IPA中国学组（武汉）第四组候选人2025年武汉地面培训

2025 Wuhan In-Person Training for Candidates of IPA China Study Group - Group 4

在IPA中国学组首任主席童俊教授组织下，中国第四届IPA候选人于2025年11月16-19日在武汉精神分析研究所进行了四天的学术研讨课程，培训得到中美高级精神分析培训项目的大力支持。

Organized by Professor Tong Jun, the founding chair of the IPA China Study Group in Wuhan, the 4th Group of IPA Candidates in China participated in a four-day academic seminar at the Wuhan Institute of Psychoanalysis from November 16 to 19, 2025. This training received strong support from the Sino-American Advanced Psychoanalytic Training Program.

本次课程再度汇聚中美高级精神分析培训秋季项目的权威师资——Katherine Mary Kendall、Eldad Iddan、Pamela Shein、Leonie Sullivan、Karen Proner。其中，Eldad Iddan 为本次候选人培训的新增授课专家，其余四位均是 2024 年秋季 IPA 第四组候选人地面培训的资深分析师，其个人详细介绍可查阅该期培训报道。作为 IPA 资深培训分析师与督导师，他们以深厚的临床实践积淀与扎实的学术造诣，为全体候选人呈现了一场高水准的精神分析学术盛宴。

This program once again assembled authoritative faculty from the Sino-American Advanced Psychoanalytic Training Program — Katherine Mary Kendall, Eldad Iddan, Pamela Shein, Leonie Sullivan, and Karen Proner. Among them, Eldad Iddan is a newly added instructor for this candidate training, while the other four are senior lecturers from the 2024 Autumn In-Person Training for the 4th Group of IPA Candidates in China. Their detailed profiles can be found in the report of that training session. As senior IPA training analysts and supervisors, they presented a high-caliber academic feast of psychoanalysis to all candidates with their profound clinical experience and solid academic attainments.

Katherine Mary Kendall博士在儿童、青少年及成人精神分析领域积累了深厚的实践经验。她为候选人精心甄选了1975年的经典文献《The Ghost in the Nursery: A Psychoanalytic Approach to the Problem of Impaired Mother-Infant Relationships》，助力候选人清晰回望：早在数十年前，精神分析学界便已聚焦母婴关系研究，深入探索通过专业精神分析干预阻断创伤代际传递的可行路径。“向攻击者认同”“次级皮肤”等经典概念，正是该文献为精神分析临床贡献的核心理论工具。这些概念直指养育困境的核心，带来深刻启示：当个体能够直面并涵容自身童年的痛苦记忆时，便在内心建立起阻断创伤传递的“防护墙”，从而避免为人父母后陷入重复伤害的循环；而若选择以压抑、隔离的方式回避痛苦，这种未被处理的情感体验反而会成为心理隐患，为认同施害者、复刻伤害模式提供土壤。

Dr. Katherine Mary Kendall has accumulated profound practical experience in the field of psychoanalysis for children, adolescents, and adults. She carefully selected the classic 1975 literature The Ghost in the Nursery: A Psychoanalytic Approach to the Problem of Impaired Mother-Infant Relationships for candidates, helping them clearly recognize that as early as decades ago, the psychoanalytic community had already focused on the study of mother-infant relationships and explored feasible paths to interrupt the intergenerational transmission of trauma through professional psychoanalytic interventions. Classic concepts such as "identification with the aggressor" and "secondary skin" are the core theoretical tools that this literature has contributed to psychoanalytic clinical practice. These concepts directly point to the essence of parenting dilemmas and offer profound insights: when individuals can face and contain the painful memories of their own childhood, they build an "protective wall" in their hearts to block the transmission of trauma, thus avoiding falling into the cycle of repeated harm when becoming parents; however, if they choose to avoid pain through repression and isolation, these unprocessed emotional experiences will instead become psychological hidden dangers, providing fertile ground for identifying with perpetrators and replicating harmful patterns.

