1914-1994 (London, 2000). M. Stone, Shellshock and the Psychologists, in W.F.Bynum, R. Porter and M. Shepherd, The Anatomy of Madness, Vol.2, (Cambridge, Cambridge University Press, 1985), pp. 242-271. J. Winter, Shell-Shock and the Cultural History of the Great War, Journal of Contemporary History, Volume 35, (2000), pp. 7-11. T. Bogacz, War Neurosis and Cultural Change in England, 1914-22: the Work of the War Office Committee of Enquiry into Shell-Shock, Journal of Contemporary History, Volume 24, (1989), pp. 227-256. E. Leed, Fateful Memories: Industrialised War and Traumatic Neuroses, Journal of Contemporary History, Volume 35, (2000), pp. 85-100. W. H. R. Rivers, Freuds Psychology of the Unconscious, The Lancet, (16 June, 1917), pp. 912-914. E. Showalter, The Female Malady, (London, Virago Press, 1987), Chapter 7.

Week 7: Monday 12 November 2012 Shaul Bar-Haim Schisms and the Build-up to WWII This session explores the major schisms within the psychoanalytic movement and its relation to the development of Freuds ideas about war, violence and the death drive. We trace the shift within the psychoanalytic movement from a pioneering leader with disciples, to an organization with institutions, and look at the splits between Freud and both Jung and Ferenczi, culminating in the Controversial Discussions. Reference will be made to the development of Freuds ideas on war, violence, and the death drive in the context of the rise of fascism, and the threat of renewed war. Key Reading: E. Gellner, The Psychoanalytic Movement: Or the coming of Unreason (London, 1985). S. Isaacs, The Nature and Function of Phantasy, International Journal of Psycho-Analysis, 29 (1948), 73- 97. [Available on PEP-WEB]. G. Makari, Revolution in Mind: the Creation of Psychoanalysis (London, 2008) Background Reading: S. Freud, On the History of the Psychoanalytic Movement (1914). P. King, and R. Steiner, The Freud-Klein Controversies: 1941-1945 (London, 1991). E. Zaretsky, Secrets of the Soul: A Social and Cultural History of Psychoanalysis (New York, 2004)

Week 8: Monday 19 November 2012 6.00-7.00: Daniel Pick and Lisa Baraitser Essay Assignment and Dissertation Meeting 7.30-9.30: David Bell The Development of British Psychoanalysis 1910-1945 & an Introduction to Melanie Klein In this session, we discuss the origins and early development of Kleins work in interwar and wartime Britain. We will discuss two of her most important concepts: the paranoid schizoid and depressive positions.

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Key Reading: M. Klein, Some theoretical conclusions regarding the emotional life of the infant, in Developments in Psychoanalysis (London, 1952), pp. 198 236. M. Klein, Weaning, in Love, guilt and reparation and other works: 1921-1945 (London, 1936), pp. 290-305. [Writings of Melanie Klein Vol. I]. M. Klein, Our adult world and its roots in infancy, in Envy and gratitude and other works: 1946- 1963, (London, 1959), pp. 247-263. [Writings of Melanie Klein Vol. III]. Later published as: Our adult world and its roots in infancy (London, 1960). Background Reading: R. D. Hinshelwood, A method for children, in Clinical Klein, (London, 1994), pp. 37-50. E.B. Spillius, et al (eds.), The New Dictionary of Kleinian Thought (London, 2011). M. Likierman, Melanie Klein: her work in context (London, 2001). M. Waddell, Inside Lives: Psychoanalysis and the development of the personality. Rev. edn. (London, 2002).

Week 9: Saturday 24 November 2012, 10-12noon (NB. Please note the change in day/time for this seminar) Derek Hook Lacans Symbolic and Imaginary This lecture introduces and expands upon perhaps the two most crucial concepts in Lacans early work in the mid 1950s and early 60s, namely the notions of the Imaginary and the Symbolic. The notion of the imaginary will be linked to Lacans famous idea of the mirror-stage and the optical models proposed in Lacans first two seminars. The idea of the Symbolic, by contrast, will be elaborated in terms of how Lacans prioritization of language and the signifier contrasts with ego-psychology and object relations thought. Links to the work of Claude Levi Strauss and symbolic efficacity will likewise be introduced. Key Reading: S. Frosh, A brief introduction to psychoanalytic theory (London, 2012), chapter 16. J. Lacan, The Seminar of Jacques Lacan, Book II: The ego in Freuds theory and in the technique of psychoanalysis, 1954-1955, trans by S. Tomaselli (London, 1988b). J. Lacan, The mirror-stage as formative of the I function as revealed in psychoanalytic experience, in crits, trans. by B. Fink (London, 2006a), pp 75-81. J. Rose, Sexuality in the Field of Vision (London, 2005), [Especially Chapter 1 The Imaginary]. Background Reading: S. Freud, On narcissism; An introduction (1914), in The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV, (1914-1916): On the history of the psycho-analytic movement; Papers on metapsychology, and other works, trans. by J. Strachey, (London, 1957), pp. 73-102. C. Thom, The unconscious structured as a language in The Talking Cure, ed. by C. McCabe (New York, 1981), pp. 1-44. M. Zafiropoulos, Lacan and Lvi-Strauss or the return to Freud (London, 2010).

Week 10: Monday 3 December 2012 Stephen Frosh and Daniel Pick The Development of Psychoanalysis in America In this seminar we consider the emergence and development of psychoanalysis. in the United States. Themes and questions to be considered include: what were the first points of cultural encounter? How did the institutions of American analysis develop? What kind of impact did Freuds lectures at Clark University have? How far did the Third Reich and the migration of European analysts to the US transform both the theory and practice of analysis in the US. What was the role of the Frankfurt School in promoting applied analysis in the US? How was the talking cure taken up in popular culture? What is meant by ego psychology? What were the causes and consequences of the medicalisation of psychoanalysis in the US? Followed by Course review.

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Key Reading: S. Freud, The Question of Lay Analysis (1926), SE vol. 20. H. Hartmann, Psychoanalysis and the Concept of Health, International Journal of Psycho-Analysis, 20 (1939), 308-321. N. Hale, The Rise and Crisis of Psychoanalysis in the United States (Oxford, 1995). Ch. 11 WW2: psychoanalytic warriors and theories; Ch. 13 Psychoanalysis and Science: American Ego Psychology; Ch. 16 The golden age of popularisiation, 1945-1965; Ch. 17 The decline of psychoanalysis in psychiatry, 1965-1985 Background Reading: S. Frosh, Identity Crisis: Modernity, Psychoanalysis and the Self, London, 1991, ch. 4. G. Makari, Revolution in Mind: the Creation of Psychoanalysis (London, 2008). D. Pick, The Pursuit of the Nazi Mind, Oxford, 2012, ch. 6. E. Zaretsky, Secrets of the Soul: A Social and Cultural History of Psychoanalysis (New York, 2004).

Week 11: Monday 10 December 2012 Michael Rustin The Oedipus Complex The Oedipus conflict is one of the foundational ideas of psychoanalysis. Explanations have been given of many kinds of inter-generational conflict which extend this model of rivalry between sons and fathers (and daughters and mothers) to explain broader social conflicts which appear to have a generational dimension, such as those of the late 1960s and 1970s. Such conflicts necessarily have two sides - not only rebellion against the parental generation, but also repression of the new generation thus the Oedipus complex and the Oedipus complex reversed. We will discuss Deleuze and Guattaris radical critique of this entire idea. Key Reading: S. Freud, Introductory Lectures on Psychoanalysis, (1917), in The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVI, (1916-1917): Introductory Lectures on Psychoanalysis (Part III), trans. by James Strachey (London, 1963). S. Freud, The Ego and the Id, (1923), in The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIX, (1923-1925). R. Britton, M. Feldman and E. OShaughnessy, The Oedipus Complex Today (London, 1989). Background Reading: H. Bloom, The Anxiety of Influence (Oxford, 1973). G. Deleuze and F. Guattari, Anti-Oedipus: Capitalism and Schizophrenia. (London, 1984). B. Grunberger, and J. Chasseguet Smirgel, Freud or Reich?: Psychoanalysis and Illusion. (London, 1986). R. Michels, Student dissent, Journal of the American Psychoanalytic Association, 19, Issue 3 (1971). A. Mitscherlich, Panel on Student Protest, International Journal of Psychoanalysis, 51, (1970). Christian Kerslake, Deleuze and the Unconscious, London 2007. Derida, Deleuze, Psychoanalysis, ed. Gail Schwab, New York, 2007, esp. ch. 8, by G. Lambert.

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SPRING TERM 2012/13: Social and Political Applications of Psychoanalysis This second term of the core module looks at applications and implications of psychoanalysis in the study of culture, politics and history. The aim in the second term is to consider the issues that have surrounded the uses of psychoanalysis in understandings of history and culture, and to examine existing debates about psychoanalysis as a form of historical and cultural understanding. The underlying assumption of the series is that psychoanalytic ideas have had their primary grounding in the evidence of the clinical consulting room, and have mainly evolved in response to clinical experience. These seminars will explore how concepts which have rich meaning in this primary context, can throw light on the social and cultural sphere, and in turn how such applications can have an impact on the development of psychoanalytic theory. The methodological issues involved in making these broader applications and grounding these in evidence, will be explored as we proceed. The term begins with a look at the general issue of applying psychoanalysis outside the clinic. Following this, we look at the how psychoanalysis has contributed to debates in areas that draw together politics, social theory and the study of culture including the fundamental social divisions of sexual difference and race, as well as authoritarian and terroristic states of mind. The key question is whether (and how) the psychoanalytic articulation of unconscious processes facilitates understanding in the social and cultural world. The final session is a review of the core module, and a further chance to discuss the assessment. Background Reading on Psychoanalysis and the Social: On core psychoanalytic concepts, reference can be made to: Freud, S. (1917) Introductory Lectures on Psycho-Analysis. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVI (1916-1917): Introductory Lectures on Psycho-Analysis (Part III), 241-463. Bott Spillius, E., Milton, J., Garvey, P., Couve, C. and Steiner, D. (2011) The New Dictionary of Kleinian Thought. London: Routledge. Laplanche, J. and Pontalis, J.B. (1973) The Language of Psychoanalysis. London: Karnac. On methodological issues linking the clinical and the social, see: Freud, S. (1921). Group Psychology and the Analysis of the Ego. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVIII (1920-1922): Beyond the Pleasure Principle, Group Psychology and Other Works, 65-144. Frosh, S. (2010) Psychoanalysis Outside the Clinic. Palgrave Macmillan Rustin, M.J. (2002) Give me a consulting room: the generation of psychoanalytic knowledge, in M.J. Rustin, Reason and Unreason: Psychoanalysis, Science and Politics. London: Continuum Books.

