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The Psychoanalyst s Superegos Ego Ideals and Blind
Spots The Emotional Development of the Clinician 1st
Edition Vic Sedlak Digital Instant Download
Author(s): Vic Sedlak
ISBN(s): 9780429524028, 0429524021
Edition: 1st
File Details: PDF, 5.61 MB
Year: 2019
Language: english
“This pilgrim’s progress of one psychoanalyst’s professional and personal
growth has the ring of truth, beautiful even when painful, opening
wisdom that can come only from difficult clinical experience
approached with relentless inquiry and ruthless honesty. Clearly know-
ing our several theories, Sedlak transcends their limits, staying ever true
to the anguished uncertainties of clinical actuality. Compelling to read,
this beautifully written report of one analyst’s struggles was, for me,
emotionally evocative and educationally enlightening. It is a compelling
master class in the perplexity of analytic exploration, where each jour-
ney is original and unique.”
– Warren S. Poland, Sigourney Awardee 2009, Author,
Intimacy and Separateness in Psychoanalysis

“Vic Sedlak is much admired as a psychoanalyst who can sustain

an independent point of view and is not afraid to speak his mind.
Here he examines the role of the analyst’s reactions and responses
in the psychoanalytic session. He covers a wide field but for me he
is particularly convincing when he describes how the analyst’s
responsiveness is especially affected by his capacity to accept the
emergence of hatred, hostility and destructiveness in his patient
and also in himself. His arguments and the vivid clinical material
make for fascinating reading that all those working in the mental
health field will find valuable and stimulating.”
– John Steiner, Training and Supervising Psychoanalyst,
Distinguished Fellow, British Psychoanalytical Society

“Anyone who is interested in understanding the unconscious

dynamics in the therapist/patient relationship will be rewarded by
reading Vic Sedlak’s accessible and insightful study of the ‘glancing’
thought; the thought that the clinician resists knowing without
knowing he or she is avoiding it. Sedlak, a highly respected and
experienced psychoanalyst, writes openly and honestly about the
role his super-ego and ego ideal play in supporting or impeding his
efforts to recognise and understand the glancing thought in his on-
going clinical practice and supervision.”
– Donald Campbell, Training and Supervising Analyst,
Distinguished Fellow and past President,
British Psychoanalytic Society
This page intentionally left blank
The Psychoanalyst’s Superegos,
Ego Ideals and Blind Spots

Psychotherapists and psychoanalysts enter an emotional relationship

when they treat a patient; no matter how experienced they may
be, their personalities inform but also limit their ability to recognise
and give thought to what happens in the consulting room. The
Psychoanalyst’s Superegos, Ego Ideals and Blind Spots investigates the
nature of these constrictions on the clinician’s sensitivity.
Vic Sedlak examines clinicians’ fear of a superego which threatens to
become censorious of themselves or their patient and their need to
aspire to standards demanded by their ego ideals. These dynamic forces
are considered in relation to treatments which fail, to supervision and to
recent innovations in psychoanalytic technique. The difficulty of giving
thought to hostility is particularly stressed.
Richly illustrated with clinical material, this book will enable
practitioners to recognise the unconscious forces which militate
against their clinical effectiveness.

Vic Sedlak is a Training and Supervising Psychoanalyst of the

British Psychoanalytical Society in private practice in the North of
England.
 THE NEW LIBRARY OF PSYCHOANALYSIS
General Editor: Alessandra Lemma