 

Katherine博士与候选人合影

Eldad Iddan 是本次课程的新任教师，拥有医学博士学位，兼具临床心理学家、培训分析师与督导师多重专业身份，目前在以色列耶路撒冷及特拉维夫两地执业。他在专业领域资历深厚，是以色列自体心理学和主体间性研究协会的创始成员及现任主席，同时担任国际精神分析自体心理学协会前任主席。学术教研方面，他任职于特拉维夫大学赛克勒医学院，在精神分析心理治疗项目中担任自体心理学研究方向的研究生教员及临床督导师。此外，他还致力于经典理论的传播与推广，已翻译、编辑并以希伯来语出版了海因茨・科胡特的四部著作。

本次课程以马吉德・佩珀（Magid Paper）的文章《自体客体的修复》（The Restoration of the Selfobject）为切入点展开了讨论。Eldad Iddan 结合自身研究撰文，对该文章的部分观点提出了不同见解——核心在于，自体心理学绝非“一人心理学”，而是始终离不开人与人之间的关系联结。他强调，分析师需愿意“出借”自身，让来访者能在这段关系中重新发展，进而满足那些未被填补的需求。在治疗师与来访者的观点分歧中，来访者的感受与体验应被置于优先位置，即便分析师的理论立场客观正确，也必须严肃对待来访者的真实反应。关于防御与阻抗，他提出了独到看法：阻抗并非来访者无意识地对抗治疗、不愿放弃旧有模式。科胡特曾指出，来访者主动求助的初衷从未改变，阻抗实则是一种信号——它可能意味着当下的治疗互动中发生了某些问题，或是分析师的理解与回忆存在偏差，也可能是来访者的自体（self）遭遇了伤害，正通过这种方式保护自己，避免再次经历自恋创伤。本质上，阻抗是在提示分析师，其当下的回应或干预可能对来访者构成了威胁。对于防御机制，核心并非 “打破”，而是理解与共情验证（validate），为来访者创造空间，让他们有机会探索更健康的应对方式。同时需明确，“相似”（similar）与 “等同”（equal）是两个不同概念——帮助来访者看到彼此的共性是 “相似” 而非 “完全一致”（identical），这种视角会更温和，也更具支持性。治疗中还需关注，过去的致命伤害如何在当下的人际互动中产生影响。最后，Eldad 提示候选人，心理治疗没有放之四海而皆准的单一规则，从业者需具备创造性与弹性。

Eldad Iddan, the new instructor for this course, holds a Medical Doctorate, he is a clinical psychologist, training analyst, and supervisor with active practices in both Jerusalem and Tel Aviv, Israel. Possessing profound professional qualifications, he is a founding member and current chair of the Israel Society for Self Psychology and Intersubjectivity Studies, as well as a former president of the International Association for Psychoanalytic Self Psychology. In academic and teaching roles, he serves on the faculty of the Sackler Faculty of Medicine at Tel Aviv University, where he works as a graduate instructor and clinical supervisor in self psychology within the Psychoanalytic Psychotherapy Program. Additionally, he is dedicated to promoting classical theories—having translated, edited, and published four of Heinz Kohut’s works in Hebrew.

This seminar launched discussions centered on Magid Paper’s article The Restoration of the Selfobject. Drawing on his own research, Eldad Iddan authored a response challenging certain viewpoints in the article. At its core: self psychology is by no means a "one-person psychology," but inherently rooted in interpersonal connections. He emphasizes that analysts must be willing to "lend themselves" to the relationship, enabling patients to develop anew and fulfill unmet needs. When discrepancies arise between the therapist’s and patient’s perspectives, the patient’s feelings and experiences take precedence. Even if the analyst’ s theoretical stance is objectively sound, the patient’s authentic reactions must be treated with solemnity. Regarding defense and resistance, he offers a unique perspective: resistance is not the patient’ s unconscious opposition to therapy or reluctance to abandon old patterns. As Kohut noted, the patient’s original motivation for seeking help never wavers. Instead, resistance is a signal—indicating potential issues in the current therapeutic interaction, gaps in the analyst’s understanding or recall, or that the patient’s self has been harmed and is protecting itself from further narcissistic injury. Essentially, resistance alerts the analyst that their current response or intervention may feel threatening to the patient. For defense mechanisms, the focus is not on "breaking" them but on understanding and empathic validation. Therapists should create space for patients to explore healthier coping strategies. It is also crucial to distinguish between "similar" and "equal": helping patients recognize shared traits as "similar" (not "identical") offers a gentler, more supportive approach. Therapy must also address how past traumatic injuries influence present interpersonal dynamics. Finally, Eldad reminds participants that there are no one-size-fits-all "single rule" in psychotherapy—practitioners must embrace creativity and flexibility.