Week 1: Monday 7 January 2013 Stephen Frosh Psychoanalysis Outside the Clinic: Applications of Psychoanalysis to Culture and Society This seminar examines the question of what happens when psychoanalysis is applied outside the setting in which it has grown up and in which it is best tested the consulting room or clinic. Psychoanalysis is a major contributor to debates in the humanities and social sciences, in literary and film analysis, political and social theory, sociology, feminism and queer theory, postcolonial studies and to a lesser extent history and economics. It is one of the foundations of the new discipline of psychosocial studies. And of course it is heavily influential in what might be called non-psychoanalytic clinical settings: family and group psychotherapy, psychodynamic counselling, and so on. The questions raised by this situation include: what is the standing of psychoanalysis in these different areas and what is left of psychoanalysis when it migrates in this way? I plan to briefly explore the characteristics of the psychoanalytic clinic and suggest that it might be best to think of it metaphorically, to refer to a specific kind of human encounter and ethical practice. In this light, there are certain sorts of applications that seem problematic. These are essentially when psychoanalysis is used as a kind of

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normative grid through which the meaning of phenomena is interpreted. There are other kinds of applications that are potentially more challenging and productive, perhaps especially when psychoanalysis is used reflexively to query social and cultural material, and when it is open enough to reflect on its own practices as a consequence. Key Reading: Frosh, S. (2010). Psychoanalysis outside the Clinic London: Palgrave, Chapter 1 Background Reading: Papers from debate on psychoanalysis and psychosocial studies Frosh/Baraitser/Rustin/Hook et al: Psychoanalysis, Culture and Society Volume 13, Issue 4 (December 2008) Special Issue: British Psycho(-)Social Studies.

Week 2: Monday 14 January 2013 Stephen Frosh Psychoanalysis and Politics Psychoanalysis is often implicated in politics. To some extent this follows automatically from its adoption of an ethical stance on the conditions necessary for people to lead a good life, something which many writers see as essential to the psychoanalytic outlook. Psychoanalysis is a moral discipline and this always involves making some kind of commentary on social life. This indirect involvement of psychoanalysis with politics is complemented by a tradition of direct application that has many sources. There is a rather rich seam of work on the politics of psychoanalysis, which includes infighting between its various schools as well as investigations of the sometimes dark history of psychoanalysis collusion with oppressive regimes. There are also many examples of ways in which psychoanalysis has been used as an instrument to advance progressive politics by supplying a theory of the social subject that is compatible with radical critique. This theory has various attributes, depending on how it is drawn upon. Some writers have been interested in what psychoanalysis has to say about mass psychology, understood as a form of social psychology that reveals patterns of irrationality and desire that fuel many societal occurrences. Others have focused on the apparent mis-match between objective social conditions and the feelings and beliefs of subjects, which is really to say that psychoanalysis is being looked to in order to flesh out a theory of ideology. Still others have drawn on psychoanalysis as a contributor to a grand theory of the social and political sphere, seeing in some of its ideas (for example, envy, phantasy, narcissism, the lacking subject) concepts that offer leverage for accounts of contemporary society. In each case, psychoanalysis understanding of subjectivity, fuelled by its clinical work, is being extended to provide material for broad political analysis. In each case again, this extension sometimes seems legitimate, and sometimes seems to push logic almost to breaking point. Key Reading: Freud, S. (1930) Civilization and its Discontents. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XXI (1927-1931): The Future of an Illusion, Civilization and its Discontents, and Other Works, 57-146. Frosh, S. (2010) Psychoanalysis Outside the Clinic. London: Palgrave, Chapter 6. Background Reading: Rose, J. (2007) The Last Resistance. London: Verso, Chapter 1.

Week 3: Monday 21 January 2013 Daniel Pick Identification, Politics, Charisma: Psychoanalysis and Politics, 1900-1945 In this seminar, we look at the concepts of transference, counter-transference, and identification as applied to political choices and leaders in the age of fascism. How far does psychoanalysis draw upon, or transform, earlier ideas in crowd psychology and in the sociological understanding of charismatic authority? What was the

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argument of Freuds Group Psychology and the Analysis of the Ego (1921)? What was the significance of psychoanalysis for political analysis of fascism? This session includes a viewing of an extract from Riefenstahls film, Triumph of the Will. Key Reading: Adorno, T. W., Freudian Theory and the Pattern of Fascist Propagand, in Vol. III of Psychoanalysis and the Social Sciences. Reprinted in Berstein, J. M. (ed.), (1991), The Culture Industry: Selected Essays on Mass Culture. Bettleheim B. (1943), Individual and Mass Behavior in Extreme Situations, Journal of Abnormal and Social Psychology, 38: 417-452. Available online through JSTOR. Freud, S. (1921). Group Psychology and the Analysis of the Ego, SE, vol. 18. Background Reading: Pick, D. (2012). The Pursuit of the Nazi Mind, ch. 5. Weber, M., (1947) "The Nature of Charismatic Authority and its Routinization" in Theory of Social and Economic Organization. Alpers, B (2003). Dictators, Democracy, and American Public Culture: Envisioning the Totalitarian Enemy 1920s1950s. Freud. S. (2004). Mass Psychology and other Writings, intr. by J. Rose Gerhardt U. (ed. and intro.), (1993). Talcott Parsons on National Socialism Koonz, C. (2003). The Nazi Conscience Van Ginneken, J. (1992). Crowds, Psychology and Politics, 1871-99 Edmundson, M. (2007). The Death of Sigmund Freud: Fascism, Psychoanalysis and the Rise of Fundamentalism Greenacre, P. The Impostor, Psychoanalytic Quarterly, 27 (1958), 359-382. Marcuse, H. (1998). Technology, War and Fascism: Collected Papers of Herbert Marcuse, ed. by Douglas Kellner Milgram, S. (1974). Obedience to Authority: an Experimental View Zizek, S. (2001). Did Somebody Say Totalitarianism?

Week 4: Monday 28 January 2013 Derek Hook Psychoanalysis, Postcoloniality and Racism Psychoanalytic theory, despite its own complicated history of involvement in colonialist thought, has proved one of the most enduring resources within postcolonial thought. This is true both in terms of Fanons early critique of colonial racism, Black Skin White Masks, in Homi Bhabhas later references to the fetishistic stereotyping of colonial discourse, and in subsequent Lacanian theorizations of the theft of enjoyment. This seminar traces the terrain of how such vernacular versions of psychoanalysis have both been turned against the colonizing force of psychoanalysis itself and adapted to the purposes of anti-racist and anti-colonial critique. Key Reading: Hook, D. (2012) A Critical Psychology of the Postcolonial: The Mind of Apartheid. London: Routledge, Chapters 3 & 4. Background Reading: Bhabha, H. K. (1994) The location of culture. London & New York: Routledge. Cohen, P. (2002) Psychoanalysis and racism: Reading the Other scene. In D.T. Goldberg & J. Solomos (eds.), A companion to racial and ethnic studies. Malden, Mass: Blackwell. Fanon, F. (1952/1986) Black skin, white masks. London: Pluto. Frosh, S. (2006) For and Against Psychoanalysis (2nd edition). London: Palgrave, Chapter 10. Julien, I. (1995) (Director) Frantz Fanon: Black skin, white mask. Arts Council of England: BFI/K Films, UK. Khanna, R. (2003) Dark continents: Psychoanalysis and colonialism. Durham: Duke University Press. Kovel, J. (1995) On Racism and Psychoanalysis in A. Elliott and S Frosh (eds) Psychoanalysis in Contexts. London: Routledge.

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Rustin, M.J. (1991) 'Psychoanalysis, Racism and anti-Racism,' in The Good Society and the Inner World, London: Verso. Seshadri-Crooks, K. (2000). Desiring Whiteness: A Lacanian Analysis of Race. London & New York: Routledge.

Week 5: Monday 4 February 2012 Lisa Baraitser Psychoanalysis, Feminism, Sexual Difference Almost from the outset, psychoanalysis has instigated and contributed to heated debates over sexual difference. The engagement between psychoanalytic and feminist thought since 1968, in which each could be seen as acting as an internal critique of the other, has been one of the most important sources of change within psychoanalytic theory. Psychoanalysis has also dynamically and controversially influenced feminist, gender and queer theory over the last four decades. This seminar outlines some of the history of these engagements, and discusses the ideological and practical possibilities and limitations of psychoanalysis in relation to shifts in sexual and gender politics. Key Reading: Freud, S., (1931). "Female Sexuality". The Standard Edition of Sigmund Freud. London: Hogarth, 1961. Butler, J., (2004) Quandaries of the Incest Taboo. In Undoing Gender, Routledge: New York, 2004. Goldner, V. (2003). Ironic Gender/Authentic Sex. Studies in Gender and Sexuality, 4, 113-139. Mitchell, J., (2000) The Question of Femininity and Theory of Psychoanalysis. In Psychoanalysis and Woman: A Reader. Ed., Shelley Saguaro. Benjamin, J. (1995). Sameness and Difference: Toward an Overinclusive Model of Gender Development. Psychoanal. Inq., 15:125-142. Background Reading: Appignanesi, L., and Forrester J., Freuds Women (Weidenfeld & Nicholson, 1992) Brennan, T. ed., Between Feminism and Psychoanalysis (Routledge 1989) Buhle, M. J., Feminism and its Discontents: A Century of Struggle with Psychoanalysis (Harvard, 1998), pp. 206-239 Dimen, M., & Goldner, V. (Eds.). (2002). Gender in Psychoanalytic Space. Between Clinic and Culture. New York: Other Press. Freud, S. (1933) Femininity Horney, K. (1935). The Problem of Feminine Masochism. Psychoanalytic Review, 22, 241-257. Irigaray, L., (2004). Key Writings. NY: Continuum. Lacan, J. (1973). Encore: On Feminine Sexuality. NY: Norton & Company, 1998. Layton, L. (2004). Who's that girl? Who's that boy? Clinical practice meets postmodern gender theory. New York: The Analytic Press.c1999

Week 6: Monday 11 February 2013 Reina van der Wiel Psychoanalysis and Literature, Literature and Psychoanalysis Psychoanalysis has always been controversial as a method of literary analysis, particularly amongst writers and critics who regard it as a colonising discipline trying to tell the truth of literature without necessarily appreciating its specificity, including its aesthetic properties. On the other hand, psychoanalysis has at times wielded considerable influence in literary studies, where the density of its interpretive framework has enriched ways of thinking about the impact of literary texts on readers. In addition, there is a reciprocal effect of literary studies on psychoanalysis: some of the most innovative critics of psychoanalysis have come from literary studies, or have used literary forms and examples to carry through their arguments. This seminar examines the debates and in particular the move to explore the implication of literature and psychoanalysis with one another.

