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content, without losing sight of before the analysis of the eventual emergence of those contents evolves in the transference” (Kernberg 2015a, p. 638).
III. Bb. Variability in the Manner and Timing of Instruction for Free Association Joseph Lichtenberg’s and Floyd Galler’s (1987) survey of 49 prominent North American analysts revealed great diversity in the way contemporary analysts introduce the ‘fundamental rule’ of free associations. Upon review of the previous literature on the subject, Lichtenberg and Galler noted gradual modification in two areas: 1. Management of regression and expressiveness (Laforgue 1936, Fenichel 1941, Arlow and Brenner 1966, Scott 1958, Gedo 1981, Balint 1959), and 2. Modification of the authoritative tone of the fundamental rule and its timing (Kanzer 1972, Blum 1981, Epstein 1976, Altman 1976, Greenson/Panel 1971, Schafer 1976, Kris 1982, Lichtenberg 1985). The survey reflected two major trends reflecting the differing conceptions of the analytic process: Either the respondents emphasized the functional framework. or the spirit of collaboration. Within each group there were differences as to the degree to which the analysts followed either the consistent approach to instruction of free association or a flexible approach adjusted to the needs of the individual patient. The information was extracted from three major categories: 1. The phrasing (consistent versus variable guidelines in relation to Freud’s suggestions, the range of explanations, and the wording of guidelines); 2. The time in analysis when the guidelines are given; and 3. The reasons analysts give for their phrasing and their timing in giving guidelines (Lichtenberg and Galler 1987, p. 58). The authors found that the tendency to a consistent or variable approach is probably a matter of emphasis. Even some of those analysts who found Freud’s original train metaphor optimal had a tendency to expand and adjust it further according to the patient’s response over time. Those that went explicitly beyond Freud’s instruction proceeded either: (1) to indicate that body sensations, images, dreams or other mental phenomena are part of analysis in addition of thoughts; or (2) to pay greater attention to defenses and resistances and include as part of their instruction to their patients an encouragement to be aware and to talk about the difficulties they encounter in relating their thoughts. In regard to the range of explanations given to patients, there appeared to be three groups: (1) those who appeared to include the fundamental rule in their initial guidelines as an integrated description of the method and goals of psychoanalysis; (2) those who tended to present the fundamental rule or guidelines in a brief manner, not related to the description of psychoanalysis; and (3) those who appeared to give no explanation, but demonstrated the importance of freely talking by the manner in which they interacted with their patients (ditto, p. 61).
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