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THE PALGRAVE LACAN SERIES
SERIES EDITORS: CALUM NEILL · DEREK HOOK

The Reign of Speech

On Applied Lacanian
Psychoanalysis
​D ries G. M. Dulsster
The Palgrave Lacan Series

Series Editors
Calum Neill
Edinburgh Napier University
Edinburgh, UK

Derek Hook
Duquesne University
Pittsburgh, USA
Jacques Lacan is one of the most important and influential thinkers of the
20th century. The reach of this influence continues to grow as we settle
into the 21st century, the resonance of Lacan’s thought arguably only
beginning now to be properly felt, both in terms of its application to
clinical matters and in its application to a range of human activities and
interests. The Palgrave Lacan Series is a book series for the best new
writing in the Lacanian field, giving voice to the leading writers of a new
generation of Lacanian thought. The series will comprise original mono-
graphs and thematic, multi-authored collections. The books in the series
will explore aspects of Lacan’s theory from new perspectives and with
original insights. There will be books focused on particular areas of or
issues in clinical work. There will be books focused on applying Lacanian
theory to areas and issues beyond the clinic, to matters of society, politics,
the arts and culture. Each book, whatever its particular concern, will work
to expand our understanding of Lacan’s theory and its value in the 21st
century.

More information about this series at

http://www.palgrave.com/gp/series/15116
 Dries G. M. Dulsster

The Reign of Speech

On Applied Lacanian Psychoanalysis
Dries G. M. Dulsster
Department of Psychoanalysis and Clinical Consulting
Ghent University
Ghent, Belgium

The Palgrave Lacan Series

ISBN 978-3-030-85595-6    ISBN 978-3-030-85596-3 (eBook)
https://doi.org/10.1007/978-3-030-85596-3

© Springer Nature Switzerland AG 2022

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
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Psychoanalysis is the reign of speech, there’s no other cure.
—Jacques Lacan, 1974
 Acknowledgments

This book would not have been possible without the “work-of-many.” As
such, some thanks are in order. First of all, I would like to thank Stijn
Vanheule for taking me on as one of his PhD students. His guidance while
I was writing my dissertation and then transforming it into this book has
proven to be of incredible value. I cannot thank him enough. He provided
me not just with the opportunity to study the theoretical and clinical
aspects of Lacanian psychoanalysis but also, and more importantly for me,
a chance to teach. Taking the floor, elaborating on Lacanian psychoanaly-
sis, having to try to explain myself to students and being questioned by
them, has been extremely formative. There isn’t another way I would have
preferred to spend the last few years. It has truly been an honor.
Additionally, I would like to express my appreciation and gratitude to
Lieven Jonckheere, Lieve Billiet, and Mattias Desmet—the members of
my doctoral guidance committee—for offering advice throughout the
process of writing my dissertation. Thanks are also in order for all those
who provided me with useful feedback on various parts and drafts of this
book. Thanks to my former, current, and future coworkers at the
Department of Psychoanalysis and Clinical Consulting at Ghent University
for all the interesting conversations, those we have had and those to come.
A special thanks to Goedele Hermans, Tom Lintacker, Erik Mertens, and
Kimberly Van Nieuwenhove, who offered to be first readers of my final
manuscript, for their constructive feedback.
My deepest gratitude to my analyst and supervisors for the only kind of
formation that really matters, and thanks to all those who trust me when
they enter my clinical practice. Your influence is present in every word

vii
viii ACKNOWLEDGMENTS

written in this book. I would also like to express my appreciation for the
Kring voor Psychoanalyse van de New Lacanian School and its members,
who, through the teachings of Jacques-Alain Miller, offer an orientation in
the Lacanian field. It has never stopped being inspiring. Special thanks to
Joost Demuynck, who, when I had just graduated as a clinical psycholo-
gist, accepted my invitation to start a reading group and took up the posi-
tion of a plus-one. He never stopped making clear that young clinicians
interested in psychoanalysis are worth being heard and that they have
something to say. His engagement and commitment inspired me to keep
on working on Lacanian psychoanalysis on more than one occasion.
I would also like to express my deepest gratitude to all those who were
willing to discuss their therapeutic process with me, and I would also like
to thank their respective analysts. Furthermore, I would also like to thank
those who discussed their process of supervision with me. Without these
people, this book would have been impossible. I cannot thank you
all enough.
A heartfelt thanks to those few I consider to be my friends. You know
who you are.
Thanks to Fauve, for the Apartment Story.
 Contents

