WEBPGY2_3AttachmentTheory20112012

7/28/2019 WEBPGY2_3AttachmentTheory20112012

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PGY 2&3 Psychotherapy seminar 2011-2012

Bernadette Grosjean MD

Harbor UCLA


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Elliott Erwitt 1953


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Attachment theory is the joint work of John Bowlby

and Mary Ainsworth (1991 ). Drawing on concepts from ethology, cybernetics,

information processing, developmental psychology,and psychoanalysts, John Bowlby formulated the basic

tenets of the theory. He revolutionized our thinking about a childs tie to

the mother and its disruption through separation,deprivation, and bereavement.


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Evolutions

Ernest Jones (1879-1958)


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Psychoanalysis in Britain

The London Psychoanalytical Societywas founded byErnest Jones on 30th October 1913.

Through its work and the work of its individual members

the British Psychoanalytical Society has made an unrivalledcontribution the understanding and treatment of mentalillness. Members of the Society have included MichaelBalint, Wilfred Bion, John Bowlby, Anna Freud, MelanieKlein, Joseph Sandler, and Donald Winnicott.

The British medical association recognized psychoanalysisin 1929


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Evolutions. March 1938 Anschluss June 1938 Freud (1856-1939) and his

family decide to go into exile to die infreedom and moved to London

23 September 1939, Max Schur, Freudfriend and doctor administered 3doses of morphine over a few hours

which resulted in Freud death He was cremated and his ashes repose

in an ancient Greek urn gift of MarieBonaparte with Martha's (1951) in theGolden Green Crematorium with later

Anna Freud (1982) and several othermembers of his family


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Melanie Klein(Vienna 1882-London1960)

Born in Vienna, analyzed by Sandor Ferencziduring first world war.

Became a psychoanalyst and began analyzing childrenin 1919

After another analyze with Karl Abraham in Berlin shewas invited by Ernest Jones to come to London in 1926where she worked until her death.

As a divorced woman (with a tragic and difficult lifefull of losses and conflict including with own daughterMelitta) having as only degree a teaching degree,Klein was looked at as an iconoclast within aprofession dominated by male physician


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Melanie Klein

She questioned some of the fundamentalassumptions of Freud and offered a radical

alternative to the classical perspectives regardingboth severe mental disorders and early childdevelopment.

She was the first person using traditionalpsychoanalysis with young children (as young as2y/o).


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Melanie Klein (1882-1960) She was innovative in both her techniques (such as

working with children using toys) and in her theories

in infant development. She saw childrens play as their primary mode of

emotional communication

After exploring ultra aggressive phantasies of hate,envy and greed in very young, very ill children sheproposed a model of psyche that linked significantoscillation of state (replacing Freud hypothesis of Erosand Thanatos drives)
http://images.google.com/imgres?imgurl=http://lh3.ggpht.com/_EZAx5pqksvc/RoBcketFO3I/AAAAAAAAAbY/l5F81Q2br7s/Melanie+Klein.jpg&imgrefurl=http://picasaweb.google.com/lh/photo/Ak8WRFpdX7jDR4r3HjRiBQ&usg=__NQ8b4upeZqVsAB-FdxOzR9PfAR0=&h=353&w=232&sz=16&hl=en&start=17&um=1&tbnid=hqlmcf34guye3M:&tbnh=121&tbnw=80&prev=/images?q=melanie+klein&um=1&hl=en&rlz=1T4SKPB_enUS306US307&sa=N


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Melanie Klein (1882-1960)

She named the state of the psyche, when the sustainingprinciple of life is in domination the depressive position,

and the state corresponding to the disintegratingtendency of life the paranoid-schizoid position

Klein insisted on regarding aggression as an importantforce in its own right when analyzing children whichbrought her in conflict with Anna Freud.