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Key Reading: Ellmann, M. (1994) Introduction. In M. Ellmann (ed) Psychoanalytic Literary Criticism Harlow: Longman. Freud, S. (1905) Fragment of an Analysis of a Case of Hysteria. Standard Edition, Volume VII, 7-122. Marcus, S. (1990). Freud and Dora: Story, History, Case History. In C. Bernheimer and C Kahane (eds) In Doras nd Case: FreudHysteriaFeminism. 2 edn. New York: Columbia University Press. 56-91. Background Reading: Felman, S. (1982) To Open the Question. In S. Felman (ed) Literature and Psychoanalysis: The Question of Reading: Otherwise. Baltimore: Johns Hopkins University Press Frosh, S. (2010) Psychoanalysis Outside the Clinic. London: Palgrave, Chapter 3. Schwartz, M. (1975) Where Is Literature? In P.L Rudnytsky (ed) Transitional Objects and Potential Spaces: Literary Uses of D. W. Winnicott. New York: Columbia University Press, 1993. 50-62.

Week 7: Monday 18 February 2013 READING WEEK (NO CLASS)

Week 8: Monday 25 February 2013 Michael Rustin Psychoanalysis, Modernism, History Here we explore Freuds two models of the mind, focussing in particular on Chapter 7 of the Interpretation of Dreams (1900) and The Ego and Id (1923). We examine artistic experiments with form, and the growing interest in the arts in taking up psychoanalytic ideas, in particular, modernist interest in psychoanalysis. We also consider the attitude of the historical profession to this revolution in mind. Key Reading: Extract from Strachey, J., (1986) Bloomsbury/Freud: The Letters of James and Alix Strachey, 1924-1925. NY: Basic Books Introduction to Berman, M., (1982) All that is Solid Melts into Air: The Experience of Modernity. London: Verso Background Reading: Collier, P. Davies, J. (eds.), (1990) Modernism and the European Unconscious. Makari, G., (2008), Revolution in Mind. Timms, E. and Collier, P. (eds.), Visions and Blueprints: Avante-garde culture and radical politics in early twentiethcentury Europe (editorial introduction by Raymond Williams). Williams, R., (1989) The Politics of Modernism

Week 9: Monday 4 March 2013 Michael Rustin Paranoid-Schizoid Anxieties: The Cold War and the War on Terror Kleinian psychoanalysis has developed the powerful concept of paranoid-schizoid and depressive anxieties. The former categorise the world through a splitting of the good and the bad, the latter acknowledges that the good and the bad are usually aspects of the same reality. Hanna Segal developed an argument that the unconscious underpinning of the Cold War and the nuclear arms race were paranoid-schizoid states of mind shaping states of mind on both sides. She explained the development of the War on Terror, and on fundamentalist Islam, as redirections of these established states of mind and feeling. This seminar will examine the force of these arguments.

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Key Reading: Rustin, M.J. (2004) Why are we more afraid than ever? The politics of anxiety after Nine Eleven, in Susan Levy and Alessandra Lemma (eds.) The Perversion of Loss: Psychoanalytic Perspectives on Trauma. London: Whurr. Segal, H. (1995) From Hiroshima to the Gulf War and after: A psychoanalytic perspective. In Elliott, A. and Frosh, S. (eds), Psychoanalysis in Contexts, pp. 191-204. Routledge. Background Reading: Hinshelwood, R.T. (2002) Psychological Defence and Nuclear War, in C. Covington, P. Williams, J. Arundale and J Knox (eds) Terrorism and War: Unconscious Dynamics. (originally in Medicine and War, 2, 29-38, 1986 Klein, M. (1935) A contribution to the psychogenesis of manic-depressive states, in The Writings of Melanie Klein, Vol 1 262-289. Segal, H. (1987) Silence is the real crime. International Review of Psychoanalysis 14(3): 311. Reprinted with postscript Perestroika, The Gulf War and 11 September 2002, in Covington, C., Williams, P., Arundale, J. and Knox, J. (eds), Terrorism and War: Unconscious Dimensions of Nuclear Violence,.pp 249-262. Karnac.

Week 10: Monday 11 March 2013 Michael Rustin The Superego: Crime and Punishment Freud, Klein and Winnicott all wrote about criminality. For Freud, the internalisation of moral prohibitions through the functions of the superego was an essential basis for social order. Freud, Klein and Winnicott all noted that the conscience and the superego did not always function as it was supposed to do, as a way of restraining anti-social impulses and supporting morally appropriate behaviour. An excessively strong or persecutory superego could be a cause of deviant behaviour, not a restraint upon it. Deviant acts can sometimes be understood as symptoms, as expressing an inner feeling of guilt, for which actual punishment might be experienced as a relief. The implications of these ideas for the practice of the criminal justice system will be explored with some examples. Key Reading: Klein, M. (1927) 'Criminal tendencies in normal children', repr. in Love, Guilt and Reparation, pp 186-198.: Hogarth Press. Winnicott, D.W. (1965) 'Psychoanalysis and the Sense of Guilt,' in The Maturational Process and the Facilitating Environment. Hogarth Press. Wollheim, R. (1993) 'Crime, Punishment and "Pale Criminality" ', in R. Wollheim, The Mind and its Depths Harvard UP. Background Reading: Hyatt Williams, A. (1998) Cruelty, Violence and Murder: Understanding the Criminal Mind. Karnac. Rustin, M.J. (1997) 'Innate Morality: a Psychoanalytic Approach to Moral Education,' in R. Smith & P. Standish (eds), Teaching Right and Wrong: moral education in the balance. Trentham Books.

Week 11: Monday 18 March 2013 Stephen Frosh Review This session will offer students the opportunity to review the 20-week core module, clarify and consolidate the main theoretical concepts we have covered, and discuss the assignment. Assessment th One 4000 word theory essay (50%, due Monday 7 January 2013) and one 4000 word applications essay (50%, due nd Monday 22 April 2013).

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Core Module: Independent Research (Dissertation) (60 credits)

This module is taken in year 1 of full time study and year 2 of part time study. It provides an opportunity to undertake a piece of supervised independent research of the students choice in the field of psychosocial studies or history, applied to psychoanalysis. It allows students to test and develop their knowledge and understanding of the field gained in the core and optional modules and is the culmination of a students learning on the MA. The topic of the research must be relevant to Psychoanalysis, History and Culture as represented on the programme. Most students will undertake a theoretical research project using historical or psychosocial ideas, but suitably qualified students may undertake a piece of qualitative empirical research. Students are expected to attend the additional research methods training provided for students on the MA Psychosocial Studies and those undertaking empirical research will also need to submit an ethics form for approval by the ethics committee prior to undertaking any research. Students will be assigned to a supervisor at the end of term 2 of the dissertation year (year 2 of part time study) who will expect to see them three times in group supervision. See Appendix 3 for College guidelines on the role and responsibilities of dissertation supervisors. Students will also be offered a series of dissertation support seminars in term 3 (see Teaching schedule above). These dissertation support sessions are designed to motivate students to make progress with their work and to offer them the opportunity to get feedback and to discuss any difficulties they are having. In each session students will make presentations on their work in progress to their peer group and tutor (Andy Harvey). Students will also be expected to attend a series of Saturday workshops in the year of their dissertation work (Year 2 for part time students), jointly with students from the MA Psychosocial Studies. These workshops are taught in 2012-13 by Andy Harvey. These sessions are designed to introduce students to a diverse range of research methods that they might employ in the preparation of their dissertation. It is understood that students may write dissertations involving different methodologies that require different approaches to research. All sessions will involve students in their own learning process and will be a combination of lecture, group work, discussion and feedback. The curriculum is as follows:
Sat 20 Oct 2012, Session One: Getting Started. This session will ask what research is and compare different types of research. In particular it will cover what is meant by academic research into the psychosocial and the variety of ways it can be undertaken. The session will also cover the practicalities of research such as note-taking, organising of material etc. Students will have the opportunity to discuss their initial interests in the psychosocial and to start thinking about their topic and preferred mode of research. Sat 17th Nov 2012, Session Two: The Scope of the Dissertation. This session will explore in more detail the different types of dissertation that students might write. It will enable students to explore some past dissertations so that they might get a feel for the scope they have in developing their own ideas. The session will cover the different approaches that are taken in theoretical and empirical dissertations, including how to develop proposals for each.
th

