Professor of Psychoanalysis & Clinical Psychology
She has conducted studies on a range of topics including the psychological development of girls; ego and moral development in both genders; and the ways trauma and its repetition shapes development for girls. This research has been supported and funded by the Lilly Foundation, the Spencer Foundation, the Harvard Medical School, the Fulbright Association, and the Radcliffe Institute for Advanced Studies.
She is the author of A Shining Affliction; Women, Girls and Psychotherapy: Reframing Resistance (co-edited); Charlie's Chasing the Sheep (editor); and The Unsayable: The Hidden Language of Trauma.
A watercolor painter and published poet, she lives in Ireland during the summers. Dr. Rogers is currently engaged in becoming a Lacanian psychoanalyst.
Students will learn Lacanian psychoanalysis through working both in solitude and in collaboration. We'll read primary and secondary literature on Lacanian psychoanalysis, including cases by Freud. Students will work in groups to create scenes in which Lacan visits Freud and advises him on a case, and perform that scene. We'll also explore Lacan's concept of desire, the Other of language, and the Real unconscious. Finally, students will be involved in working at the Hampshire College Farm Center, recording their impressions, associations, and any dreams that refer to this experience. The idea is to learn how formations of the unconscious emerge, to understand their logic and use them to make something new. The final project takes the form of an artistic production, with a Lacanian analysis. Div. III students may take this course as an advanced course.
The course offers a sustained engagement with words and images, understood as constructions of the unconscious. We will work with words as 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. The goal is to learn a repertoire of strategies for reading the unconscious, as well as making new work with a conceptual sophistication grounded in visual sources and an original poetics. Students will be required to create a box of images and words, write a poetics based on psychoanalytic texts, and participate in classroom discussions and group collaborations.
How does psychoanalysis understand the treatment of children and adolescents historically? 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 such as Freud's Little Hans case and Melanie Klein's Narrative of a Child Analysis, and move toward contemporary accounts psychoanalysis with children. In a mid-semester paper, students will review one 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 readings are not easy), and to participate fully in class.
The course is designed as an introduction to concepts of psychoanalysis for students with no previous knowledge of Freud. We will take an historical approach, tracing the development of Freud's thought through close readings of key essays, clinical case studies, and selected literary works that inspired Freud, tracing various concepts through their evolution, abandonment, retrieval, and revision in Freud's writing from the 1890s to the 1920s and beyond. The course will start with the origins of psychoanalysis in trauma theories of hysteria, their replacement by dream analysis, theories of sexuality and the Oedipus complex, and the return of trauma in new forms in Freud's late work on the repetition-compulsion and the death drive, his theory of the uncanny and dream analysis revision. We will also 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 response papers to the course website, read and comment on one another's work regularly, and write two substantive papers.