1 Introduction  1
Works Cited   7

2 The Reign of Speech  9

A Practice of Speech  10
A Lacanian Cup of Coffee  12
The Ego and the Subject  16
Addressed Speech  21
An Open Ending  23
The Unruliness of the Practice of Psychoanalysis  27
Works Cited  38

3 The Beginning of the Treatment 41

The Secondaries?  42
The Matheme of Transference  46
The Therapeutic and the Epistemic Questions  50
The Subject-Supposed-to-Know and the Function of the Analyst  55
Subjective Rectification  58
The Silent Question of the Drive  62
Works Cited  65

4 A Run Through the Discourses 69

The Formal Structure of the Discourses  70
The Four Discourses  74

ix
x Contents

A Run Through the Discourses  82

Works Cited  96

5 Lacanian Superaudition 99
Supervision in “the Function and Field of Speech and Language
in Psychoanalysis” 100
Supervision in the Sinthome 105
Supervision and Analysis 121
Works Cited 125

6 Epilogue: An Ode to Surprise129

Crack in the Imaginary Continuity 130
Surprise and the Analytic Discourse 133
The Instance of Surprise: The Moment of Awakening 135
Works Cited 137

Index139
 About the Author

Dries G. M. Dulsster, PhD is a clinical psychologist and works in the

Department of Psychoanalysis at Ghent University, Belgium. He also
works as a psychoanalytic psychologist in a private practice. He is the
Editor-in-Chief of Psychoanalytic Perspectives.

xi
 List of Figures

Fig. 2.1 L-schema of Lacan (1978 [1954–1955], p. 284) 14

Fig. 2.2 The ego and the subject 18
Fig. 2.3 The ego, the subject of the unconscious, and the psychoanalyst 22
Fig. 3.1 The matheme of transference. (Lacan, 2001b [1967],
Proposition, p. 19) 46
Fig. 4.1 From matheme of transference to the discourse of the master 70
Fig. 4.2 The four positions in the discourses 71
Fig. 4.3 The discourse of the master. (Lacan, 1991 [1969–1970], p. 12) 74
Fig. 4.4 The discourse of the hysteric. (Lacan, 1991 [1969–1970], p. 13) 76
Fig. 4.5 The discourse of the university. (Lacan, 1991 [1969–1970], p. 31) 77
Fig. 4.6 The discourse of the analyst. (Lacan, 1991 [1969–1970], p. 31) 79
Fig. 4.7 From the master’s discourse to the hysteric’s discourse 83
Fig. 4.8 The discourse of the analyst. (Lacan, 1991 [1969–1970], p. 31) 88
Fig. 6.1 The discourse of the analyst. (Lacan, 1991 [1969–1970], p. 31) 133

xiii
 CHAPTER 1

Introduction

While working in a mental health-care center, I was consulted by

Katherine.1 She wanted to break up with her partner because he was treat-
ing her badly, but she felt emotionally dependent and not strong enough
to leave him. This was not the first time she had found herself in an abusive
relationship. Her first husband was a notorious alcoholic, and her second
partner regularly cheated on her. When she discussed her father in the next
session, she told me he was also a notorious alcoholic who regularly
cheated on her mother and that her mother was emotionally dependent
on her father, unable to leave him, and never took a stand. Not believing
what I had just heard, I enthusiastically pointed out that the sequence in
which Katherine had described her father was exactly the same as her own
relationships: she had been with an alcoholic, then a cheater, and now she
was emotionally dependent on her partner, just like her mother was. She
responded that this was an interesting remark.
In our next session, Katherine told me that my comment had kept her
awake at night all week. She could not stop thinking about it. I asked her
what exactly had struck her about it. “Well,” she replied, “the fact that you
repeated ‘Katie’ when I talked about myself has been keeping me up all
week.” The Oedipal interpretation was completely irrelevant to her. My
unintentional remark, however, just repeating “Katie,” had had a
remarkable effect. For her, it referred to “little Katherine.” The entire