 

Eldad的精彩课堂瞬间

 

Pamela Shein不仅是澳大利亚精神分析协会认证的儿童青少年培训分析师，还担任该协会培训委员会（NEAT）主席及悉尼精神分析协会学习小组协调人。由她带来的专业文献，提出了一种比“无家感”（homelessness）更为原始、痛苦体验更趋弥散的心理状态——“无处感”（nowhere-ness），这一概念极大地拓宽了候选人对儿童早期心理经验的认知边界。文献明确指出，儿童早期若深陷“无处感”的心理困境，可能衍生出严重的心理病理问题与思维功能障碍，甚至在个体发展轨迹中埋下仇恨与暴力倾向的隐患。结合临床案例不难发现，创伤性的早期成长环境会将这种“无处感”深度固化，使其不仅停留于内在心理层面，更会在个体的人际互动模式与社会适应过程中持续显现，成为阻碍长远发展的隐性障碍。在治疗理念与理解取向上，文献着重为指导分析师提供了清晰方向：应对此类问题需回归根源，从儿童早期的关系模式缺陷与心理结构建构不足切入。通过治疗中具有修复性的互动干预，助力个体逐步走出原始且难以名状的“无处感”，平稳过渡至可被感知、能够承载哀悼的“无家感”，最终实现“家感”的重建与主体心理连续性的修复，为个体的健康发展筑牢基础。

Pamela Shein is not only a certified child and adolescent training analyst of the Australian Psychoanalytical Society, but also serves as Chair of the Society’ s Training Committee (NEAT) and Coordinator of the Sydney Psychoanalytical Society’s Study Groups. The professional literature she contributed proposes a psychological state—"nowhere-ness"—that is more primitive and accompanied by more diffuse painful experiences than "homelessness". This concept has greatly expanded candidates’ cognitive boundaries regarding children’s early psychological experiences. The literature clearly points out that if children are trapped in the psychological predicament of "nowhere-ness" in early life, it may lead to severe psychopathological issues and thinking function disorders, and even plant hidden dangers of hatred and violent tendencies in their developmental trajectory. Combined with clinical cases, it is evident that traumatic early growth environments can deeply solidify this "nowhere-ness", making it not only linger at the internal psychological level but also continuously manifest in individuals’ interpersonal interaction patterns and social adaptation processes, becoming a hidden obstacle to long-term development. In terms of therapeutic philosophy and understanding orientation, the literature focuses on providing clear directions for supervising analysts: addressing such issues requires returning to the roots, starting with deficiencies in children’s early relational patterns and inadequate psychological structure construction. Through restorative interactive interventions in therapy, it helps individuals gradually break free from the primitive and indescribable "nowhere-ness", smoothly transition to the perceptible and grief-bearable "homelessness", and ultimately achieve the reconstruction of "a sense of home" and the restoration of the subject’s psychological continuity, laying a solid foundation for individuals’ healthy development.