She is considered as one of the founder of object relationtheory
http://images.google.com/imgres?imgurl=http://lh3.ggpht.com/_EZAx5pqksvc/RoBcketFO3I/AAAAAAAAAbY/l5F81Q2br7s/Melanie+Klein.jpg&imgrefurl=http://picasaweb.google.com/lh/photo/Ak8WRFpdX7jDR4r3HjRiBQ&usg=__NQ8b4upeZqVsAB-FdxOzR9PfAR0=&h=353&w=232&sz=16&hl=en&start=17&um=1&tbnid=hqlmcf34guye3M:&tbnh=121&tbnw=80&prev=/images?q=melanie+klein&um=1&hl=en&rlz=1T4SKPB_enUS306US307&sa=N


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Melanie Klein (1882-1960)

Kleinien analysis with adult focuses on interpretingvery deep and primitive emotions and fantasies

Today Kleinien psychoanalysis is one of the majorschool of psychoanalysis (Britain, much of LatinAmerica, Europe and in the US the Psychoanalytical

center of California is the major training center)
http://images.google.com/imgres?imgurl=http://lh3.ggpht.com/_EZAx5pqksvc/RoBcketFO3I/AAAAAAAAAbY/l5F81Q2br7s/Melanie+Klein.jpg&imgrefurl=http://picasaweb.google.com/lh/photo/Ak8WRFpdX7jDR4r3HjRiBQ&usg=__NQ8b4upeZqVsAB-FdxOzR9PfAR0=&h=353&w=232&sz=16&hl=en&start=17&um=1&tbnid=hqlmcf34guye3M:&tbnh=121&tbnw=80&prev=/images?q=melanie+klein&um=1&hl=en&rlz=1T4SKPB_enUS306US307&sa=Nhttp://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpg


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Sandor Ferenczi(1873-1933)

Born in 1873 in Miskolc, Hungary, Ferenczi met Freudin 1908, thus beginning an intimate and often stormy25-year relationship as Freuds disciple, analysand,and colleague that ended with Ferenczis death ofpernicious anemia in 1933.

Sensitive to issues of power, abuse, and trauma,Ferenczi emphasized the therapeutic importance of aholding environment, tenderness, nurturance, and acorrective emotional experience.
http://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpghttp://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpg


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Always controversial, Ferenczi has been referred to as

the mother of psychoanalysis and the lovableanalyst but also as the enfant terrible of analysis.
http://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpghttp://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpg


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Ferenczis legacy rests on his early descriptions ofimportant clinical phenomena, including:

identification with the aggressor (anticipating AnnaFreud),

the holding environment (anticipating Donald W.Winnicott),

the corrective emotional experience(anticipating FranzAlexander),

and fragmented self-states (anticipating Heinz Kohut).
http://en.wikipedia.org/wiki/File:FerencziS%C3%A1ndor.jpg


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When Anna Freud arrived in London in 1938,conflicts emerged between her and Melanie Kleinregarding developmental theories of children.

Anna studied children deprived of parental carebecause of the war, emphasized the importance ofthe ego, the concept of defense mechanism.

Anna Freud(Vienna 1895- London1982)


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Birth of Middle group of the BPS

During WWII, the followers of Anna Freud werebattling those of Melanie Klein for the right to becalled Sigmund Freud's true intellectual heirs.

By the end of the War, a compromise establishedthree more-or-less amicable groups in psychoanalysis: the Freudians,

the Kleinians,

the "Middle Group (later called the "IndependentGroup"), to which Winnicott belonged, along withRonald Fairbairn, Michael Balint, Masud Khan, JohnBowlby, and Margaret Little.


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The developmental model

of the British school

John Bowlby (1907-1990), interested in Anna Freudwork on evacuees and Rene Spitz on orphans (MarieAinsworth was his student) became an analyst in 1937

Melanie Klein was his supervisor and his theories wererejected by psychoanalyst


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The developmental model

of the British school

In 1951, he published a seminal/controversial paperMaternal care and mental health in 1951 . Itsconclusion : the infant and young children shouldexperience a warm intimate and continuous

relationship with his mother (or substitute) in whichboth find satisfaction and enjoyment


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Donald Woods Winnicott(1896-1971)

English pediatrician, psychiatrist, and psychoanalyst.

Pre-med studies in 1914 interrupted by the war.

In 1917, he began medical studies at St Bartholomew'sHospital Medical College in London.

