Archive for the ‘ Resources ’ Category

European Union Health and Medicine Policy Resources (University of Pittsburgh)

Gastein-forum.2jpgFor those interested in European Union health policies, the University of Pittsburgh Library offers online resources with access to EU publications in the field since the 1970s.  According to its website, some of the more prominent themes and topics covered include:

• general health policies affecting the population at large
• issues pertaining to various aspects of women’s health
• disease prevention and treatment
• illicit drug use, prevention and treatment
• environmental issues relating to health
• industrial and workplace health issues
• regulations pertaining to the health care professions
• food safety
• a wide variety of social issues affecting health
• medical technology and research issues
• EU international activities in poverty reduction and disease prevention and treatment overseas as well as EU cooperation with international organizations on global health issues.

Thanks to Jonathan Erlen at the University of Pittsburgh for passing this on.

Freud museum receives archives of Sándor Ferenczi

A note recently added on the website of the Freud Museum (London):

The Freud Museum recently received a donation of an important archive of letters, manuscripts, notebooks and photographs related to the life and work of Hungarian psychoanalyst Sándor Ferenczi. The archive, which includes Ferenczi’s clinical diary and a number of unpublished documents, is of great significance to the history of psychoanalysis. It was entrusted to the Museum by Dr Judith Dupont, psychoanalyst and literary representative for Ferenczi’s works. Dr Dupont was born in 1925 in Budapest and comes from a family with strong links to psychoanalysis in Hungary: she is the granddaughter of Vilma Kovács, who trained as a psychoanalyst under Ferenczi, and the niece of Michael and Alice Balint, who were both leading psychoanalysts. She assumed responsibility for Ferenczi’s literary estate at the request of his two daughters, and decided to donate the archive to the Freud Museum so that it could be made accessible to all who wish to view it.

Sándor Ferenczi (1873-1933) was one of the most innovative psychoanalysts of his generation. An early follower of Freud, with whom he also underwent personal analysis, he was instrumental in helping to establish psychoanalysis internationally. He was a key figure in the founding of the International Psychoanalytic Association, and was founder of the Hungarian Psychoanalytic Society – which celebrates its centenary this year – in 1913. He made numerous original contributions to psychoanalytic theory and pioneered new, sometimes controversial techniques that challenged the notion of the analyst as a neutral observer, instead encouraging active and emotive participation in the analytic work. He is remembered today for his compassionate, humanistic approach to therapeutic work.

The Freud Museum is committed to preserving the Ferenczi archive and making it available to all who wish to view it. A project to conserve, catalogue and digitise the material is underway, and selected documents and objects will be showcased once this initial work has been completed. The complete archive, alongside the Museum’s extensive archive of documents related to Sigmund and Anna Freud, will be viewable by appointment.

Sincerity and Freedom in Psychoanalysis (working title): a conference inspired by Sándor Ferenczi’s Clinical Diary
In October the Museum will be holding a conference exploring Ferenczi’s life and work, partly inspired by the documents in the Ferenczi archive. Bookings will be taken from July. If you would like to receive further announcements about this conference please contact Stefan Marianski.

For more information:

Syllabus: Lunbeck, “The Freudian Century”

This is another installment in our series on university and college courses dealing with the history of madness, mental illness, and psychiatry.

Elizabeth Lunbeck is co-editor of H-Madness and  a historian of psychiatry and psychoanalysis. She is the author of The Psychiatric Persuasion: Knowledge, Gender, and Power in Modern America (Princeton 1994,  1996), and, with the psychoanalyst Bennett Simon, of Family  Romance, Family Secrets (Yale 2003).  She has co-edited several additional volumes, most recently Histories of Scientific Observation, with Lorraine Daston (Chicago, 2010).  At present, she is completing The Americanization of Narcissism.  Grants and fellowships from  the John Simon Guggenheim Memorial Foundation, the National Institutes of  Health, the National Endowment for the Humanities, and the Charles Warren Center, among others, have funded her research and writing. Lunbeck is Nelson Tyrone, Jr Professor of History, and Professor of Psychiatry, at Vanderbilt.

Psychiatric Times: What Universities are Teaching About the History of Psychiatry

Psychiatric Times is now featuring its December blog installment from the editors at H-Madness.  In “What Are Universities and Colleges Teaching About the History of Psychiatry and Mental Illness,” Greg Eghigian offers some cursory reflections on the series about teaching that H-Madness ran back in August and September.  He discusses what the syllabi and comments of instructors tell us about who is teaching what about the history of psychiatry, psychotherapy, and mental illness, and he offers some suggestions for improving the scope of course content.  You can read the piece here.  Remember, however, you must register in order to access articles on the site, but registration is free.

Syllabus: Loughran, “Managing the Mind: Psychiatry, Psychology, and British Culture, 1800-2000”

This is another installment in our series on university and college courses dealing with the history of madness, mental illness, and psychiatry.

Dr. Tracey Loughran is Lecturer in Medical History at Cardiff University. Her research to date has focused on shell-shock in First World War Britain, and she is currently writing up a monograph on this topic. Her new research project is on health and female print culture in the late twentieth century. Further biographical details can be found here.