The New Library of Psychoanalysis was launched in 1987 in asso-

ciation with the Institute of Psychoanalysis, London. It took over
from the International Psychoanalytical Library which published
many of the early translations of the works of Freud and the writ-
ings of most of the leading British and Continental psychoanalysts.
The purpose of the New Library of Psychoanalysis is to facilitate
a greater and more widespread appreciation of psychoanalysis and
to provide a forum for increasing mutual understanding between
psychoanalysts and those working in other disciplines such as the
social sciences, medicine, philosophy, history, linguistics, literature
and the arts. It aims to represent different trends both in British
psychoanalysis and in psychoanalysis generally. The New Library
of Psychoanalysis is well placed to make available to the English-
speaking world psychoanalytic writings from other European coun-
tries and to increase the interchange of ideas between British and
American psychoanalysts. Through the “Teaching” series, the New
Library of Psychoanalysis now also publishes books that provide
comprehensive, yet accessible, overviews of selected subject areas
aimed at those studying psychoanalysis and related fields such as
the social sciences, philosophy, literature and the arts.
The Institute, together with the British Psychoanalytical Society,
runs a low-fee psychoanalytic clinic, organises lectures and scientific
events concerned with psychoanalysis and publishes the International
Journal of Psychoanalysis. It runs a training course in psychoanalysis
which leads to membership of the International Psychoanalytical
Association – the body which preserves internationally agreed stand-
ards of training, of professional entry, and of professional ethics and
practice for psychoanalysis as initiated and developed by Sigmund
Freud. Distinguished members of the Institute have included
Michael Balint, Wilfred Bion, Ronald Fairbairn, Anna Freud, Ernest
Jones, Melanie Klein, John Rickman and Donald Winnicott.
Previous general editors have included David Tuckett, who played
a very active role in the establishment of the New Library. He was
followed as general editor by Elizabeth Bott Spillius, who was in turn
followed by Susan Budd and then by Dana Birksted-Breen. Current
members of the Advisory Board include Giovanna Di Ceglie, Liz
Allison, Anne Patterson, Josh Cohen and Daniel Pick.
Previous members of the Advisory Board include Christopher
Bollas, Ronald Britton, Catalina Bronstein, Donald Campbell,
Rosemary Davies, Sara Flanders, Stephen Grosz, John Keene, Eglé
Laufer, Alessandra Lemma, Juliet Mitchell, Michael Parsons,
Rosine Jozef Perelberg, Richard Rusbridger, Mary Target and
David Taylor.
For a full list of all the titles in the New Library of Psychoanalysis
main series as well as both the New Library of Psychoanalysis
“Teaching” and “Beyond the Couch” subseries, please visit the
Routledge website.
This page intentionally left blank
THE NEW LIBRARY OF PSYCHOANALYSIS

General Editor: Alessandra Lemma

The Psychoanalyst’s
Superegos, Ego Ideals and
Blind Spots
The Emotional Development
of the Clinician

Vic Sedlak
First published 2019
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Vic Sedlak
The right of Vic Sedlak to be identified as author of this work has been
asserted by him in accordance with Sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Sedlak, Vic, 1950- author.
Title: The psychoanalyst’s superegos, ego ideals and blind spots :
the emotional development of the clinician / Vic Sedlak.
Description: New York : Routledge, [2019] | Series: New library of
psychoanalysis | Includes bibliographical references and index.
Identifiers: LCCN 2018059785 (print) | LCCN 2019001884 (ebook) |
ISBN 9780429261916 (Master) | ISBN 9780429524028 (Adobe) |
ISBN 9780429552199 (Mobipocket) | ISBN 9780429537493 (ePub3) |
ISBN 9780367205072 (hbk : alk. paper) | ISBN 9780367205089
(pbk : alk. paper) | ISBN 9780429261916 (ebk)
Subjects: LCSH: Psychoanalysts–Psychology.
Classification: LCC BF109.A1 (ebook) | LCC BF109.A1 S43 2019
(print) | DDC 150.19/5092–dc23
LC record available at https://lccn.loc.gov/2018059785

ISBN: 978-0-367-20507-2 (hbk)

ISBN: 978-0-367-20508-9 (pbk)
ISBN: 978-0-429-26191-6 (ebk)

Typeset in Bembo
by Swales & Willis, Exeter, Devon, UK
In loving memory of Jurek, Marysia, Paweł
and Michał
This page intentionally left blank
 Contents