During this time, he learned from his mentor the artof listening carefully when taking medical historiesfrom patients, a skill that he would later identify asfoundational to his practice as a psychoanalyst


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Donald Woods Winnicott(1896-1971)

His theoretical writings emphasized empathy,imagination, and, "the highly particular transactionsthat constitute love between two imperfect people."

A prime example of this is his ideal of the "good-enough mother," whereby the imperfectly attentivemother does a better job than the "perfect" one, whorisks stifling her child's development as a separate

being.
http://3.bp.blogspot.com/_59isc3X5Ehk/R7evrWJA8xI/AAAAAAAAAX8/JviGM64U02w/s400/donald+winnicott.jpg


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Donald Woods WinnicottMajor Concepts: Early development

According to Winnicott, a newborn child exists in astream of unintegrated, comfortably unconnectedmoments.

This existence is pleasant and not terrifying for thechild.


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Donald Woods WinnicottMajor Concepts: Early development

These early experiences are crucial to a properdevelopment of personhood.

The person responsible, for providing this framework

is the mother, and if this environment is not providedby her, the deficiencies will manifest themselves laterin the childs life.


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Donald Woods WinnicottMajor Concepts: Holding environment

For the consolidation of a healthy selfof an infant it is crucial that the

mother is there when needed. But even more important

consequences arise when she recedeswhen she is not needed.

Holding environment is a psychical andphysical space within which the infantis protected without knowing he isprotected.


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Donald Woods WinnicottMajor Concepts: maternal preoccupation

When a baby is born, the mother is extremely occupiedwith the infant.

Under optimal circumstances the mother moves away from

this state ofmaternal preoccupation and therefore providesan environment in which the infant is free to move andlearn through experience.

For the infant it means that it begins to realize that there isan outside world (objective reality)which is not always

there to fulfill his desires. He has never observed feelings of dependency before, as

his mother was always there for him. And there are alsoother people with their desires and agendas which can bein contradiction with his.


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Donald Woods WinnicottMajor Concepts: subjective omnipotence.

During this progress, the child experiences a phaseWinnicott referred to as subjective omnipotence.

This experience takes place at the time when themother-child relationship is entirely symbiotic, andthe child experiences everything subjectively.

At this point the baby feels as if it is merged with the

mother. The baby considers his or herself all-powerful and the

center of existence.


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Donald Woods WinnicottMajor Concepts

Thisprimary maternal preoccupation means that themother adapts her entire existence and subsequentbehavior to whatever the baby expresses as a wish or

desire. Because the mothers state allows her to be soresponsive, the baby experiences a moment of illusion,as Winnicott calls it. The moment of illusion, is theinfants belief that, based on his experience, his wish

for the object created exactly that object.


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Donald Woods WinnicottMajor Concepts: objective reality

Progressively, the mother begins to

recede as she becomes interested

in her own personhood.

Winnicott felt that this was an essentialstage that leads to the child realizing that heor she is not omnipotent as believed during

the subjective omnipotence phase. It is at this point that the baby learns he or she

is dependent on his or her mother and thatthere are other people coexisting with him or

her.


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Donald Woods WinnicottMajor Concepts: objective reality

The child experiences this stage insuch a way that Winnicott entitled it

objective reality. During objective reality the child

becomes aware that the object,mainly his mother, he relates to is

separate and not within his or herrealm of control


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Donald Woods WinnicottMajor Concepts: transitional e & o

The middle ground between objective reality (alternativelyreferred to in literature as the not-me) and subjective

omnipotence (alternatively the me) is what Winnicottcalled the transitional experience.

This experience is a transitional zone between the self andthe real world.
http://2.bp.blogspot.com/_WpRMjdKS6FA/SOTnJ5qYcaI/AAAAAAAAAws/3zYvuMtPAHQ/s400/Winnicott299.jpg


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Donald Woods WinnicottMajor Concepts: transitional e & o

