2nd Friday of every month from 2:30-4:00 pm
4400 East-West Highway
Bethesda, MD 20814

The group’s focus will be the study of trauma that is “passed down” from one generation to the next. We will be reading both professional and fictionalized accounts to further our understanding of this topic. In addition, we will be discussing our clinical work and personal experiences as they relate to transgenerational trauma. One of the books we will be reading is Trans-generational Trauma and the Other by Sue Grand and Jill Salberg.

Members who attend this study group will be able to:

  1. Define the concept, the advenent.
  2. Compare the traditional understanding of resistance with Apprey’s notion of resistance in working with transgenerational trauma.
  3. Explicate Leary’s theory of how ” the very ability to pass from black to white…is dependent on antecedent traumas …”.
  4. Identify three ways that ghosts related to slavery emerge in the transference of a cross-racial treatment.
  5. Describe Fonagy’s ideas of how traumatized parents transmit disassociated states to their children through disturbed attachment patterns.
  6. Discuss the complex countertransference experiences that emerge when both therapist and client are impacted by a history of transgenerational trauma.
  7. Discuss the concepts of collective and social trauma and how it intertwines with familial transgenerational trauma.
  8. Demonstrate an understanding of how the conscious and unconscious forces of sexism, gender and motherhood contributed to the “demonization” of Ethel Rosenberg.
  9. Compare Stolorow’s conception of developmental trauma with the effect of the lack of security in Bowlby’s attachment theory.
  10. Describe how Stolorow’s and Bowlby’s theories can be applied to an understanding of the effects of slavery and its aftermath.
  11. Describe the process by which the Jewish author Ofra Bloch came to feel empathy for both German and Palestinian ‘others’.
  12. Describe how mutual recognition and acknowledgement of intersections of experience can undo the process of dehumanization done by former and present generations on each side of trauma.
  13. Discuss Layton’s meaning of normative unconscious processes with examples, from the clinical vignette, of enactments present in the histories of clinician and patient.
  14. Discuss racial difference, beyond the physical differences, that has to do with ideological means of maintaining power differentials.
  15. Identify examples of the current effects of the Khmer Rouge genocide that continue to haunt “every surviving citizen of Cambodia”.
  16. Explain what Rappoport means by “Witnessing: Embodied Presence”.
  17. Explain the relationship between memory and witnessing.
  18. Explain how the idea of responsibility entered into the discussion of ways of coping with wrongs done to our ancestors.
  19. Explain what the difference is between a mentalized mind and a colonized mind.
  20. Discuss the utility of the concept of colonization in explaining the transmission of trauma to the next generation.
  21. According to Goodman, explain 3 ways in which “attachment to truth” is potentially misguided.
  22. Discuss how knowledge as “invitation” differs from knowledge as “assent”.