童俊教授与Pamela同候选人合影

 

客体关系理论资深研究者、澳大利亚培训分析师与督导师Leonie Sullivan，在与候选人的专题研讨中，以比昂三篇核心论文为核心，结合临床案例深度解读其理论精髓，并分享了实践反思。Sullivan对克莱因、比昂的经典理论体系素有深刻洞见。她通过案例具象呈现了精神分析的成败场景，强调分析师的“沉思（reverie）”“转化（transformation）”与“呈现（publication）”能力是分析效果的关键——这正是比昂“容纳功能”的核心维度，为理论落地提供了清晰路径。基于比昂理论，Sullivan拓展了其临床边界：剖析“承接移情（taking the transference）”本质，厘清“投射性”与“内摄性”解释的差异及适用场景；特别强调“现实性投射性认同”的价值，提醒候选人警惕“移情盲区”与“解释错位”带来的问题。她指出，分析师需“容纳”患者的“坏客体”意象及负面体验，而稳定的“容纳功能”需长期自我觉察与临床淬炼，这为从业者职业成长提供了明确指引。

Leonie Sullivan, a senior researcher in object relations theory, a training analyst and supervisor from Australia, conducted in-depth interpretations of the theoretical essence combined with clinical cases, and shared practical reflections at a thematic seminar with candidates—centered on Bion’s three core papers. Sullivan has long held profound insights into the classic theoretical systems of Klein and Bion. She vividly presented the success and failure scenarios of psychoanalysis through cases, emphasizing that the analyst’s capacities for "reverie", "transformation" and "publication" are the key to analytical effectiveness. These are precisely the core dimensions of Bion’s "container function", providing a clear path for theoretical implementation. Based on Bion’s theory, Sullivan expanded its clinical boundaries: analyzing the essence of "taking the transference", clarifying the differences between "projective" and "introjective" interpretations as well as their applicable scenarios; and specially highlighting the value of "realistic projective identification", reminding candidates to guard against problems caused by "transference blindness" and "interpretive misalignment". She pointed out that analysts need to "contain" patients’ images of "bad objects" and negative experiences, and that a stable "container function" requires long-term self-awareness and clinical refinement—offering clear guidance for the professional development of practitioners.

 

Leonie与候选人合影

 

本次系列培训的收官课上，纽约资深心理治疗师Karen Proner以Priscilla Roth 2004年的经典文献《Mapping the Landscape: Levels of Transference Interpretation》（《移情诠释的疆域图：层级划分》）为核心，系统讲解“深度诠释前的感受凝聚”这一核心议题，为候选人带来理论与实践兼备的精彩分享。

Karen Proner身兼儿童及成人培训分析师、督导师等职，擅长短程动力治疗及精神分析取向家庭治疗。因长期在英国Tavistock中心受训执业，她对客体关系理论有着深刻理解，尤其精于克莱因、比昂及梅尔泽理论的临床应用，这为解读Roth文献提供了坚实支撑。结合Roth文献中“移情诠释存在明确层级”的核心观点，Karen强调：深度诠释的前提是“感受凝聚”，而移情捕捉是关键。她引用梅尔泽名言“你捕捉移情，而非制造移情”，呼应Roth对诠释边界的论述——分析师的核心是承接来访者的移情表达，而非主动建构，这是所有层级诠释的共同基础。Karen以“父母与孩子续写故事”喻移情本质，恰如Roth所指“移情是来访者内心客体关系的外化”。这些反应并非针对分析师本人，而是如比昂所言，是来访者筛选后“专门表达给分析师”的素材，也是Roth强调的各层级诠释需依托的核心载体。谈及诠释实践，Karen结合Roth的层级理念给出建议：用“I wonder”（我在想）式探索替代直接追问。她以长期咨询案例说明，来访者深层感受需时间沉淀，忽视其当下表达而急于求成，便违背了比昂“含容”原则——而“承接表达”正是Roth所述各层级诠释的起点。针对Roth提及的“复杂移情反应”，Karen以边缘性来访者为例解析：其性欲相关表达，根源是早期母婴依恋需求的投射——母亲的气味、声音等感官记忆构成“最早的关系原型”。这类来访者常因整合早期体验困难陷入困境，其表达本质是对安全依恋的渴望，这为解读Roth文献中的临床案例提供了具象视角。

这场收官课中，Karen以Roth文献为纲，将客体关系理论与移情诠释层级深度融合，让候选人清晰掌握“先凝聚感受，再分层诠释”的核心逻辑，为临床工作提供了极具价值的指引。

In the concluding session of this training series, Karen Proner, a senior psychotherapist practicing in New York, USA, centered her lecture on Priscilla Roth's 2004 classic literature Mapping the Landscape: Levels of Transference Interpretation. She systematically expounded on the core topic of "gathering feelings prior to in-depth interpretation," delivering an insightful presentation that integrated both theoretical knowledge and practical applications for the candidates.