Central in the transitional experience is the transitionalobject that inhabits this zone, which to the infant

represents the mother or her breast when she is absent. This object can alternatively be referred to as the first not-

mepossession; a teddy bear, a blanket, etc.
http://en.wikipedia.org/wiki/Transitional_objecthttp://en.wikipedia.org/wiki/Transitional_objecthttp://images.google.com/imgres?imgurl=http://bp2.blogger.com/_ot8Tx9u_0mk/RgKI_3nXmNI/AAAAAAAAACk/n07-gOHemhY/s320/peanuts+friends.jpg&imgrefurl=http://lifeintheshire.blogspot.com/2007_03_01_archive.html&usg=__JktwtWp5xS6O_Co8Q5viyVqQGjQ=&h=182&w=210&sz=32&hl=en&start=47&sig2=Avr4zL4lkB-lg3HUtU4Nyg&um=1&tbnid=x9b8PCnLhyeUBM:&tbnh=92&tbnw=106&prev=/images?q=winnicott+transitional+object&ndsp=20&hl=en&sa=N&start=40&um=1&ei=LKsyStzgA6T0tQO45JDDBghttp://en.wikipedia.org/wiki/Transitional_objecthttp://en.wikipedia.org/wiki/Transitional_object


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Donald Woods WinnicottMajor Concepts: transitional object

The child does not experience this object as created byhim or herself nor as entirely detached but instead thetransitional object is a fantasy.

It is a way for the child to maintain a connection to themother while she progressively distances herself.

According to Winnicott, this experience is marked byanxiety and it is important for the child to have anobject as a defense to this anxiety.


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Donald Woods Winnicottthere is not such thing as a baby

Winnicott asserted that there is no such thing as ababy - only a nursing couple.

He clearly stated that the inherited potential of aninfant cannot become an infant, unless linked to

maternal care.


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Donald Woods Winnicottthe good enough mother

Thegood-enough motheris a mother whose consciousand unconscious physical and emotional attunementto her baby adapts to her baby appropriately at

differing stages of infancy, thus allowing an optimalenvironment for the healthy establishment of aseparate being, eventually capable of mature objectrelations.

Winnicott sees the key role of thegood-enough motheras adaptation to the baby, thus giving it a sense ofcontrol, subjective omnipotence and the comfort ofbeing connected with the mother.
http://en.wikipedia.org/wiki/Object_relationshttp://en.wikipedia.org/wiki/Object_relationshttp://en.wikipedia.org/wiki/Object_relationshttp://en.wikipedia.org/wiki/Object_relations


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Donald Woods Winnicottthe good enough mother

Furthermore, the mother can be viewed as a containerfor the infant's bad objects, as the child projects theseinto the mother.

A critical ability for her is in accepting and survivingthis onslaught with equanimity.

This holding environment allows the infant totransition at its own rate to a more autonomousposition.


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Donald Woods WinnicottMajor Concepts: True self

Only the true self can be creative and only the true selfcan feel real

For Winnicott, the True selfis the instinctive core of

the personality, the infant's capacity to recognize andenact its spontaneous needs for self-expression.

ATrue selfthat has a sense of integrity, of connectedwholeness.

This spontaneous self and this experience of alivenessis the heart of authenticity.
http://3.bp.blogspot.com/_59isc3X5Ehk/R7evrWJA8xI/AAAAAAAAAX8/JviGM64U02w/s400/donald+winnicott.jpg


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Donald Woods WinnicottMajor Concepts: False self

The compliant False Selfreacts to environmentaldemands and the infant seems to accept them.

Through this False Selfthe infant builds up a false setof relationships, and by means of introjections evenattains a show of being real, so that the child may growup to be just like mother, nurse, aunt, brother, or

whoever at the time dominates the scene.


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Donald Woods WinnicottMajor Concepts: False self

The primary function of the False selfis defensive, toprotect the True selffrom threat, wounding, or evendestruction.

This is an unconscious process: the False selfcomes tobe mistaken for the true self to others, and even to theself.

Even with the appearance of success, and of social

gains, there will also be unreality feelings, the sense ofnot really being alive, that happiness doesn't, or can'treally exist.


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Michael Balint(1896, Budapest- 1970, Bristol)

MD Budapest (1918) Start reading Freud in 1905 then attended the lectures of

Sndor Ferenczi, who in 1919 became the world's first

university professor of psycho analysis.