1
For reasons of confidentiality, pseudonyms are used for patients throughout this book.

© The Author(s), under exclusive license to Springer Nature 1

Switzerland AG 2022
D. G. M. Dulsster, The Reign of Speech, The Palgrave Lacan Series,
https://doi.org/10.1007/978-3-030-85596-3_1
2 D. G. M. DULSSTER

therapeutic process revolved around this diminutive and the fact that she
saw herself as little, as someone who made herself small and let herself be
abused by others. It struck me how an unintentional intervention could
have had such an effect, and this flipped my therapeutic practice upside
down. It made me wonder about the psychoanalytic process and the way
I intervened or positioned myself as a psychotherapist. As “there is cause
only in something that does not work” (Lacan (1973 [1964], p. 25), I
decided to work on this and started to investigate the concrete processes
through which patients, consulting a Lacanian psychoanalyst, can be
relieved of their symptoms and the role of the psychoanalyst in this process.
When one wants to study the Lacanian psychoanalytic process, one
quickly stumbles on the testimonies of the pass, introduced by Lacan in his
text “Proposition of 9 October 1967 on the Psychoanalyst of the School”
(Lacan, 2001b [1967]). The pass is a procedure in which analysts, having
(presumably) finished their analysis, testify about their own trajectory as
analysants.2 A committee of peers then discusses the testimony of an ana-
lyst and decides whether to grant an analyst the title of Analyst of the
School. The aim of this procedure is to account in a transparent way for
what an analytical cure can bring about. As Lacan writes, “the Analyst of
the School is characterized as being among those who are able to testify to
the crucial problems, at the vital point they have come to, for analysis,
especially in so far as they themselves are working on them or at least
working towards resolving them” (Lacan, 2001b [1967], p. 2). The pass
was Lacan’s way of introducing an instrument for the evaluation and inter-
rogation of the results of a psychoanalysis (Billiet et al., 2007). These tes-
timonies undoubtedly provide a unique insight into what is at stake in a
Lacanian psychoanalysis, and I agree with Dumézil (in Didier-Weill, 2001)
that they offer an extraordinary observatory, from which to survey the
2
The procedure of the pass starts with the decision of an analyst, who has come to the
conclusion that their analysis has ended. The first step in the procedure is to contact the
Secretariat of the Pass. This is a body within a Lacanian school that receives the question and
represents the Other to whom this question is addressed. The analyst speaks with two other
analysts who are appointed by the Secretariat of the Pass. These are the passeurs. These pas-
seurs are analysts who are expected to be at roughly the same stage in their analysis and thus
may be receptive to what the analyst is saying. The analyst tells their story to each passeur
separately, after which both passeurs are expected to convey the testimony to the committee,
or cartel, of the pass. This committee, whose composition varies, works on a case that it did
not hear directly itself, and it must judge whether there is indeed a subjective metamorphosis.
If the testimony is declared admissible, the candidate will then be appointed Analyst of the
School, or Analyste de l’Ecole (AE).
 1 INTRODUCTION 3

field of Lacanian psychoanalysis. However, it is important to note that the

pass is relevant for pure psychoanalysis, which is distinct from applied
psychoanalysis.
Lacan introduces the distinction between pure and applied psychoanal-
ysis in his “Founding Act” (Lacan, 2001a). Pure psychoanalysis has to do
with “the section, or praxis and doctrine of psychoanalysis properly speak-
ing, which is and is nothing but—this will be established in its time and
place—training analysis.” For Lacan, training analysis consists of three
subsections: the doctrine of pure psychoanalysis, the internal critique of its
praxis as training, and the supervision of analysts in training. Lacan stressed
that pure psychoanalysis is not in itself a therapeutic technique. It is con-
cerned with the shift from being an analysant to becoming a psychoana-
lyst. Pure psychoanalysis is supposed to lead to the pass of the subject. It
offers a way out of analysis.
Applied psychoanalysis, on the other hand, covers the therapeutics and
clinical medicine of psychoanalysis and consists of the doctrine of treat-
ment and its variations, casuistry, and the psychiatric information and
medical explorations. Applied psychoanalysis is not concerned with the
shift from analysant to psychoanalyst and the way out of psychoanalysis.
Rather it has to do with patients presenting complaints and asking for a
way out of their symptoms.
Lacanian psychoanalysis applied to therapeutics now inspires clinicians
across the globe and is practiced by psychologists, doctors, therapists, and
psychiatrists. These practitioners orient their clinical practice from a
Lacanian perspective. Given its wide application in the world of therapeu-
tics, applied psychoanalysis is an important stakeholder in the future of
psychoanalysis. M. H. Brousse (2003) even states that the extension of
psychoanalysis to therapeutics is a condition for psychoanalysis’s survival.
Considering the importance of the therapeutic aspects of Lacanian psy-
choanalysis, it is striking that few books and studies have systematically
explored this process. Lacanian analysts have outlined what changed for
them during their analysis in their testimonies of the pass (Bonnaud, 2012;
de Halleux, 2013; Lysy, 2010), and there are some autobiographical
accounts of patients testifying to personal experiences of Lacanian psycho-
analysis (e.g., Haddad, 2002; Rey, 1989). However, there are hardly any
testimonies or studies of the Lacanian process as experienced by patients
consulting a Lacanian psychoanalyst with the aim of being relieved of their
symptoms. To get a better idea of what is at stake when one applies Lacan
4 D. G. M. DULSSTER