This module is designed for second year undergraduate history students, many of whom have not studied the history of medicine or modern British history in-depth before. This is the second year it has run, and it is still very much a work in progress. The module attempts to chart the history of psychiatry in Britain, but also the ‘psychologization’ of everyday life over the past two centuries. This means that there is a lot to cover, and one gap on the module is an absence of consideration of the growth of psychology as a professional discipline (the growth of the profession of psychiatry is also only covered in a very sketchy way). The module is roughly chronology, with some topics which are perceived as essential, but many of these topics are included primarily because they are useful case studies for discussing how attitudes to sanity and madness, and the experiences of those diagnosed as mentally ill, have changed over the past two centuries. The module also attempts to introduce students to some different types of primary source material, particularly film.

Syllabus: Eghigian,”History of Madness and Psychiatry in the Western World”

This is another installment in our series on university and college courses dealing with the history of madness, mental illness, and psychiatry.

Greg Eghigian is co-editor of H-Madness and Director of the Science, Technology, and Society Program (on leave 2010-11) and Associate Professor of Modern History and Science, Technology, and Society at Penn State University (USA).  He writes and teaches on the history of madness, mental illness, and mental health in the western world.  He is the co-editor and author of numerous books, most recently From Madness to Mental Health;  Psychiatric Disorder and its Treatment in Western Civilization (Rutgers University Press, 2010).

The course I teach is one I designed from “scratch,” so to speak.   By that, I mean that there was no such course on the books at my university when I first started out.  So, I needed to build the course from the ground up.

From the start, I was faced with choices.  What time period should the course cover?  What geographical region or regions?  Would the focus be on medicine and psychiatry, or would it integrate broader social and cultural aspects?  Should the course be for advanced students majoring in history, or should it target non-history majors?

I decided pretty quickly, however, that the course should be an introductory level and one that would attract students from across the university.  It’s important,  I think, that students think about history as more than just the story of kings, queens, wars, political developments, and social movements.  These are all important matters, to be sure, but thematic dimensions of human history can also provide an important window into how and why the world has come to appear the way it does.  But beyond this, I was (and remain) less interested in the prospect of luring history majors to the course than bringing in students majoring in psychology, pre-med, life and health sciences, and the social sciences.  One of my chief purposes, then, is to get future clinicians, caretakers, researchers, and policy makers to consider what an historical perspective might say about the choices made and not made along the way in the development of social and medical thinking about and responses to madness.  This is accomplished institutionally, at least, by ensuring that the course satisfies the “general humanities” requirement that students in non-humanities fields must meet.

Thus, I designed and teach the course as an introduction to the long history of (ancient times to the present) of madness and mental health.  There are restrictions and limitations, however.  I focus exclusively on the “western” world, meaning Europe (including Russia and Great Britain), European colonies, and the United States.  I try to be sensitive to non-western perspectives and global change, but, alas, there is only so much I know and can present.  In the ancient and medieval periods, I make a point of discussing the roles of Judaism, paganism, Christianity, and Islam, but the course has an increasingly secular focus as we move into the modern period.  Developments since the 18th century are the main focus of the course, due, in part, to my own interests, but also due to the fact that I believe students are eager to learn about the 19th and 20th centuries.

The course in its present form is relatively large, ranging in recent years from 140 to 220 students.   At Penn State, this means that the course has a fixed structure: two large lectures a week, combined with smaller discussion sections taught by graduate teaching assistants every Friday.   My lectures are fairly straightforward PowerPoint presentations, punctuated by films now and again.  The focus of the Friday sections is on primary sources.  The graduate TAs and I meet once a week to analyze and talk about the week’s primary sources, flagging the main themes to be addressed on Friday.

Originally, when I taught the course, the primary sources were provided to the students in the form of a photocopied reader.  The course, however, inspired me to “take the plunge” and edit a primary source reader, now being published by Rutgers University Press (thanks to former TA Deirdre Fulton for lighting a fire under me).

Something I later integrated into the book I’ve edited is the periodization of the course. I break the course down thematically as well as chronologically.  The longest period I call the Pneumatic Age (from ancient times to the 18th century) – from the ancient Greek concept of “pneuma” – when madness was seen and treated as both a spiritual and somatic affliction.  The second period, running from the second half of the eighteenth through the 19th century, I deem the Age of Optimism.  Here, the emphasis is on institutional and treatment reforms as well as the growing importance of academic science and research.   The third period – from around 1914 to the 1970s – I refer to as the Militant Age, a period when heroic medicine and radical projects came to dominate psychiatric work.  Finally, a period from around the middle of the 20th century to the present I refer to as the Psychoboom.  This is a time when a wide array of psychotherapies entered the marketplace, coupled with a precipitous rise in the number of mental health professionals.

Without question, there are advantages and disadvantages to covering such a lengthy period of time.  It is difficult to give the most recent developments the time they deserve: student (and instructor) fatigue sets in at the same time that one begins to take on the contemporary period.  And, of course, it is pretty much impossible to delve into any one issue in detail.  In the end, however, I believe much more is gained by spending considerable time on the pre-modern.  By taking students out of the comfort zone of modernity and encouraging them to see the world through ancient, medieval, and early modern eyes, it is perhaps a little easier to think about the present in novel ways.

Syllabus: Killen, “Madness and Modern Civilization”

This is another installment in our series on university and college courses dealing with the history of madness, mental illness, and psychiatry.

Andreas Killen is co-editor of H-Madness and Associate Professor of History at the City College of New York and the CUNY Graduate Center. He has held fellowships at the UCLA Humanities Consortium and the Max Planck Institute for the History of Science. Among his publications are Berlin Electropolis: Shock, Nerves, and German Modernity (University of California Press 2006) and a special volume of Osiris that he co-edited on the history of the human sciences. Currently he is working on a book about the relation between film and the human sciences in early 20th century Germany.

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