In 1924 he returned to Budapest In 1949 Blint met hisfuture wife Enid Flora Eichholz, who worked in theTavistock Institute of Human Relations with a group of

social workers and psychologists on the idea ofinvestigating marital problems. Michael Balint became the leader of this group and

together they develop what is now known as the Balintgroup.
http://en.wikipedia.org/wiki/S%C3%A1ndor_Ferenczihttp://en.wikipedia.org/wiki/S%C3%A1ndor_Ferenczihttp://en.wikipedia.org/wiki/S%C3%A1ndor_Ferenczihttp://en.wikipedia.org/wiki/S%C3%A1ndor_Ferenczihttp://en.wikipedia.org/wiki/S%C3%A1ndor_Ferenczi


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Michael Balint

The focus of the work is on doctor-patientrelationship: what it meant, how it could be used

helpfully. The MD are invited to present cases from their practice

and these would be discussed by the seminar membersunder the guidance of one or two leaders

(psychoanalyst) The Balint societies were organized in many

Europeans countries. In the US American BalintSociety (americanbalintsociety.org ) is still active


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Wilfred Bion (1897-1979)

Analyzed by Melanie Klein

Associated with the Tavistock Institute

Experience in groups (1961) Alpha elements, beta elements,(undigested fact,

impressions and sensations ) alpha function (1963)

President of British psychoanalytical society from 1962-

1965 Spent his later years in Los Angeles before returning

to the UK shortly before his death


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Wilfred Bion (1897-1979)

Alpha elements, beta elements (undigested fact, impressions and

sensations )

alpha function (1963)

For Bion thoughts exist prior to the development ofapparatus for thinking; the apparatus for thinking, thecapacity to have thoughts has to be called into existenceto cope with thoughts (1967).

Thoughts exist prior their realization. Thinking, the capacity to think thoughts which already

exist, develop through another mind providing alpha-function


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Mary Ainsworth (1913 1999)American developmental psychologist known for her

work in early emotional attachment with "The StrangeSituation" as well as her work in the development of

Attachment Theory Ph.D in Psychology in 1939 (University of Toronto). She

stayed to teach for a few years before joining theCanadian Women's Army Corp in 1942 in World War II


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Mary Ainsworth (1913 1999) In 1954, she left Tavistock Clinic to do research in

Africa, where she carried out her longitudinal fieldstudy of mother-infant interaction.

She and her colleagues developed the StrangeSituation Procedure, which is a widely used, well

researched and validated, method of assessing aninfant's pattern and style of attachment to a caregiver.College.


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A strange Situation

In this procedure the child is observed playing for 20minutes while caregivers and strangers enter and leavethe room, recreating the flow of the familiar and

unfamiliar presence in most children's lives.

TO SEE EXAMPLES OF THE STRANGE

SITUATION GO TO THE YOU TUBEVIDEOS ON THE SITE


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A strange Situation

The situation varies in stressfulness and the child'sresponses are observed. The child experiences thefollowing situations:

Parent and infant are introduced to the experimentalroom.

Parent and infant are alone. Parent does not participatewhile infant explores.

Stranger enters, converses with parent, then approachesinfant. Parent leaves inconspicuously.


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A strange Situation

First separation episode: Stranger's behavior is gearedto that of infant.

First reunion episode: Parent greets and comfortsinfant, then leaves again.

Second separation episode: Infant is alone.

Continuation of second separation episode: Strangerenters and gears behavior to that of infant.

Second reunion episode: Parent enters, greets infant,and picks up infant; stranger leaves inconspicuously.


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A strange Situation

Two aspects of the child's behavior are observed:

The amount of exploration (e.g. playing with new toys)the child engages in throughout.

The child's reactions to the departure and return of itscaregiver.

On the basis of their behaviors, the children can becategorized into three groups. Each of these groupsreflects a different kind of attachment relationshipwith the caregiver.


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Secure attachment

A child who is securely attached to its mother will

explore freely while the mother is present, will engagewith strangers, will be visibly upset when the motherdeparts, and happy to see the mother return. Will notengage with stranger if mother is not in the room.


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Secure attachment

Securely attached children are best able to explorewhen they have the knowledge of a secure base toreturn to in times of need.

When assistance is given, this bolsters the sense ofsecurity and also, assuming the mother's assistance ishelpful, educates the child in how to cope with thesame problem in the future.