psychoanalysis to the therapeutic, it seems important to hear what these

patients have to say.
Since the procedure of the pass seems to be a very fruitful method in
pure psychoanalysis, I hypothesized that something similar could be done
concerning applied psychoanalysis—specifically, studying testimonies of
ex-analysants who consulted an analyst. Indeed, as Jacques-Alain Miller
has asked (Miller, 2002), who better to talk about the effects of the treat-
ment than the patient themself? And so I gathered testimonies of analy-
sants who began analysis with a therapeutic question, rather than as a part
of the process of becoming a psychoanalyst, and the people I spoke with
did not necessarily continue their analysis to completion.
The six main protagonists appearing in this book who will be guiding
us through the therapeutic process of a Lacanian analysis are Lucy, Emmy,
Elisabeth, Anna, Hans, and Daniel.
Lucy, 22 years old, just finished studying to be a high-school teacher
and consulted an analyst because of issues at work and the feeling of not
being assertive enough, thinking she had a form of autism. She went to see
the analyst for nine months, once or twice a week.3 Several things changed
for her during this process: she found a new job and moved away from her
parents, which allowed her to relate differently to them.
Emmy, a 32-year-old creative arts therapist consulted her psychoanalyst
first of all for supervision. After a couple of sessions, she was prompted to
ask a more therapeutic question and began consulting the analyst once per
week. She was confronted with her relationship to her patients and her
own children, which provoked distressing memories. She started to doubt
her career choices and how she behaved as a mother. She was struggling in
several domains both at work and as a mother to her own children. She
ended the therapy after nine months, and during this time, she was able to
take a new position in her professional life and a new position toward her
mother, who had had a very destructive impact on her.
Elisabeth, a 40-year-old researcher, had started her therapy because of
anxiety, burnout, and feelings of depression. At the end of the therapy,
those feelings were gone. She also related differently to her mother and

3
Although some will argue that because of the frequency or duration of the treatment this
cannot be called psychoanalytic, I wholeheartedly disagree. We could discuss the semantics
of psychoanalytic treatment, psychoanalysis, psychoanalytic therapy and so on but not on the
basis of duration and frequency. It is the psychoanalytic act that makes a session psychoana-
lytic. I discuss this in more detail in Chap. 4.
 1 INTRODUCTION 5

chose a new professional career. She consulted the analyst for two years,
with a frequency of two sessions per week.
Anna, 40 years old, works in marketing. She talked about a therapy of
16 years, which actually consisted of 3 years of intense therapy and then
several short periods of therapy throughout the following years. She con-
sulted the analyst because of chronic alcohol abuse. Throughout the
course of the therapy, her drinking stopped, but for her what seemed to be
more important was being able to move beyond the drama she had expe-
rienced in relation to her parents. This allowed her to move more freely
in life.
Hans, a 44-year-old IT specialist, completed 10 years of therapy, with a
frequency of two sessions per week. His reason for consulting the psycho-
analyst was the breakdown of a relationship. During the therapy, it became
clear that he had a problematic relationship with a female friend and suf-
fered from procrastination. Eventually his position toward his friend
changed, and he could finally act on what he had been postponing.
Finally, Daniel, a 56-year-old teacher, entered therapy because of
chronic stress that resulted in physical symptoms. He ended the therapy
after seeing the analyst for two years, with a frequency of one session per
week. During the analysis he changed his attitude towards his parents and
his own affective experiences, realizing that his symptoms were linked to
affective distress.
Talking with these ex-analysants about their therapeutic journey, each
of them gave a detailed personal account of the reasons why they started
therapy, what they thought had changed because of the therapy, and how
they made sense of this change. I also asked about the end of the therapy
and how they experienced the interaction with their analyst. Very briefly
summarized, they told me they came to the therapy at a moment of crisis
and that they had found someone who paid close attention to their speech.
Because of this, they experienced a surprising reframing and also began to
consider their speech, and this helped them to see themselves in a new
light. More specifically, it helped them reflect on what they really wanted.
In some previously published papers, I used these interviews to ques-
tion the Lacanian therapeutic process (Dulsster et al., 2019; Dulsster
et al., 2021). In this book, I will use these interviews as a thread to elabo-
rate more on this process through a theoretical perspective and discuss
some aspects not presented in the published papers. What these interviews
demonstrate most of all, I contend, is that the psychoanalytic experience is
the reign of speech and that this cannot be underestimated. All of the
6 D. G. M. DULSSTER