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Sat 8 Dec 2012, Session Three: Research Questions and Literature Reviews. In this session students will be introduced to the necessity to develop research questions and how to generate them. The session will also look at literature reviews and how to go about doing one. Student Milestone 1: By end of autumn term (Friday 14 December 2012) students must write a 300 word paragraph on their initial ideas of a dissertation topic. The student is not held to this topic but should give some indication of their thinking. In particular the student should say what research methodology they are considering so that the spring programme can be tailored accordingly. Sat 26 Jan 2013, Session Four: Theory and Methodology. In this session students will be introduced to the relationship between theory and methodology. The session will cover how psychosocial issues can be approached from a variety of theoretical perspectives and the methodological implications that entails. The session will be adapted to reflect students' initial ideas and will have a strong practical element. Sat 23 Feb 2013, Session Five: Introduction to Research Methods. In this session students will be introduced to some key research methods. Topics will include data collection (e.g. interviews) and analysis as well as use of alternative research methods such as visual methodologies. The session will show how to turn raw data into researchable information from which theory can be developed. Sat 16th Mar 2013, Session Six: Research Methods, Ethics and Dissertation Proposals. In this final session the students will be introduced to the variety of methods they might employ in their research, the ethical considerations they should bear in mind, especially for empirical dissertations involving participants. The session will also look at how to prepare a research proposal. Student Milestone 2: Students should submit a 2000-3000 word research proposal at the end of the nd spring term (Friday 22 March 2013). In terms of format, the following guidelines may be useful. A proposal will include a discussion of the following (depending on the type of project, some points may not apply): What is your general topic? What questions do you want to answer? What is the key literature and its limitations? What are the main hypotheses of the work? What methodology do you intend to use? What are your case studies, if any, and what are your case selection criteria? Timetable of research Student Milestone 3: Students should agree with their supervisor the date for submitting a draft chapter of their dissertation. This would normally be before the end of the summer term but can be varied by negotiation and agreement. Students can expect feedback on the chapter and direction on completion of the full dissertation. It will be the last opportunity students will have for feedback as the dissertation is considered an examination to be completed independently.
rd th th

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Assessment Dissertation of 10-12000 words submitted in September 2013 (full time students; part time students submit in September of their second year).

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Option Modules
Students take two 30-credit options, either one in each of term 1 and 2 of full time study, or in terms 1 and 2 of year 2 of part time study. However, those students who chose to take the Foundation Course of the Institute of Psychoanalysis as an option will take this throughout the year of full time study, or throughout year 2 of part time study. The list below is of options available in 2012-13; others may become available and we would also be willing to attempt to negotiate places for suitably qualified students on other appropriate modules in the College. Please note that full time students will be contacted in August 2012 and asked to make their option preferences known then. Part time students do options in their second year of study.

Autumn Term Options

1. Race, Racism, Postcoloniality Module Co-ordinator: Dr Yasmeen Narayan Term, day and time: Autumn term, Wednesdays: 6.00- 8.00pm This multidisciplinary, introductory module stretches across the social sciences and arts and humanities and focuses on the interconnections between legacies of empire and contemporary local inequalities framed by the global geopolitics of the twenty-first century. It explores the correspondence between the discovery of the New World, systems of slavery, European colonialism, concepts of race and the invention of the West. It then turns to debates on the human sciences and development, progress and race during the age of Enlightenment before exploring discussions on colonial cultures, class, sexual respectability and the invention of whiteness. Framed by wider debates on modern genocides and contemporary slavery, the module then considers work on the rise of racial science, the holocaust and modernity. Informed by recent discussions on Britishness, the module then turns to the intertwined histories of migration to the U.K and histories of anti-racist political cultures , the legacies of earlier work on race relations and more recent debates on new ethnicities, religion, class and postcolonial multiculture. The module then traces theorisations of identity before turning to work on intersectionality which explores the interconnections of race, religion, class, gender, sexuality, age and disability and postcolonial/psychosocial perspectives on racialisation before returning to debates on the ethics, traditional boundaries, silences and political contradictions of work on postcoloniality. Assessment The module is assessed via a 5,000 word essay.

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2. Theorising Gender Module Co-ordinator: Dr Kate Nicholls Term, day and time: Autumn term, Wednesdays: 6.00- 8.00pm This course focuses on the genesis of gender and sexuality theory and introduces some of the key concepts and thinkers. It explores the place of gender in securing identities, shaping desires and framing cultural meanings and social arrangements. It examines some of the disputes over conceptions of gender and sexuality, and explores the complex structures binding them together. It looks, too, at the relationship of gendered and sexualised identities and identifications to hierarchies of dominance and subordination and to the intersections of class, race, ethnicity and other modes of social belonging. Module organization: The module is structured loosely chronologically to give a historicized sense of the genesis and development of gender and sexuality theory. An opening lecture on gender and history will say more about this approach and the rationale behind the choice of theorists and themes on the course. In the final session we review the approaches rehearsed in the preceding weeks through the prism of masculinities studies. Each session comprises a lecture (6:00 6:55pm) and seminar (7:05 8:00pm). The lectures are designed to provide a broad introduction to an area of gender and sexuality theory and debate. The seminars that follow are orientated around particular essays or cultural texts which will allow you to explore the lecture theme in more detail and in critically engaged and applied ways. The module assignments encourage you to practice and develop these skills further. In the first you critically compare two of the seminar discussion pieces or gender/sexuality theorists; in the second longer piece you explore an issue, movement, set of data, archive, or cultural text in relation to at least one of the theoretical perspectives examined on the course. The module is taught by a range of staff, each talking on their area of expertise or interest. You will find that different tutors work in different ways. Some, for example, will provide seminar questions in advance to focus the discussion in particular ways; others will encourage you to bring forward your own questions for discussion. Some approaches will inevitably appeal to you more than others, but we encourage you to be open to the different teaching styles you encounter. Assessment Two pieces of assessed work: 1,500 word essay (30% of the mark) and 3,500 word essay (70% of the mark).

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3. Gender and Society Module Co-ordinator: Dr Mariya Stoilova Term, day and time: Autumn term, Tuesdays, 6.00-8.00pm This module has been designed to introduce you to key themes and topics in the study of gender in the social sciences. It will allow you to develop your knowledge of different disciplinary approaches to the study of gender and sexuality with regard to the law, rights and regulation, to citizenship, migration, and democratic politics, and to home and work. The module will allow you to understand the different disciplinary and methodological approaches to the study of gender and sexuality and will encourage you to make links between and across them. Assessment The module is assessed via a 5,000 word essay. You will be given a list of essay titles at the beginning of teaching.

4. Reconstruction of Europe 1943-1956 Module Co-ordinator: Elizabeth White and Dr Jessica Reinisch Term, day and time: Autumn term, Wednesdays, 6.00-8.00pm This course will examine reconstruction programmes and policies in Europe after the end of WWII, with reference to broader issues of continuity and discontinuity in European history. Throughout the course we will be looking at issues surrounding the physical reconstruction of material life in the aftermath of WWII, as well as aspects of the political, social, cultural and moral reconstruction of Europe. We will examine the new historiography of the Cold War, and look at concepts of Europe and the European Community which were developed after 1945. Overall, students will be introduced to a range of themes which draw upon political, economic, cultural and social history of post-war Europe, and will examine issues which pertain to both Eastern and Western Europe. This thematic approach will be complemented by a series of seminars on individual European countries' post-war experiences.

5. Education and American Culture: From Slavery to the Culture Wars Module Co-ordinator: Adam Shapiro Term, day and time: Autumn term, Wednesdays, 6.00-8.00pm Education is often neglected in studies of cultural history. Yet it is through education that culture is transmitted from one generation to the next and it is often through the control of education that battles over what culture ought to be are most fiercely contested. This seminar surveys American cultural history through an investigation of the history of education in the 25

United States. We will bring together the history of educational institutions, theories, practices, texts, and individuals to explain major themes in the history of American culture from the early days of European-American contact to the near-present day. This module is intended to familiarize students with issues and methods in cultural history, history of education and the history of the United States. Prior background with U.S. history is recommended, but not required. Some of the major questions that will be addressed in this seminar: What are the differences between education of ones own culture and education as part of contact with other cultures? To what extent are the aspects of American culture that might be considered as unique or exceptional a byproduct of the differences between how schools are administered in the United States as opposed to other Western nations? How do different theories of psychology and childhood development affect how teaching and learning are done? Do schools reflect changes in culture, or do schools cause such changes?

6. The Soviet Experience: Stalinism Through the Eyes of the Individual Module Co-ordinator: Professor Orlando Figes Term, day and time: Autumn term, Tuesdays, 6.00-8.00pm In this course we will focus on the inner world of ordinary Soviet citizens living under Stalins tyranny, from the 1920s to the 1950s. Using newly published diaries, memoirs, and oral history interviews, we will try to understand what 'Stalinism' meant to individuals. What enabled people to believe in the system, and to maintain that belief against the evidence of their own eyes? How far could people have a private life when the state touched almost every aspect of their daily existence through surveillance and ideological control? How did the terror affect intimate relationships? What was the impact of losing relatives and growing up in orphanages, of fighting in the war (194145), or labouring in the Gulag on the way that people viewed their role in Soviet history? And how many people concealed dissenting views behind the mask of political conformity? No knowledge of Russian is required.