Therefore, secure attachment can be seen as the mostadaptive attachment style.


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Secure attachment

According to some psychological researchers, a childbecomes securely attached when the mother isavailable and able to meet the needs of the child in aresponsive and appropriate manner. Others havepointed out that there are also other determinants ofthe child's attachment, and that behavior of the parentmay in turn be influenced by the child's behavior.


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Anxious-ambivalent insecure attachment

A child with an anxious-resistant attachment style isanxious of exploration and of strangers, even when themother is present. When the mother departs, the child

is extremely distressed. The child will be ambivalentwhen she returns - seeking to remain close to themother but resentful, and also resistant when themother initiates attention. When reunited with the

mother, the baby may also hit or push his motherwhen she approaches and fail to cling to her when shepicks him up.


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Anxious-ambivalent insecure attachment

According to some psychological researchers, this styledevelops from a mothering style which is engaged buton the mother's own terms. That is, sometimes the

child's needs are ignored until some other activity iscompleted and that attention is sometimes given tothe child more through the needs of the parent thanfrom the child's initiation.


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Anxious-avoidant insecure attachment

A child with an anxious-avoidant attachment style willavoid or ignore the mother - showing little emotionwhen the mother departs or returns. The child may

run away from his mother when she approaches andfail to cling to her when she picks him up. The childwill not explore very much regardless of who is there.Strangers will not be treated much differently from the

mother. There is not much emotional range displayedregardless of who is in the room or if it is empty.


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Anxious-avoidant insecure attachment

This style of attachment develops from a motheringstyle which is more disengaged. The child's needs arefrequently not met and the child comes to believe that

communication of needs has no influence on themother


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Margaret Schnberger Mahler

(1897 Hungary-1985 NY USA)

Hungarian physician, she later get interested inpsychiatry.

Her main interest was in normal childhooddevelopment, but she spent much of her time withpsychiatric children and how they arrive at the "self.

" Mahler developed the Separation-Individuation

theory of child development.
http://images.google.com/imgres?imgurl=http://www.webster.edu/~woolflm/mahler2.jpg&imgrefurl=http://www.webster.edu/~woolflm/mahler.html&usg=__zP_Ud__Ty4OtDwEIVLeA2xUohes=&h=235&w=150&sz=17&hl=en&start=1&um=1&tbnid=3t2zBdm1Cne_GM:&tbnh=109&tbnw=70&prev=/images?q=mahler+margaret&hl=en&rlz=1T4SKPB_enUS306US307&sa=N&um=1


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Concepts

Mahler initiated a more constructive exploration ofsevere disturbances in childhood and emphasized theimportance of the environment on the child.

She was especially interested in mother-infant dualityand carefully documented the impact of earlyseparations of children from their mothers.


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Mahlers theory: child development phases

Normal Autistic Phase

First few weeks of life. The infant is detached andself absorbed.

Spends most of his/her time sleeping.

Mahler later abandoned this phase, based on newfindings from her infant research. She believed it tobe non-existent.

The phase still appears in many books on hertheories.


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Normal Symbiotic Phase

Lasts until about 5 months of age. The child is nowaware of his/her mother but there is not a sense of

individuality. The infant and the mother are one, and there is a

barrier between them and the rest of the world.


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Separation-Individuation Phase

The arrival of this phase marks the end of the NormalSymbiotic Phase.

Separation refers to the development of limits,thedifferentiation between the infant and the mother,

whereas individuation refers to the development ofthe infant's ego, sense of identity, and cognitive

abilities. Mahler explains how a child with the age of a few

months breaks out of an autistic shell into the worldwith human connections.


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Separation-individuation sub phases

The process, labeled separation-individuation, isdivided into sub phases, each with its own onset,outcomes and risks.

The following sub phases proceed in this orderbut overlap considerably.

Hatching

Practicing Rapprochement

Object Constancy


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Object Constancy

The phase when the child understands that themother has a separate identity and is truly a separateindividual.

This leads to the formation of Internalization, which

the internal representation that the child has formedof the mother.

This Internalization is what provides the child with animage that helps supply them with an unconscious

level of guiding support and comfort from theirmothers.