Acknowledgements xii

Introduction 1

1 The aims of psychoanalytic treatment 12

2 The psychoanalyst’s superegos 31

3 From dread to anxiety 53

4 The psychoanalyst’s ego ideals 69

5 Contemplating analytic failure 89

6 The work of supervision 111

7 Considering other approaches 130

8 Hostility terminable and interminable 158

References 181
Index 189
 Acknowledgements

I have been extremely fortunate throughout my career to have had

the help and support of exceptional teachers and mentors. I trained as
a psychoanalytic psychotherapist at the Tavistock Clinic and was
taught and supervised by outstanding clinicians such as David Malan,
Peter Hildebrand and John Boreham. John Steiner’s Borderline
Workshop was particularly inspiring, and his personality and approach
to clinical work stimulated in me an ambition to train as a psychoana-
lyst. At the British Psychoanalytic Society my supervisors were Adam
Limentani and Anne-Marie Sandler and, later, Hanna Segal and
Harold Stewart; my analyst was Martin Miller; their influence on my
professional and personal development is inestimable. Since qualifying
I have discussed my clinical work with Irma Brenman Pick, and my
debt to her is great. Graham Ingham, my closest colleague, has been
incredibly important as a colleague in the North of England and also
as a friend. Beyond individuals, being a member of the British Society
has provided me with a professional home, wonderful and creative
colleagues and enormous support in developing psychoanalysis and
psychoanalytic training in the North of England. I am also grateful to
be an Honorary Member of the Polish Psychoanalytical Society and
proud to have played a part in its development since the eighties.
I began writing this book when I was a Visiting Professor at
Kyoto University in Japan and am grateful to that institution and to
Professor Kunihiro Matsuki for his unfailing support. To Alessandra
Lemma and some anonymous reviewers I owe gratitude for careful
reading and trenchant and necessary criticism.
 Acknowledgements
My greatest fortune has however been in my personal life. My
family’s educational and professional lives had been wrecked by the
war, but they made sure that I could grow up with the opportunities
they had been deprived of – I owe them such a lot. Jackie, Dan,
Laura and George ensure that I have had, and continue to have, the
happy settled and fulfilled home life that allows for the time, mental
space and relative peace of mind that a psychoanalyst needs. A very
sincere thank you to them.
I would also like to thank the International Journal of Psychoanalysis
and Taylor & Francis, LLC, for their kind permission to reproduce
the following copyright material:

“The dream space and countertransference”. Vol. 78 (1997).

“The patient’s material as an aid to the disciplined working
through of the countertransference and supervision”. Vol. 84
(2003).
“Discussion”. Vol. 90 (2009).
“The psychoanalyst’s normal and pathological superegos”. Vol. 97
(2016).

xiii
This page intentionally left blank
 INTRODUCTION

One reason I was attracted to psychoanalysis when I was a clinical

psychologist was that its means of understanding can be applied to
the clinician as readily as to the patient. Indeed the emphasis on
gaining insight by attempting to become aware of the counter-
transference means that psychoanalysts have a professional duty to
attempt to understand themselves from a psychoanalytical vantage
point. During training and then for many years after qualifying, I
have been interested in the emotional demands that the practice of
psychoanalysis makes upon the clinician. I have been able to study
this in myself and I have also been engaged in the supervision of
many practitioners, psychotherapists and psychoanalysts, both in
training and after qualification. In particular my interest has focused
on those factors which impede the clinician’s ability to understand
the patient, to intervene effectively and hence to promote emotional
growth in the patient and, indirectly, in the analyst.
The day after the England football team had been knocked out of
a World Cup tournament a patient came for her session and as she
prepared to lie on the couch she noticed that I had a slight limp as I
walked to my chair. As she lay down she said “Oh, limping are
we?” in a faux sympathetic manner. My immediate reaction was the
glancing thought: “What a bitch!” My patient had reason to believe
I was interested in football since she had recently read that I was
involved in a conference on Psychoanalysis and Sport and so she
might have supposed that I was feeling sore about the English
defeat. The session continued but it was only after the patient had
left and I was writing up my notes that I recalled her comment and
my impromptu unspoken response to her sarcasm at the beginning
of the session. I then realised that I had done my patient a disservice
since she had gone on to talk about how anxious she was about a

