Professor of Psychoanalysis & Clinical Psychology
Professor Rogers has conducted studies on a range of topics including girls’ psychological development and trajectories of change in child analysis, as well as studies of language and visual art in psychosis. Co-director of Hampshire’s Psychoanalytic Studies Program, she is analyst member and faculty at the Lacanian School of San Francisco and associate member of the Association for Psychoanalysis & Psychotherapy in Ireland. She is also a member of Zea Mays Printmaking.
Professor Rogers is a recipient of a Fulbright Fellowship at Trinity College, Dublin, Ireland; a Radcliffe Fellowship at Harvard University; a Whiting Fellowship at Hampshire College; and an Erikson Scholar at Austen Riggs. She is the author of three books: A Shining Affliction (Penguin Viking, 1995) and The Unsayable (Random House, 2006), and Incandescent Alphabets: Psychosis and the Enigma of Language, Karnac, 2016), in addition to numerous scholarly articles, short fiction, and poetry.
The course offers a sustained engagement with words and images, understood as constructions of the unconscious. We will work with words, images, and words with images. The unconscious is constructed in both psychoanalysis and art-making through associative processes: the convergence and divergence of elements (through repetition, variation, gaps, erasures, and contradictions) create emergent meanings that dissolve into nonsense, paradox, and questions. Students will create a poetics grounded in these processes. While a background in psychoanalysis, creative writing, or the visual arts is not a requirement for this class, those students are welcome. Students will be required to write a poetics based on psychoanalytic texts, create a palimpsest presentation of images and words, and participate in all classroom activities and discussions, as well as small group collaborations outside of class.
How does psychoanalysis understand the treatment of children and adolescents? How have ideas and practices of child psychotherapy within psychoanalysis changed over time? What does an analyst actually do in sessions and with what results? These are the major questions we'll address in this course. Students will engage in intensive reading of primary sources and two major papers, in addition to regularly reviewing concepts through in-class essays and role-plays. We will read classic historical cases beginning with Freud and Klein, and move toward contemporary accounts of psychoanalysis with children. In a mid-semester paper, students will review a child case and apply a different approach to psychoanalysis to that case. In a final assignment, students will read one of four novels and create a fictional treatment relationship with a child character, then give a psychoanalytic explanation of the treatment. Students are expected to prepare for discussions (the reading is not easy), and to participate fully in class.
The course will read Freud in reverse, underscoring his most radical and developed ideas late in his life. Freud explored trauma in new forms in his late work on the repetition-compulsion and the death drive, the theory of the uncanny, and his dream analysis revision. We will examine his late work on constructions in analysis and move back in time to his writing about screen memories and repeating as a form of memory, as well as his earlier work on dreams, resistance, sexuality and the Oedipus complex. We will read the literature that stages Freud's concerns and questions: Sophocles' Oedipus the King, and a novella by Hoffmann, The Sandman. Students are expected to write three essays for this class, and to consult on their final papers. No prior experience reading psychoanalysis is required.