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Spring Term Options

7. Fascism and Psychoanalysis Module Co-ordinator: Professor Daniel Pick Term, day and time: Spring Term, Wednesdays, 6-8pm How far did Freudian thought affect Allied understanding of the Third Reich? Was the 'talking cure' reshaped by the ideological battle and military conflict with Germany? This course introduces students to the history and historiography of the psychoanalytic encounter with fascism and Nazism. Drawing on a variety of interwar and wartime documentary sources, it asks how psychoanalysis was applied in war, and assesses the claims that have been made for and against the application of psychoanalysis to twentieth-century history and politics at large. The particular focus here is upon Anglo-American interpretations of Hitler and the Third Reich between the 1930s and 50s. Work by, among others, Freud, Klein, Reich, Fromm, Arendt, Adorno, Bettelheim and Bion will be considered. We will examine the role of Freudian thought and cognate approaches in wartime intelligence, excavate studies of so-called 'national character' and unearth the psychological discourses that surrounded the Nuremberg trial. Accounts of fascist mentality and the authoritarian personality in and around the war are juxtaposed with recent perspectives. The aim is to place psychoanalytic investigations of the Nazi leadership and the masses in cultural context, to compare psychoanalytic views of fascism with other approaches in historiography and the human sciences, and to ask whether the Allied struggle against Germany influenced wider attitudes to the mind after 1945. A course pack, dedicated website and film material will be used, alongside key secondary sources, in seminars. Assessment 4000 word essay

8. Lacanian Psychoanalysis: Theory and Practice Module Co-ordinator: Dr Derek Hook Term, day and time: Spring term, Saturdays, times below This option introduces and explores Lacanian psychoanalysis by focussing on series of distinct topic areas in Lacans work, all of which are related to major publications within Lacans overarching objective of a return to Freud. The first of these concerns the topic of the imaginary, which includes an understanding of the mirror-stage and ego identifications. The second centres on Lacans understanding influenced by Structuralism and linguistics of the 27

symbolic, which in turn involves reflection on the well-known credo that the unconscious is structured like a language. Also crucial here is Lacans engagement with the topic of time and interruption, that is, a distinctively psychoanalytic theorization of logical time. A further fundamental topic is that of desire, and the subjects relation to the various vicissitudes of desire the desire of the Other, fantasy, alienation and so on all of which can be illustrated with reference to Lacans graph of desire. Two further areas of focus include the Lacanian notion of psychosis, and the issue of how one might psychoanalytically approach the issue of sexuation (gender identity). The course closes with a discussion of Lacans thoughts on direction of treatment, that is, with a sense of how Lacans theoretical axioms may be linked to practice, and how they inform critical and social forms of analysis. Overview Week 1, 12 Jan 2013, (10.00-12.00): Week 2, 19 Jan 2013, (10.00-12.00): Week 3, 26 Jan 2013, (2.00-4.00): Week 4, 2 Feb 2013, (10.00-12.00): Week 5, 9 Feb 2013, (10.00-12.00): Week 6, 16 Feb 2013, (10.00-12.00): Week 7, 23 Feb 2013, (2.00-4.00): Week 8, 2 March 2013, (10.00-12.00): Week 9, 9 March 2013, (10.00-12.00): Week 10, 16 March 2013, (2.00-4.00):

The imaginary apparatus The purloined letter Function and field of speech and language Logical time Agency of the letter Subversion of the subject I Subversion of the subject II Psychosis Signification of the phallus Direction of the treatment

Assessment The module will be assessed by a 4000 word essay. 9. Culture, Community, Identity Module Co-ordinator: Dr Sukhwant Dhaliwal Term, day and time: Spring Term, Wednesdays, 6.00-8.30pm This module draws from Global Sociology, Cultural Studies, History, Law, Literary Studies, Psychosocial Studies and Urban Studies and explores contemporary postcolonial cultures, communities and identities. Framed by wider debates on criminalisation, incarceration and civil unrest, it explores debates on the ethics of work on race and postcoloniality; orientalism, nationalism, civilisationism and anti-colonial resistance; theorising culture, community and creolisation and postcolonial urban cultures, place and diaspora. It then explores discussions on contemporary global multiculture, cultural syncretism, race and beauty and cultural appropriation before turning to debates on photography, protest and identity; religious revivalisms and contemporary possibilities of political community; the imperial histories of western feminism, homonationalism and the war on terror; mixedness and whiteness and postcoloniality.

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Assessment The module will be assessed by one 5000 word essay and a 15 minute presentation.

10. Visual Culture: Power and the Image Module Co-ordinator: Dr Amber Jacobs Term, day and time: Spring Term, Thursdays, 6.00-8.30pm The aim of this course is to explore the ways in which the visual in contemporary western late capitalist culture impacts on constructions of subjectivity, sexualities, race, class and gender and is inextricably bound up with power. Tracing the origin of photography, cinema and the post cinematic digital age, the course aims to explore the psychosocial impact of the image and the ways in which the visual has been prioritised in dominant cultural discourses and how this prioritisation has been linked to particular ideological models of culture and meaning. The course aims to provide the theoretical and intellectual tools to deconstruct and analyse the ways in which the visual is implicated in the construction of social and cultural spaces and individual subjectivities. The course aims also to introduce students to interdisciplinary theories and key concepts in visual cultural studies that will help them understand what psychic and social processes are taking place in the complex act of looking. The course will cover particular traditions within visual art theory, philosophy, psychoanalysis and film theory in order to address the impact of the visual on contemporary psychosocial processes. Students will be reading authors such as Roland Barthes, Foucault, Laura Mulvey, Mary Anne Doane, Greselda Pollock, Bracha Ettinger, Freud, Lacanian film theory, Zizek, Fanon, Victor Burgin, Marion Milner, Steven Shaviro, Jacquleine Rose, Donna Haraway, Barbara Creed among others. Screenings, clips and slideshows within the seminars will be used regularly. The course will offer theoretical tools to analyse and deconstruct images in the cultural domain with a view to understand and account for the ways in which images are implicated in structures of power and the creation of meanings. Students will develop a sophisticated understanding of the economies of the image and the social and ideological apparatus that underlie our image obsessed and image saturated culture and will gain specific critical tools to understand the psychosocial vicissitudes of the life of the visual. Main topics of study include: Surveillance and Society: The cameras Eye Cinema, Psychoanalysis and Sexual Difference Surveillance and the Family: Home Movies and Self-Surveillance Scopophila and Voyeurism: The Pleasures and Pains of Looking The Panoptic and the Gaze: Visual as machine of Power Colonisation and the Gaze The Monstrous Feminine: Medusas Gaze and the Evil Eye Digital Culture and New Subject Formations and the Post-Cinematic 29

What does the Image Want?: Desire and the Visual Borders, outlines and the Frame: The Visual and Excess The origin of Photography: The Image, Death and Haunting

Assessment This module is assessed by a 4000 word essay. Students will be expected to do a presentation once in the course.

11. Sexing the Body: Psychoanalytic and other Framings Module Co-ordinators: Professor Lynne Segal and Professor Naomi Segal Term, day and time: Spring Term, Wednesdays, 6pm-8.30pm This option will take a double approach: each pair of sessions will offer i) a broad angle on the sexed body from a psychosocial perspective (LS) and ii) a close reading of a text, film or other cultural phenomenon from a humanities perspective (NS). This will allow students a broader way of exploring how the human body has been theorised and represented in the last 125 years, looking particularly at aspects of sex and gender. What does it mean to live our body? What do masculinity and femininity mean in the contemporary west and where have these understandings come from? How did the problem of femininity preside over the birth of psychoanalysis and how far has it changed in the last century? Is masculinity the new femininity? Is the personal still political? How are our senses affected by rapid changes in technologies? How have life-cycles and the markers by which we describe them infancy, adolescence, maturity, ageing changed for bodies living in new conditions of exposure and alterability? Module Structure 60 mins structured presentation of material by lecturers &/or assigned students. 15 minutes break 75 mins seminar based on set reading Syllabus 1. Introduction: The birth and enduring impact of psychoanalysis (LS) 2. The talking cure (NS) 3. Modernity and the Shifting Sites of Sexuality (LS) 4. Fluid bodies (NS) 5. Femininity & its Discontents (LS) 6. Womens skin (NS) 7. The shrinking phallus (LS) 8. Men: the worried well (NS) 9. Gender, Ageing and the Body (LS) 10. Loss, mourning and phantoms (NS)

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Assessment This module is assessed by a 4000 word essay.

12. A Confusion of Tongues: Illness, Language, Writing Module Co-ordinator: Dr Jo Winning Term, day and time: Spring Term, Thursdays, 6pm-7.20pm The aim of this module is to introduce students to key themes and issues that arise in twentieth- and twenty-first century representations of illness in literary, visual and aural texts. Coming to a critical understanding of how to analyse these representations requires a conceptual vocabulary about language, writing, embodiment and medical practice which draws on contemporary work in the fields of medical humanities, medical education, psychoanalysis, cultural and critical theory and literary theory. The aim of the module is to familiarise students with these materials. The emphasis of the module is on reading both primary (literary, visual and aural) cultural texts, alongside secondary critical and theoretical texts. In this way, students will develop the ability to conceptualise the relations between illness, language and writing, at the same time as analysing representations of embodiment and illness. After the first half of the module in which central issues have been mapped, from Session 6 onwards students will be asked each week to supplement the weekly readings by supplying their own choices of primary cultural material through which to consider the issues raised. By the end of the course students will be able to articulate key concepts and theories in their critical analysis of these materials. They will be able to deploy specific knowledge of certain central concepts in the fields of body studies, medical humanities, literary, cultural and critical studies; to demonstrate general knowledge of twentieth- and twenty-first-century literary, visual and sound representations of illness, disease and subjectivity and to demonstrate the ability to analyse the relations between the experience of illness, language and writing. Session 1: The Problem of Language in Illness Session 2: Understanding the Subject-in-Illness Session 3: Language in the Medical Encounter Session 4: Illness as Body Language Session 5: The Meaning of Wellness Session 6: Living Theory, Writing Illness: Pathography Session 7: Poetics of Illness Session 8: Visualising Pain Session 9: Illness and the Image: Graphic Novels Session 10: Using Sound Assessment 5000-word essay

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13. Cultural History of War in Britain and America between the First World War and the Conflict in Vietnam Module Co-ordinator: Professor Joanna Bourke Term, day and time: Spring Term, Tuesdays, 6pm-8pm This course explores the major debates in the cultural history of warfare. We will be interrogating the experiences, representation, and memory of war for British and American societies in the First World War, Second World War, and the Vietnam War. The first part of the course looks at aspects of war medicine and psychiatry, including the ways historians interpret the emotions of combat. We then turn to the position of women in military contexts, followed by wartime atrocities. The final classes examine representations of war in the contexts of literature, film and propaganda, and war memorials. The module aims to promote and advance research into the relationships between war and culture.