1
 Introduction
presentation she had to make later that day. She was worried that
the audience would see the weaknesses in her argument and would
not hesitate to criticise her. Had I been able to bear in mind her
cruel treatment of me when seeing my weakness, I would have
been able to take up in a more meaningful way her anxiety that
others would put the boot into her if they were to see her having
difficulties. The reason I had not been able to help her in this way
was because I had repressed my awareness of her treatment of me,
most probably because it made me feel hateful towards her.
My clinical vignette clearly places countertransference as central
to an understanding of the patient. It also illustrates the nature of
the countertransference experience: I described myself having a
“glancing” thought, that is, a thought that did not sufficiently
impose itself upon my mind and demand I attend to it. Very fre-
quently the clinician’s emotional response to the clinical situation
does not even impinge itself to that degree; it remains unconscious for
a significant period of time. My aim in this book is to explore some
of the emotional difficulties and resistances that the psychoanalyst will
have to encounter in himself in the course of his clinical work. I
regard them as inevitable and believe that the clinician will have to
struggle with these factors in his own personality as they arise in his
contact with patients.
In exploring the nature of countertransference, many authors
have written of the patient projecting a part of himself into the
analyst; personally I don’t this is a helpful way of describing the
process. Rather than thinking of a patient projecting his experience
or a part of his personality into the analyst I find it more helpful to
think of a process in which the patient will evoke a potential
aspect of the analyst’s personality. Thus, it might be thought that
my patient succeeded in bringing into play my potential to kick
out when I am wounded in an (unsuccessful) attempt to help me
understand her anxiety about her presentation later in the day. I
don’t think it very helpful to distinguish between the patient
engaging a neurotic part of the analyst’s personality and a differ-
ent process whereby the countertransference can be used in order
to understand the patient. Whether my instinctual reaction of
wanting to kick back at my patient was pathological or not is not
the issue; whether or not I could sufficiently register it in order
to understand more deeply what then happened in the session is
the more pertinent question.

2
 Introduction
Freud (1913, p. 320) wrote that “everyone possesses in his own
unconscious an instrument with which he can interpret the utterances
of the unconscious in other people”. This will apply in the psycho-
analytic setting and is the basis for the analyst’s countertransference:
“the patient’s influence on [the analyst’s] unconscious feelings”
(Freud, 1910b, pp. 144–145). He added “no psychoanalyst goes
further than his own complexes and his internal resistances allow”.
These statements, taken together, imply that the analyst will uncon-
sciously understand what the patient’s material means but the extent
to which he will allow himself to become conscious of this will
depend on “his internal resistances”. While the countertransference
will initially at least register unconsciously, it is uncertain whether the
clinician will be able to allow it to reach conscious awareness; to the
extent that he is not able to, the treatment will not be able to “go
further”, or, at least, not as a psychoanalytic treatment.
Of course, the analyst will also be aware that the patient too has
“an instrument with which he can interpret the utterances of the
unconscious in other people”. In some circumstances this might be
an additional reason why the analyst tries to limit his awareness of
what is happening in the consulting room – he will attempt to
hide, not only from himself but also from his patient, states of
mind about which he might feel ashamed or guilty. I will give
examples of these phenomena.
If negotiated productively, this working through of one’s personality
during the course of one’s professional life can increase the competence
of the psychoanalyst as he matures in his career. I intend to describe
various such processes, but my arguments will focus on the central role
of the analyst’s superego as a structure that might impede either his
understanding of the patient or, alternatively, support him as he
struggles to understand the clinical material. I will also discuss the
importance of a related internal structure, the ego ideal. I will offer a
hypothetical model of how an emotional development may proceed
in the course of a psychoanalytical career.
Another important theme in my vignette is that of aggression.
Frequently a distinction is made between healthy aggression which
can manifest itself in traits like ambition, competitiveness and drive
(in the commonplace meaning of the word) on the one hand, and
a more hostile and destructive sort which shows itself as envy,
spoiling and self-harming acts. While the emphasis in the book is
on the latter, it is also argued that a person becoming conscious of

3
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Practice Problem 5: Statistical analysis and interpretation
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• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Case studies and real-world applications
• Learning outcomes and objectives
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Key Concept: Practical applications and examples
• Comparative analysis and synthesis
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Conclusion 2: Research findings and conclusions
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Note: Experimental procedures and results
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• Literature review and discussion
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Formula: [Mathematical expression or equation]
Note: Interdisciplinary approaches
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- Note: Important consideration
Remember: Best practices and recommendations
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 45: Practical applications and examples
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Current trends and future directions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 48: Comparative analysis and synthesis
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Ethical considerations and implications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 50: Diagram/Chart/Graph]
Practice 6: Experimental procedures and results
Key Concept: Experimental procedures and results
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Fundamental concepts and principles
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 52: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Fundamental concepts and principles
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 54: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Case studies and real-world applications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Research findings and conclusions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 57: Diagram/Chart/Graph]
Note: Theoretical framework and methodology
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Practical applications and examples
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Summary 7: Comparative analysis and synthesis
Key Concept: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 61: Diagram/Chart/Graph]
Important: Practical applications and examples
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Theoretical framework and methodology
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 63: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 64: Diagram/Chart/Graph]
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