Karen Proner holds multiple roles, including training analyst and supervisor for both children and adults. She specializes in short-term dynamic therapy and psychodynamically oriented family therapy. Having received professional training and worked at the prestigious Tavistock Centre in the UK for an extended period, she has developed a profound understanding of object relations theory, with particular expertise in the clinical application of theories proposed by Klein, Bion, and Donald Meltzer. This solid theoretical foundation provides strong support for her interpretation of Roth's work. Integrating Roth's core perspective that "transference interpretation operates at distinct levels," Karen emphasized that the prerequisite for in-depth interpretation lies in "gathering feelings," and capturing transference is the key to this process. She quoted Meltzer's famous statement: "You gather the transference not to make the transference," which echoes Roth's discussion on the boundaries of interpretation. The core role of analysts is to hold and receive patients' transference expressions rather than actively construct them, and this serves as the common foundation for all levels of interpretation. Karen used the metaphor of "parents and children continuing a story together" to illustrate the essence of transference, which aligns with Roth's view that "transference is the externalization of the object relations within the patient's mind." These reactive patterns are not directed at the analyst personally; instead, as Bion noted, they are materials carefully selected by the patient to communicate to the analyst. Such materials also serve as the core carrier that Roth emphasized as essential for all levels of interpretation. When discussing practical approaches to interpretation, Karen offered suggestions based on Roth's hierarchical framework: employing exploratory language such as "I wonder" instead of direct questioning. She used a long-term counseling case as an example, explaining that patients' deep-seated feelings require time to surface and crystallize. Rushing for answers while ignoring their current expressions violates Bion's principle of "containment"—and "acknowledging and holding patients' expressions" is precisely the starting point for all levels of interpretation as described by Roth. Addressing the "complex transference reactions" mentioned by Roth, Karen used borderline patients as a case in point for analysis. Their expressions related to sexuality, she explained, originate from the projection of early mother-infant attachment needs. Sensory memories of the mother, such as her scent and voice, form the "earliest relational prototype." Borderline patients often become stuck due to difficulties in integrating these early experiences, and the essence of their expressions lies in a longing for secure attachment. This analysis provides a concrete perspective for understanding the clinical cases presented in Roth's literature.

In this concluding session, Karen took Roth's literature as the guiding framework, deeply integrating object relations theory with the hierarchical levels of transference interpretation. This enabled the candidates to clearly grasp the core logic of "first gathering feelings, then conducting hierarchical interpretation," providing highly valuable guidance for their future clinical practice.

 

Karen与候选人合影

除了精彩的文献研读与深度研讨，各位老师更引领候选人从自体心理学、客体关系、婴儿观察等多元理论视角，深刻理解个体发展的内在逻辑。尤为可贵的是，案例督导环节中，理论与临床实践深度交融、相互印证，既帮助候选人夯实理论根基，更推动其临床技能的精准精进，最终实现专业素养与实践能力的双重提升。

In addition to wonderful literature study and in-depth discussions, the supervisors further guided candidates to deeply understand the inherent logic of individual development from diverse theoretical perspectives such as self psychology, object relations, and infant observation. Particularly valuable is that in the case supervision sessions, theory and clinical practice were deeply integrated and mutually confirmed—helping candidates consolidate their theoretical foundation, promoting the precise refinement of their clinical skills, and ultimately achieving the dual improvement of professional literacy and practical competence.

撰稿(Writer)：李航(Li Hang)

审校（Reviser）：仇剑崟(Jianyin Qiu)