14. Shared traumas: France and Algeria since 1830 Module Co-ordinator: Dr Sarah Howard Term, day and time: Spring Term, Tuesdays, 6pm-8pm This course aims to contextualise the troubled history of modern Algeria through its relationship with France. Students will examine ways that the legacy of colonisation and memories of its reversal have continued to haunt both countries and their respective trajectories. Between 1830 and 1962, Algeria was no mere colony; it was legally and administratively part of France. Yet, after the Algerian War of Independence, Algeria suddenly became 'foreign'; its eight million Algerian citizens were deprived of French citizenship and hundreds of thousands of French settlers were forced to leave for a France that had never been home. The course traces Franco-Algerian relations through colonisation and two world wars. It pays particular attention to the Algerian War of independence assessing the reasons for the brutality inherent in the conflict and the ways its victims and memories continue to impact upon both countries. The course also looks at the extent to which the two countries have influenced each other since independence, particularly during the progression of the extreme right in France, the Algerian civil war of the 1990s, the rise of Al Qaeda in the Islamic Maghreb and through immigration, socio-economic change and the politics of memory. Students will consider a variety of historical approaches to the period including post-colonial and memory studies, assessing the reasons why histories of this period have proved to be so controversial. This module will also encourage students to investigate primary sources that can provide insights into the period including memoirs, diaries, films and novels.

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15. Medicine and the State, 1750-1939 Module Co-ordinator: Carmen M. Mangion Term, day and time: Spring Term, Wednesdays, 6pm-8pm In this option, students will consider the role of the state as the provider of health services before the coming of the welfare state in Britain. This option will examine developing understandings of disease, illness and infection and the influence of these ideas on the politics and practicalities of the public health movement. Related themes to be explored include the poor law and medical provision, food adulteration, the health of the family and the antivaccination movement. This option will be taught through a mixture of lectures and seminars incorporating discussions of primary source materials. Seminar topics include: Disease and illness in society Infection, epidemics and public health The Great Stink and sanitary reforms Local politics of public health From sanitary idea to state medicine Medicine and the old and new poor law Anti-vaccination movements Food adulteration Healthy families and the state Public health services, 1900-1948

16. Queer Histories/Queer Cultures Module Co-ordinator: Dr Matt Cook Term, day and time: Spring Term, Wednesdays, 6pm-8pm This module explores homosexual, lesbian and gay, trans and queer histories in the late nineteenth and twentieth centuries; our personal, cultural and political investments in such histories; and the theoretical and methodological issues at stake in pursuing them. Focusing chiefly on London, we explore key moments, figures, and subcultures, and consider the limitations and possibilities of different perspectives and methodological approaches. What happens when we use legal records, or oral histories, or the built environment, or literature, or film to piece together the queer past? How might our current understandings of gender and sexual identity distort our vision of that past? What is to be gained by focusing on one city and on the local and the particular? What, conversely, do we miss by approaching queer histories in this way? Most importantly, perhaps, how and to whom do these histories matter: is this a minority project or one which might give us broader insight into British society and culture?

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17. Sex, Gender and the City: London c.1837 to c.1918 Module Co-ordinator: Dr Matt Cook Term, day and time: Spring Term, Thursdays, 6pm-8pm London grew exponentially and changed dramatically in the second half of the nineteenth century, and the city became the focus of anxiety about masculinity, femininity, sexual danger, promiscuity and homosexuality. This module looks at prevailing understandings of gender and sex and considers the extent to which London life and culture both shaped and undermined them. It draws on a wide range of source material, including literature, scientific tracts, the newspaper press, and works of urban exploration, as well as recent work on sex, gender, class and urban culture. It covers the Victorian years and the period to 1918, and so also considers what happened to a series of putative Victorian values and the extent to which the Great War marked a departure from them. In brief: 1. Introduction: class, gender and the Victorian ideal 2. Prostitution in London 3. Double lives and sexual danger in the urban labyrinth 4. East End moralities 5. Consumption, fashion and the West End 6. Sex and the suburbs 7. Mapping the queer metropolis 8. The new woman, feminism and the fin de sicle 9. Sex, science and the city 10. London at war Assessment An essay of 5,000 words

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Autumn, Spring and Summer Terms

18. Foundation Course of the Institute of Psychoanalysis Module Co-ordinator: Mrs Judith Jackson (British Psychoanalytical Society) Term, day and time: Thursdays 7.45pm and 10.15 pm throughout the academic year and will offer theoretical seminars (75 minutes) followed by clinical work discussion seminars (75 minutes) Address: The Institute of Psychoanalysis, 112a Shirland Road, London, W9 2EQ Limited capacity: 10 students from MA Psychoanalysis, History and Culture NB. Please note that this module requires an additional application to the Institute (to be downloaded from http://www.psychoanalysis.org.uk/foundationcourse.htm). Theoretical Seminars The seminars will he chaired by the Chair of the Foundation Course Judith Jackson. The year will begin with an introduction seminar on psycho-analysis and the course. Participants will have a chance to meet each other and ask questions. All the teachers are Members of the British Psychoanalytical Society, and many are Training Analysts. Autumn Term Emotional development and its conflicts These seminars offer the opportunity to explore psychoanalytic views on emotional development from infancy to adulthood. Senior psychoanalysts, experienced in the field of childhood and adolescence will be teaching these seminars. Spring Term Clinical Freud This term will take the participant through the history of Sigmund Freud's major discoveries with a focus on the clinical implications of psychoanalysis. Summer Term Understanding psychopathology This term will focus on the psychoanalytic literature on psychopathology such as paranoia, character disorders, narcissism, psychosis, depression, psychosomatics, perversion, borderline states and obsessional neurosis. Clinical Seminars The clinical seminars will be held in small groups in the second half of the evening. These groups will be divided according to the level of clinical experience. These seminars will provide an opportunity for the participant's work with patients or their

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experiences in their work setting to be thought about in some detail. Experienced psychoanalysts will be leading the groups. Assessment 4000 word essay. 19. Introduction to Group Analysis Module Co-ordinator: Amlie Noack Term, day and time: Autumn, Spring and Summer Term, Thursdays, 4.00-7.30pm Address: Institute of Group Analysis, 1 Daleham Gardens, London, NW3 5BY Limited capacity: 6 students from MA Psychoanalysis, History and Culture NB. Please note that this module requires an additional application to the Institute (to be downloaded from http://www.groupanalysis.org/site/cms/contentviewarticle.asp?article=2081). This module is run in conjunction with the Institute of Group Analysis, which is the main training Institute for group analysts in the UK and elsewhere. Introduction to Group Analysis (London) has been running since 1964. The completion of this course is the first step in becoming a Group Analyst. The course is comprised of twenty lectures by eminent group analysts and participation in small and large groups conducted by graduates of the Institute of Group Analysis. Following the first lecture, which introduces the history of group analysis and the general format of the Course, the lectures in the first term are concerned with the meta-theory of group analysis and the principles of clinical group analysis. In the second term the lectures are concerned with special clinical applications and the wider application of group analysis. In the third term the students and staff participate in the Large Group instead of attending lectures. The lectures and the large group are followed by the small experiential group of around twelve participants. The lectures begin at 4.00pm and end at 5.10pm. There is a short break, followed by the small groups which begin at 6.00pm and end at 7.30pm. Aims The course is intended for people who are interested and involved in groups in their professional work. The opportunity to explore an analytic approach to the dynamics of groups will occur through the theoretical sessions, and as a living experience in a small group, which will meet weekly throughout the course, and will be conducted according to group analytic principles. Group Analysis is a way of understanding group processes in small or large groups. A method of psychotherapy in which it is possible to mirror the context of a persons life, it has roots in 36

psychoanalysis, sociology and systems theory. It is concerned with the reciprocal relationship between a person and the many groups of which he or she may be a part. Through it we can explore what bearing the public and private, outer and inner aspects of our life have on one another, and the dialectic between group and personal development. Module Structure The course meets for thirty half days, each consisting of one hour and ten minutes lecture/discussion, followed by a one and a half hour experiential group. The small group will be conducted by an experienced Group Analyst and will determine its own therapeutic level and goals. The theoretical lecture/discussion sessions lead to increased understanding of the dynamic processes, which occur in the experiential group. In the third term the lecture/discussion will be replaced by an experiential large group, involving all participants. The Conductors of the Small Groups will participate as staff members. Assessment Introduction to Group Analysis is assessed by a 4000 word essay on an aspect of group analytic theory covered in the lecture programme. Syllabus Overview An indicative syllabus is as follows: Term 1: History and Development of Group Analysis Group Analytic Concepts The Matrix and Interpretation in Group Analysis Dynamic Administration Bions Basic Assumptions Group Specific Phenomena including the Anti-group System Perspectives in Group Analysis, Boundaries, Complexity, Open Systems Attachment in Group Analysis The Social Unconscious in Clinical Group Analysis Desire and Sexuality in the Group Transference and Projective Processes in Groups Term 2: Social Dreaming Matrix Group Psychotherapy in Prisons Racism in the Social unconscious Group Analysis and Family Therapy Group Analysis and Forensic Psychotherapy Substance Misuse and Group Analysis Group Analysis and Organisations 37

Group Analytic Psychotherapy and Psychosis Trauma and Group Analysis Group Analysis and Society

Term 3: The Large Group: Course Members and Small Group Conductors

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Summer Term Programme

With the exception of Options 18 and 19, the taught modules do not run in the summer term. In their stead, the following programme is offered.

Dr David Bell Seminars

Two seminars on Thursday evenings (25 April and 23 May), topic tbc.

Professor Slavoj iek Seminars

Three seminars on 9, 13 and 14 May on The Event: Politics, Art, Ontology.

Dissertation Support Seminars

Five seminars that are attended by all students doing dissertations (full time students and year 2 part time students).

Psychosocial Film Screenings

A series of three film screenings and panels organised by Dr Amber Jacobs.

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Additional Academic Events

There is a range of additional, optional academic events that are held throughout the year at Birkbeck. Please visit the Birkbeck website regularly for updated information about these events, particularly those put on by the Birkbeck Institute for Social Research (http://www.bbk.ac.uk/bisr) and the Birkbeck Institute for the Humanities (http://www.bbk.ac.uk/bih). The Birkbeck Institutes run a joint Fellowship programme with the British Psychoanalytical Society, in which the Fellow gives a series of open workshops and lectures. In 2012-13 the Fellow will be Dr David Bell. His open workshops will take place from 2-3.30pm on the following dates: Tuesday 13th November 2012 Tuesday 21st May 2013 His public lecture will be held on Monday 12th June 2013, 8.30pm until 10.00pm.

