Society of the Month

Every month we focus on the history, highlights and activities of an IPA Society. If you would like your society featured, please write to
Maria Grazia Vassallo and Cristina Vascocellos.  


Society of the Month Archive

201820172016




CENTRO DE EDUCACIÓN E INVESTIGACIÓN DE PSICOANÁLISIS
DE MONTERREY (CEIP, Mty)



 

Monterrey’s Center for the Teaching and Research of Psychoanalysis


CEIP:  ORIGINS

In 2008, in Monterrey (México), a few psychoanalysts affiliated to IPA were interested in forming a group implementing an approach of teaching psychoanalysis based on Max Eitingon’s Model as a method of training with the inclusion of current advances in psychoanalysis as well as an Interdisciplinary Division of Research with the relationship to different academic settings, activities of social relevance and the promotion of scientific writing and publishing.

The group would be called Centro de Educación e Investigación en Psicoanálisis de Monterrey (CEIP) [Monterrey’s Center for the Teaching and Research of Psychonalysis, CTRP]. 

In 2009, CEIP made a request to the International New Groups Committee (ING) and in 2011, at the Business Meeting of the 47th IPA Congress held in Mexico City, CEIP was officially recognized as a Study Group.

In order to get the status as Provisional Society, CEIP received the visit of two Sponsoring Committees during the period from 2011 to 2015.  Refinements in bylaws and curriculum were made fulfilling IPA´s standards.

In October, 2015, the group had the honor to welcome Alexandra Billinghurst, Vicepresident of IPA.  She gave a lecture titled “Duet for two bodies. Working with the body in states of anxiety” in the National Psychoanalytical Congress organized by CEIP during that time.

In 2016, CEIP was named as Interim Provisional Society.  Ratification took place in 2017 at the Business Meeting of the 50th IPA Congress held in Buenos Aires, Argentina.

In our way to get the Component Society status, current Liaison Committee has been composed by Jorge Gorodokin (APA, Argentina) and Stella Yardino (APU, Uruguay).  They have gone along with us in the last 2 years supporting the consolidation of the group. 

CEIP has been participating with IPA in the discussion about modifications in Eintingon’s Model (particularly in the acceptance of 3 sessions per week in didactic psychoanalytical treatment) and in COWAP’s activities. 
Five National Psychoanalytical Congresses have been held.  An academic event takes place every month.

In 2011, Dra. Nora A. Hinojosa Ayala, foundress President of CEIP, received the prize for Best Psychoanalytic Research Exceptional Contribution Award for the poster entitled "The correlates and developmental impact of adaptive and pathological early maternal projections”.
The third generation (with 6 candidates) will start its seminars next September. 

Relationships have been stablished with Instituto de Psicoterapia, Universidad Autónoma de Nuevo León, Sociedad Analítica de Grupo de Monterrey, Universidad de Monterrey y el Instituto Tecnológico y de Estudios Superiores de Monterrey.

Nowadays, we have been participating in a Governmental enterprise for reducing detected aggression levels in scholar children and adolescents (state of Nuevo León, México) with clinical attention and collaborating in research protocol design.

Dr. César Garza-Guerrero, remarkable psychoanalyst of our country, one of the CEIP members, recently published his latest book “Trastornos de Personalidad:  Avances y Desafíos Contemporáneos (en Psiquiatría, Psicología y Psicoanálisis)” (Personality Disorders:  Contemporary Advances and Challenges, 2017).


CLOSING REMARKS:  PRESENT AND FUTURE CHALLENGES

 
 
 
 
 
 
 
 
The complex task of organizing a new study group and guiding its trajectory toward a Provisional-Society/Component Society is a lengthy, difficult and arduous task. It is a period of reflection and pondering about past experiences and present realities. A pause for a critical reassessment of our overall previous functioning and a careful delineation of a potentially foreseeable and more creative future iinvolves many challenges. Among others: the essential need of integrating the best of our past learning with our official training models (the Eitingon model in our case); to the new administrative and reorganizational changes which might become necessary to attend the educational and scientific challenges for psychoanalysis in our present world.

In this regard, and in addition to implementing the careful coordination of the three traditional pillars of the Eitingon model, in our training program CEIP endeavors to integrate to its present and/or future overall functioning its commitment to the following tasks and orientation:   

 1. Research
Without research our traditional educational model will remain doomed to rejection and marginalization (Kernberg, 2011, 2012, 2016, 2017; Wallerstein, 2009, 2012, 2017; Garza Guerrero, 2017).
At CEIP, we think that we need to incorporate present information from both idiographic (including conceptual and hermeneutic perspectives) and nomothetic research (even if implemented by outside institutions and in neighboring sciences) to our curricular plans and clinical practices; not only to maintain congruity with educational objectives but, even more importantly, to counteract the potentiality for indoctrinating processes and the habitual innocence of our claustral ambience regarding advances in the contemporary broad horizon of mental health (Kernberg, 2016, 2017; Garza Guerrero, 2017; Wallerstein, 2017).

 2. Relationship to Universities and academic settlings
It is highly questionable whether in the long run psychoanalytic societies-institutes could survive without a link to universities, research centers and academic settings in our respective communities (Michels, R. 2017; Wallerstein, 2012; Kernberg, 2017; Garza Guerrero, 2017).
In keeping with this argument, our CEIP has cultivated and maintains a close relationship, with local universities and educational institutions; but keenly aware that any practicable and productive relationship with them would have to be a clearly educational and research two-way street, in contrast to the merely proselytizing efforts to seek the enrolment of candidates.

3. Reliable certification systems        
At our CEIP, we welcome the recent efforts of our International Psychoanalytic Association toward the development of reliable and objective systems for evaluating competences: theoretical, clinical, and attitudinal (Israelstam, 2011; Tuckett et al, 2008; Kernberg, 2017, Garza Guerrero, 2017). 
Authentic certification systems in our IPA, not only may prevent confusing quality and standards with membership and affiliation, without ever been exposed to a truly certifying process (just paying membership dues);but also might contribute to a careful reevaluation of the well known pitfalls of our traditional training analyst system (Michels, R. 2017; Garza Guerrero, 2017; Kernberg, 2016, 2017; Garza Guerrero, 2017).

 4. Social relevance     

Without providing evidence of our potentialities for academic and social relevance, it will not be possible to secure the financial support for our programs (Stepanski, 2009; Wallerstein, 2012, 2017; Kernberg, 2017; Garza Guerrero, 2017). 
Consequently, we feel that only an external, interactive, and critical reorientation of our psychoanalytic societies, toward their integration or collaboration, with programs of genuine social relevance may not only provide a life of their own, but also help to transcend their sense of direction, beyond the circumscribed idealization of the activities related solely to the training of candidates.

5. Scientific writing and publishing 

The majority of traditional societies institutes of psychoanalysis do not have a indexed journal that integrates an authentic committee of arbitration. Moreover, most of our institutes have never published in an external indexed journal.

It is critical for psychoanalytic institutions today, to develop and stimulate a culture of scientific writing and publishing of high impact in indexed journals, for both faculty and students. Candidates should be supported at all levels of training and throughout their entire program (Wallerstein, 2012, 2016; Kernberg, 2017; Garza Guerrero, 2017). If a candidate does not learn to write nor publish a paper during his/hers years of training, they most likely will not do it during their lifetime.

Finally, we at our CEIP, are certainly in agreement with the idea that the maintenance of the psychoanalytic identity and functioning, in a world in constant flux, requires a careful balance between: the risk of remaining tied to the anachronistic idealization of our past, and the need to collectively overcome our habitual resistances to face contemporary realities and challenges for psychoanalysis today.