Deficiencies in positive Internalization could possiblylead to a sense of insecurity and low self esteem issues

in adulthood.


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Object constancy is usually defined as the capacity tosee and relate to the other as a person in his or her ownright.

This capacity is part of the quality of the PersonalEssence, of being personal and able to make directpersonal contact.

Rene Spitz


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Rene SpitzVienna 1887-Denver 1974

PLEASE CHECK THE YOU TUBE VIDEOS FOR

SPITZ

http://www.youtube.com/watch?v=VvdOe10vrs4

After finishing his medical studies in 1910 (Hungary)Spitz discovered the work of Sigmund Freud.

In 1932 he left Austria and settled in Paris for the nextsix years.

In 1939 he emigrated to the United States and workedas a psychiatrist at the Mount Sinai hospital from 1940until 1943, Spitz served as a visiting professor at severaluniversities before settling in Colorado.
http://www.youtube.com/watch?v=VvdOe10vrs4http://www.youtube.com/watch?v=VvdOe10vrs4http://www.youtube.com/watch?v=VvdOe10vrs4


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Spitz Rene

In 1935 that Spitz turned to the area of childdevelopment.

He was one of the first researchers who used child

observation. Not only disturbed children found hisinterest, but he also focused on the normal childdevelopment.

He pointed out the effects of maternal and emotionaldeprivation. This became the field of his greatestcontributions.

S i


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Spitz Rene

Spitz valued several aspects: Infant observation andassessment, anaclitic depression, hospitalism,developmental transitions, the processes of affectivecommunication, and understanding developmental

complexity. Spitz developed the term anaclitic depression for

partial emotional deprivation (the loss of a lovedobject). When the love object is returned to the child

within a period of three to five months, recovery isprompt. If one deprives a child longer than fivemonths, they will show the symptoms of increasinglyserious deterioration. He called this total deprivation

(hospitalism).


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Rene Spitz

In1945 he did research on hospitalism in children in afoundling home. He found that the developmental

imbalance caused by the unfavorable environmentalconditions during the childrens first year produces apsychosomatic damage that cannot be repaired bynormal measures. An other study of Spitz showed that

under favorable circumstances and adequateorganization a positive child development can beachieved. He stated that the methods in foundlinghomes should therefore be carefully evaluated.


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Rene Spitz

Spitz recorded his research on film. The filmPsychogenic Disease in Infancy (1952) shows theeffects of emotional and maternal deprivation onattachment.

The film was the cause of major change, especially inchildcare sections of institutes, homes and hospitals,due to the fact that people gained knowledge aboutthe impact of deprivation on child development.


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Harlow 1905-1981

American psychologist best known for his maternal-separation and social isolation experiments on rhesus

monkeys, which demonstrated the importance of care-giving and companionship in social and cognitivedevelopment.

He conducted most of his research at the University of

Wisconsin-Madison, where humanistic psychologistAbraham Maslow worked for a time with him.


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Harlow 1905-1981

In a well-known series of experiments conductedbetween 1957 and 1963, Harlow removed baby rhesusmonkeys from their mothers, and offered them a

choice between two surrogate mothers, one made ofterrycloth, the other of wire.

PLEASE CHECK THE Harlow videos on theYou tube videos referred to on this web page


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Harlow 1905-1981

Harlow's experiments were controversial; theyincluded rearing infant macaques in isolationchambers for up to 24 months, from which they

emerged severely disturbed. Some researchers cited the experiments as a factor in

the rise of the animal liberation movement in theUnited States.


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William Fairbairn The splitting of the ego

Fairbairn envisioned the child with largely unavailable parents asdifferentiating between the responsive aspects of the parents (the good object)and the unresponsive aspects (the unsatisfying object).

The child internalizes the unresponsive aspects of the parents and fantasizesthose features as being a part of him, because they are not available in reality.

This defense mechanism is known as "splitting of the ego", where the good andthe bad parts of the parents are kept apart, and where there is no possibility tofeel ambivalence.

For example, when a mother is depressed and denies this, the child is unable toconnect completely to his mother. Therefore, the child identifies itself with thisdenied part of the parent, and becomes depressed itself.