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Appendices

1. Break in Studies
Students may apply for a break in studies for a maximum of two years in total during their programme of study and this will normally be for a period of one academic year. Requests for breaks in study must be made in writing to the Programme Director.

2. Assessments
Each module is assessed separately. You must pass the set assessment in order to complete the module. Each Optional Module has its own assessment which is described in the handbook for that module. Students must pass the assessment of two optional modules in order to complete the course. Students with disabilities and dyslexia may be eligible for special arrangements for examinations e.g. extra time, use of a word processor, amanuensis, enlarged examination papers etc. In order to receive special arrangements students must provide Medical Evidence of their disability (or an Educational Psychologists Report if you are dyslexic) to the Disability Office. You are however, strongly recommended to contact the Disability Office well before this date, preferably soon after starting the course. 2.1 Submission Guidelines All course work (with the exception of the dissertation) needs to be submitted electronically on Blackboard via Turnitin, where it will be checked for plagiarism and word count. Additionally, one hard copy must be submitted to the Department of Psychosocial Studies office by the deadline, accompanied by the Academic Declaration form. Essays must be word-processed using double line spacing throughout on A4 sized paper. There should be a left hand margin of 1.5 inches and pages should be numbered consecutively.

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The title page should state the following information: MA Psychoanalysis, History and culture Module Title Module Co-ordinator Student Number Title Word count Submission Date NB. With the exception of the dissertation, never put your name on any coursework. 2.2 Deferral of Examinations Permission to defer any part of the examination, including submission of the dissertation, may be granted for reasons judged adequate in the particular case by the Examination Board and the College. Subject to such exemption being granted, candidates will be informed of the marks they obtained in those elements in which they have been examined and the examiners may determine the exemptions which will be allowed on re-entry. Successful completion of the course involves attaining a pass in all elements of the examination. Normally, candidates who have been granted a deferment of entry to one or more elements of the examination will be expected to complete the course in the next academic year. In order to obtain permission for a deferral, you must make an application to the Programme Director. A copy of this application should go to the Course Administrator. Where appropriate, you should supply documentary evidence supporting your application for deferral. Candidates who do not attend an examination or who do not submit written work without being granted permission to defer or withdraw their examination entry shall be deemed to have failed the examination on that occasion. 2.3 Late Submission of Work for Assessment and Resubmission of Failed Work Work to be considered for formal assessment that is submitted late is given two marks: a penalty mark of 50%, assuming it is of a pass standard, and the real mark that would have been awarded if the work had not been late.

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Students may request mitigating circumstances by providing written evidence, medical or otherwise, as to why their work was submitted late. This should be made on the standard pro forma and submitted to the Course Director and the Course Administrator. The case will then be considered by the appropriate sub-board or delegated panel. If no such documentation is received prior to the meeting of the Exam Board, the real mark will not be considered and the penalty mark will stand. If the case is made and accepted then the examination board may allow the real mark to stand. If you have failed a piece of work you will be given one opportunity to resubmit your work in order to try to pass the module. You will be given detailed written feedback from the module co-ordinator indicating what you need to do in order to pass the assignment. If the work is awarded a mark lower than 40% students must re-take the module. 2.4 Mitigating Circumstances The College Policy on Mitigating Circumstances determines how boards of examiners will treat assessment that has been affected by adverse circumstances. Mitigating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt your performance in assessment. This should not be confused with long term issues such as medical conditions, for which the College can make adjustments before assessment (for guidance on how arrangements can be made in these cases please see the Colleges Procedures for Dealing with Special Examination Arrangements). A Mitigating Circumstances claim should be submitted if valid detrimental circumstances result in: a) the late or non-submission of assessment; b) non-attendance at examination(s); c) poor performance in assessment. For a claim to be accepted you must produce independent documentary evidence to show that the circumstances: have detrimentally affected your performance or will do so, with respect to a, b and c above; were unforeseen; were out of your control and could not have been prevented; relate directly to the timing of the assessment affected. Documentation should be presented, wherever possible, on the official headed paper of the issuing body, and should normally include the dates of the period in which the circumstances applied. Copies of documentary evidence will not normally be accepted. If you need an original document for another purpose, you should bring the original into the Department Office so that a copy can be made by a member of College staff. (Where a photocopy is made by a member of staff they should indicate on the copy that they have seen the original).

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Discussing your claim with a member of staff does not constitute a submission of a claim of mitigating circumstances. You are encouraged to submit your claim for mitigating circumstances in advance and at the earliest opportunity. The final deadline for submission of a claim is normally 1 week after the final examination unless otherwise stated by your School. Where possible, claims should be submitted using the standard College Mitigating Circumstances claim form (available from your School office) which should be submitted in accordance with the procedure for submission published by your School. Claims should always be supported by appropriate documentary evidence. You should be aware that individual marks will almost never be changed in the light of mitigating circumstances. Assessment is designed to test your achievement rather than your potential; it is not normally possible to gauge what you would have achieved had mitigating circumstances not arisen. Where mitigating circumstances are accepted, and it is judged by an examination board that these circumstances were sufficiently severe to have affected your performance in assessment the usual response will be to offer you another opportunity for assessment without penalty, at the next available opportunity. Guidance on what may constitute acceptable mitigating circumstances is available as an appendix to the policy, available from http://www.bbk.ac.uk/reg/regs or your Department office; you should note that this is not an exhaustive list, and that each case will be treated on its merits by the relevant sub-board or delegated body. 2.5 General Marking Criteria Essays will be marked in accordance with content, structure, clarity and quality of analysis. Source of quotations should be indicated. A list of all references should be included at the end of the essay. The number of words in the essay should be stated. Essays significantly over length will incur a penalty. Assessment Grades There are four grades for assessed work: Distinction (70-100%, divided into High Distinction [80%+] and Distinction), Merit (60-69%), Pass (50-59%) and Fail (0-49%). The following gives an indication of what is expected for each range of marks. 80-100%: High Distinction Marks in this range indicate an exceptionally high level of scholarship and outstanding performance in terms of all of the dimensions outlined. While work at this level exhibits scrupulous completion of the requirements of the assignment, it will also exhibit a high degree of initiative, high quality of analysis, academic sophistication, comprehension and critical assessment, making a novel contribution to psychosocial studies.

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70%79%: Distinction Marks in this range indicate high levels of scholarship, and high performance in terms of all of the dimensions outlined. Comprehensively argued writing of interest and originality which is also well organized and presented exhibiting a sound, critical and analytical grasp of the relevant literature(s) and drawing on an extensive range of relevant academic sources. The work will display an excellent understanding of underlying theory as well as employing appropriate analytical techniques, resulting in an argument of interest and significance. 60%69%: Merit Work that demonstrates a good command of the subject and relevant literature(s) as well as a sound grasp of critical issues, with evidence of independent thought and a high standard of argument as well as good presentation. Work towards the bottom of this range may have occasional weaknesses and flaws but will nevertheless show a generally high level of competence. Work towards the top of this range will be highly competent on all dimensions. 50%59%: Pass Marks in this range indicate general capability, but with moderate levels of weaknesses on one or more dimensions indicated above. Work in this range may contain inaccuracies, the arguments may lack clarity or rigour, or there may be a lack of critical understanding. It will however be coherently structured and presented, showing a sound command of the subject, some awareness of critical debate, and the ability to construct a generally coherent argument. 40%49%: Fail Marks in this range do not quite meet the minimum standards for a pass, with considerable levels of weaknesses on one or more dimensions. Work in this range may suffer from flawed arguments, weak structure and presentation, an inadequate command of course materials, or a serious failure to reflect on those materials. It will however demonstrate a basic understanding of psychosocial studies and show evidence of reasonable attention to the course materials. 30%39%: Low Fail Marks in this range display major levels of weaknesses on two or more dimensions. The work may be reliant on a minimal range of reading and reflection with poor attention to detail. Work in this range may be characterised by assertions lacking supporting evidence or argument, or by seriously flawed understanding of key concepts. 0%29%: Very Low Fail Marks in this range indicate general incompetence, with highly serious levels of weaknesses on two or more dimensions. Work in this range will either fail to present any real argument or opinion, or fail to engage at all with the topic in question. Work may quote heavily from a small number of sources, but fail to integrate them and provide little or no narrative to explain their relevance.

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2.6 Plagiarism Plagiarism is the most common form of examination offence encountered in universities, partly because of the emphasis now placed on work prepared by candidates unsupervised in their own time, but also because many students fall into it unintentionally, through ignorance of what constitutes plagiarism. Even if unintentional, it will still be considered an examination offence. This section of the Course Handbook is intended to explain clearly what plagiarism is, and how you can avoid it. Acknowledgement is made to guidance issued by the USA Modern Language Association (MLA, 1998). Plagiarism is the publication of borrowed thoughts as original, or in other words, passing off someone elses work as your own. In any form, plagiarism is unacceptable in the Department, as it interferes with the proper assessment of students academic ability. Plagiarism has been defined as the false assumption of authorship: the wrongful act of taking the product of another persons mind, and presenting it as ones own (Lindey, 1952, p2). Therefore, using another persons ideas or expressions or data in your writing without acknowledging the source is to plagiarise. Borrowing others words, ideas or data without acknowledgement It is acceptable, in your work, to use the words and thoughts of another person or data that another person has gathered but the borrowed material must not appear to be your creation. This includes essays, practical and research reports written by other students including those from previous years, whether you have their permission or not. It also applies to both hardcopy material and electronic material, such as Internet documents. Examples include copying someone elses form of words, or paraphrasing anothers argument, presenting someone elses data or line of thinking. This form of plagiarism may often be unintentional, caused by making notes from sources such as books or journals without also noting the source, and then repeating those notes in an essay without acknowledging that they are the data, words or ideas belonging to someone else. Guard against this by keeping careful notes that distinguish between your own ideas and researched material and those you obtained from others. Then acknowledge the source. Example 1 Original source: To work as part of a team, to be able and prepared to continue to learn throughout ones career, and, most important, to take on board both care for the individual and the community, are essential aspects of a doctors role today. Greengross, Sally (1997), What Patients want from their Doctors, Choosing Tomorrows Doctors, ed. Allen I, Brown PJ, Hughes P, Policy Studies Institute, London.