ex-analysants I spoke with indicated the importance of speech, speaking

out loud to their analyst, listening to their own speech, and acting on what
they conveyed in their speech.4
In Chap. 2, in order to delve into the process of a Lacanian-oriented
psychotherapy, I start by discussing experiences of these ex-analysants and
their respective analysts. I elaborate on their testimonies using Lacan’s
seminal text “The Function and Field of Speech and Language in
Psychoanalysis” (2002 [1953]) (hereafter referred to as “Function and
Field”). This provides some basic notion of crucial Lacanian concepts and
some insight into how patients, knowing nothing of Lacanian psycho-
analysis, experienced this process.
Having discussed these interviews, I then further formalize the analytic
process and provide a more in-depth, structural understanding of what
they presented. In Chap. 3, I examine the beginning of the treatment and
how one enters the Lacanian psychoanalytic process. After having dis-
cussed the matheme of transference, which Lacan uses to understand the
dynamics of the preliminary sessions, I further develop Lacan’s discourse
theory as elaborated in Seminar XVII (1991 [1969–1970]). This theory
helps me further elaborate on the key aspects of a Lacanian-oriented psy-
chotherapy in Chap. 4.
In Chap. 5, I provide a thorough discussion of Lacanian-oriented
supervision, also known as Lacanian superaudition. Indeed, starting from
studying the therapeutic process, a shift occurred in my research. The
move from Lacanian psychotherapy to studying the Lacanian supervisory
process was an interesting surprise. Lucy, Emmy, Elisabeth, Anna, Hans,
and Daniel had all agreed that I could interview their psychoanalysts about
their therapeutic process (I will also use some of their remarks throughout
the chapters). During these interviews it became clear that supervision, or
a place to discuss and elaborate on the case at hand was, in one way or
another, important to all of them. Trying to understand the process of
change in a Lacanian-oriented psychotherapy, it appeared the person of
the analyst and their clinical training was important. Their analysis and
supervision made it possible for them to provide a place that offered a
chance for change. Being involved in the training of psychology students
interested in orienting their work from a Lacanian perspective, guiding

4
Some might have noticed I did not specify any diagnosis concerning the ex-analysants I
interviewed. Although this could be debated, I must state that most of the theory discussed
in this book concerns the matter of the structure of neurosis.
 1 INTRODUCTION 7

them in their internships, my interest in studying the process of supervi-

sion was sparked.
Indeed, supervision is crucial to most forms of talking therapy as it
offers a platform to support the therapist or psychoanalyst and to help
them critically reflect on their clinical practice. Consequently, the supervi-
sion process can be seen as the primary experiential vehicle in the educa-
tion of psychoanalysts (Wallerstein, 1997). The practice of supervision
originates from Freud’s private dialogues with his students and is a place
for the analyst to learn about the close interplay of theoretical concepts
and clinical observations. As Zachrisson (2011) notes, it concerns the
translation of conceptual understanding into psychoanalytic action.
Delving into Lacanian supervision, it seemed however that an in-depth
discussion (and research) on Lacanian supervision is scarce. As I already
stated, Lacanian psychoanalysis is inspiring more and more clinical psycho-
therapists across the globe, and as more and more clinicians seek supervi-
sion it is important to gain better insight into the process of supervision
on a day-to-day basis. Again, I conducted several interviews with analysts
who have chosen supervisors orienting themselves from a Lacanian per-
spective, asking them what was at stake for them in this process (Dulsster
et al., 2021). I use these interviews to discuss some principal ideas about
supervision from Lacan’s work. First, I look at supervision as discussed in
“Function and Field,” which focuses on making the analyst more sensitive
to the symbolic component of the unconscious. Second, building on
Lacan’s later teachings, I discern three different stages: the “stage of the
rhino,” “stage of the pun,” and the “stage of the object” and discuss
Lacan’s distinction between these stages by means of vignettes of analysts
who were supervised by Lacan.
In Chap. 6, I conclude with a discussion, an “ode” so to speak, of one
crucial signifier that is present throughout this book: the matter of surprise.
It is my hope that this book can offer some guidance to clinicians inter-
ested in Lacanian psychoanalysis, that it can offer an orientation in their
clinical work and give them a deeper understanding of what is at stake in a
Lacanian-oriented psychotherapy.

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org/10.1111/j.1745-­8315.2011.00417.x
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