Fairbairn's works include: Psychoanalytical Studies of the Personality (1952)and From Instinct to Self: Selected Papers of W. R. D. Fairbairn (1994)
http://en.wikipedia.org/wiki/Defense_mechanismhttp://en.wikipedia.org/wiki/Defense_mechanism


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William Fairbairn (1889 1964) On the basis of his writings he became an associate

member of the British Psychoanalytical Society in 1931,becoming a full member in 1939. Fairbairn, thoughsomewhat isolated in that he spent his entire career in

Edinburgh had a profound influence on British objectrelations and the relational schools. One of the most important contributions of Fairbairn to

the psychoanalytic paradigm is proposing an alternativeviewpoint regarding the libido. Whereas Freud assumed

that the libido is pleasure seeking, Fairbairn thought of thelibido as object seeking. That is, he thought that the libidois not primarily aimed at pleasure, but at makingrelationships with others.

Fairbairn and
http://en.wikipedia.org/wiki/Freudhttp://en.wikipedia.org/wiki/Libidohttp://en.wikipedia.org/wiki/Freudhttp://en.wikipedia.org/wiki/Libidohttp://en.wikipedia.org/wiki/Libidohttp://en.wikipedia.org/wiki/Freud


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Fairbairn and

Object/Object relation

Fairbairn (1889-1965) disagreed with Freudiantheory, and argued that the libido is not primarilyaimed at pleasure but at making relationships withothers

The first connections a child makes are with his

parents. Through diverse forms of contact betweenthe child and his parents a bond between them isformed, and the child becomes strongly attached tohis parents.

This early relationship shapes the emotional life ofthe child in such a strong way that it determines

the emotional experiences the child will have lateron in life, because the early libidinal objectsbecome the prototypes for all later experience ofconnection with others. This is the basis ofFairbairns object-relations theory.
http://homepage.mac.com/r_welensky/Centenary/ronaldfairbairn.html


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Fairbairn Internal object relation Fairbairn states that the objects a child has on a very early stage

of life become the childs prototypes for all later experiencesregarding connections with others.

The internal object relation describes a relation which exists in

the person's mind. In the normal situation, healthy parenting results in a child with

an outward orientation towards real people, who can give realcontact and exchange. When the needs of the child are not metby the parents, e.g. dependency needs and the need foraffirmative interactions, a pathological turning away from

external reality takes place. Instead of actual exchange withothers, fantasied, private presences are established, the so-calledinternal objects. To these internal objects the child relates infantasied connections, the internal object relations.

Others names
http://en.wikipedia.org/wiki/Object_relationshttp://en.wikipedia.org/wiki/Object_relationshttp://upload.wikimedia.org/wikipedia/commons/2/24/Margaret_Mead_NYWTS.jpg


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Others names Margaret Mead (1901-1978 USA) American cultural

anthropologist, who both was a popularizer of theinsights of anthropology into modern American andWestern culture, and also a respected, if controversial,academic anthropologist.

Daniel N. Stern (August 16, 1934 in New York City) is aprominent psychoanalytic theorist, specializing ininfant development. He is the author of a number ofbooks on the subject, notably The Interpersonal World

of the Infant (1985). Franoise Dolto ( 19081988 ) A psychologist with a

certain type of charisma, due to her sense of humorand talent, that revolutionized the domain of child-

psychotherapy and mother-baby dyad

Recap
http://upload.wikimedia.org/wikipedia/commons/2/24/Margaret_Mead_NYWTS.jpg


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p

Object/Object relation

Objects are initially comprehended in the infant mind by theirfunctions and are termed "part objects".

The breast that feeds the hungry infant is the "good breast." Thehungry infant that finds no breast is in relation to the "bad breast.

Through repeated experience, internal objects are formed by the

patterns emerging in one's subjective experience of the care takingenvironment.

These internalized images may or may not be accuraterepresentations of the actual, external others.

With a "good enough""facilitating environment" part objectfunctions eventually transform into a comprehension of wholeobjects, which corresponds with the ability to tolerate ambiguityand to see that both the "good" and the "bad" breast are a part ofthe same "mommy."


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