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Plagiarism: The essential aspects of a doctors role today are to work as part of a team, be able and prepared to continue to learn throughout ones career, and, most importantly, to take on board both care for the individual and the community. Acceptable: One social writer believes that the essential aspects of a doctors role today are to work as part of a team, be able and prepared to continue to learn throughout ones career, and, most importantly, to take on board both care for the individual and the community (Greengross, 1997). Example 2 Original source: The binary shape of British higher education, until 1992, suggested a simple and misleading, dichotomy of institutions. [] Within their respective classes, universities and polytechnics were imagined to be essentially homogenous. Their actual diversity was disguised. [.] The abandonment of the binary system, whether or not it encourages future convergence, highlights the pluralism which already exists in British Higher Education. Scott, Peter (1995), The Meanings of Mass Higher Education, SRHE and Open University Press, Buckingham, p43. Plagiarism: Prior to the removal of the binary divide between polytechnics and universities in 1992, there was a misleading appearance of homogeneity in each sector. Now there is only one sector, the diversity of institutions is more apparent, even if convergence may be where were heading. Acceptable: Peter Scott has argued that prior to the removal of the binary divide between polytechnics and universities in 1992, there was a misleading appearance of homogeneity in each sector. Now there is only one sector, the diversity of institutions is more apparent, even if convergence may be where were heading. (Scott, 1994) In each revision, the inclusion of the authors name acknowledges whose ideas these originally were (not the students) and the reference refers the reader to the full location of the work when combined with a footnote or bibliography. Note that in the second example, the argument was paraphrased but even so, this is plagiarism of the idea without acknowledgement of whose idea this really is. In writing any work, therefore (whether for assessment or not) you should document everything that you borrow not only direct quotations and paraphrases but also information and ideas. There are, of course, some common-sense exceptions to this, such as familiar proverbs, well-known quotations or common knowledge. But you must indicate the source of any appropriated material that readers might otherwise mistake for your own. If in doubt, cite your source or sources. For further information particularly with regard to Birkbeck procedures when plagiarism is suspected, please make sure you look at the relevant Birkbeck Registry web page: 47

http://www.bbk.ac.uk/reg/regs/assmtoff. When submitting coursework you will need to sign an Academic Declaration form, stating that you have read the sections on plagiarism in this Handbook and confirming that the work is your own, with the work of others fully acknowledged. Copying material verbatim Another example of plagiarism is the verbatim copying of chunks of material from another source without acknowledgement even where they are accepted facts, because you are still borrowing the phrasing and the order and the idea that this is a correct and complete list. Also, you might be infringing copyright (see below). Re-submission of work Another form of plagiarism is submitting work you previously submitted before for another assignment. While this is obviously not the same as representing someone elses ideas as your own, it is a form of self-plagiarism and is another form of cheating. If you want to re-work a paper for an assignment, ask your lecturer whether this is acceptable, and acknowledge your re-working in a preface. 2.7 Collaboration and collusion In collaborative work (if this is permitted by the lecturer) joint participation in research and writing does not constitute plagiarism in itself, provided that credit is given for all contributions. One way would be to state in a preface who did what; another, if roles and contributions were merged and truly shared, would be to acknowledge all concerned equally. However, where collaborative projects are allowed, it is usually a requirement that each individuals contribution and work is distinguishable, so check with your lecturer. Usually, collusion with another candidate on assessed work (such as sharing chunks of writing or copying bits from each other) is NOT allowed. 2.8 Copyright infringement Finally, you must guard against copyright infringement. Even if you acknowledge the source, reproducing a significant portion of any document (including material on the Internet) without permission is a breach of copyright, and a legal offence. You may summarise, paraphrase and make brief quotations (as I have done from my sources), but more than this risks infringing copyright.

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3. Dissertation Supervision: College Guidelines

3.1 Role of the Supervisor
The role of the supervisor is to assist the student by providing advice and guidance on how to prepare, produce and improve their dissertation. It may include giving advice on choosing a suitable topic; drawing up a suitable preliminary bibliography; planning the primary and secondary research the student will need to do for the dissertation; using suitable research methods; methods of improving the presentation of the dissertation; sources of information, advice and guidance in undertaking the dissertation and other general academic advice. The supervisor should be available to advise the student on approach, coverage, questions to be asked and the outline structure and research design. More specifically, the supervisor is expected to:

assist the student in the definition and organisation of the project in the early stages of preparation advise the student on the feasibility of what (s)he plans to do approve the dissertation proposal find the student a suitable topic for the dissertation read preliminary drafts of the students work offer the student guidance or assistance after the end of the summer term proof read the
final draft

The supervisor is under no obligation to:

It is not the role of the supervisor to direct the research or ensure that a dissertation is of sufficient quality to pass; this is the responsibility of the student. Any opinion expressed by the supervisor relating to the quality of the work should not be taken to represent the opinion of the relevant sub-board of examiners. 3.2 Responsibilities of the Student It is the responsibility of the student to initiate contact with their dissertation supervisor once the supervisor has been allocated. Students should contact their supervisors within 10 working days of the supervisor being nominated, to agree a date for an initial meeting or other working methods. The student and supervisor should agree a timetable at the outset for completion, which should normally include provision for at least two meetings in advance of submission. Students are responsible for providing their supervisor with drafts of work to be discussed, as agreed with the supervisor, and no later than five working days before any meeting. 3.3 Responsibilities of the Supervisor Once a timetable for submission of drafts and for supervision meetings is agreed, supervisors should ensure that appropriate feedback is provided on submitted draft work at supervision meetings. Where written feedback is agreed this should normally be provided within a reasonable time from the agreed date for submission of draft work.

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The student should normally have up to three meetings with their supervisor. These could be, for example: an initial discussion identifying the topic, questions and methodology and sketching out an initial action plan and bibliography an intermediate meeting to assess progress on the dissertation and discuss the likely structure of the first draft a final 'trouble-shooting' meeting. Many dissertations are carried out when staff may be on leave or otherwise unable to meet with the student. Where a supervisor will be out of contact for a period of longer than four weeks then they, or their department should ensure that an alternative supervisor is available to cover during this period. As stated above, it is not the role of the Supervisor to ensure that a dissertation is of sufficient quality to pass. Supervisors should refrain from commenting on the likely outcome of assessment, and focus solely on advice on how to improve the dissertation. 3.4 Complaints Where a student considers that their supervision is not adequate then they may request a change of supervisor by writing to their Programme Director or Assistant Dean of the relevant Department. Any change will be at the discretion of the relevant Assistant Dean. Formal complaints about supervision should be submitted in accordance with the Colleges Student Complaints Policy.

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4. Referencing Guidelines
Modern Language Association (1998), Guide for Writers of Research Papers (4th edition), MLA, New York. Lindey, A (1952), Plagiarism and Originality, Harper, New York. Guidelines for References It is important to include the following details in your list of references, and it may save time if you get into the habit of recording all these details as you do your reading rather than have to hunt them out at the end. References in the Body of the Essay/Dissertation References in the body of the essay or dissertation (as distinct from the Reference section) can occur in different contexts. Fundamentally, whenever reference is made to a published article or other source (e.g. the Internet) details should be given in the text in the form of the name(s) of authors and the date of publication. For example: recent writing on hysteria (e.g. Mitchell, 2000) discusses. Or: Mitchell (2000) claims that . If a quotation is given, it should conclude with the name of author, date of publication, and exact page number. For example: By recognising our uncanny strangeness we shall neither suffer from it nor enjoy it from the outside. (Kristeva, 1988, p.192) Note here that a quotation is often presented indented in the text. An alternative, when the quotation is of one sentence or less is to simply put quotation marks around it. For instance, there has been much discussion of the experience of otherness in psychoanalysis: as Kristeva (1988, p.192) comments, By recognising our uncanny strangeness we shall neither suffer from it nor enjoy it from the outside. If a text has two authors, both should be given (e.g. Elliott and Frosh, 1995); if more than two authors use the convention et al after the first authors name: e.g. Pattman et al, 1998. All the authors should be listed in the references at the end of the essay/dissertation. References at the End of the Essay/Dissertation At the end of the text, all references should be gathered together in a standard format, in alphabetical order. There are basically three relevant ways of presenting a reference, depending on whether it is to a book, a chapter in a book, or a journal article. Books Authored: Name, initial. (date) Title. Place of publication: Publisher Mitchell, J. (2000) Mad Men and Medusas London: Allen Lane Multi-authored: Name1, initial., Name2, initial. and Name3, initial. (date) Title. Place of publication: Publisher 51

Bateman, A., Brown, D. and Pedder, J. (2000) Introduction to Psychotherapy. London: Routledge Edited As with books, but with (eds) added after the authors. Elliott, A. and Frosh, S. (eds) (1995) Psychoanalysis in Contexts London: Routledge Chapter from a Book Name of author(s) of the chapter, Initial. (date) Title of chapter. In Initial. Name of editor(s), Title of Book. Place of publication: Publisher Daniel, P. (1992) Child analysis and the concept of unconscious phantasy. In R. Anderson (ed.) Clinical Lectures on Klein and Bion. London: Routledge Journal articles Name of author(s) of the article, Initial. (date) Title of article. Journal title in full, volume: start page number end page number Bronstein, C. & Flanders, S. (1998) The development of a therapeutic space in a first contact with adolescents. Journal of Child Psychotherapy 24: 5-35 All authors should be listed for jointly written books, chapters and articles. Referencing from Secondary Texts If your only source for a reference is from another text, this should be acknowledged in the references as: Full reference of original, quoted in, full reference of secondary source. Internet Resources As with books or journals, but with the internet address and date of access appended. Fonagy, P. (1999) Pathological Attachments and Therapeutic Action. http://www.psychematters.com. Accessed 23/2/2010. Remember: a reference list should be a complete list of all sources actually referred to in your essay/dissertation. It is different from a bibliography, which lists sources drawn on but not necessarily explicitly referred to.

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