THE STUDY AND TREATMENT OF MOTHERS AND INFANTS,THEN AND NOW: MELANIE KLEIN'S “NOTES ON BABY” IN A CONTEMPORARY PSYCHOANALYTIC CONTEXT

This paper draws on Melanie Klein's (unpublished) observational notes of her infant grandson, written primarily in 1938 and 1939. Apart from moving glimpses into a young family's life, the notes contain astute observations of an infant's behavior and emotions. Compared with Klein's published writings, the style is less theoretical and polemical. Later, in his latency years, Klein's grandson was in analysis with Marion Milner, who in 1952 published a paper drawing on the treatment. The present paper focuses on (1) how observations and treatment of the same child and his family by clinicians in close relationships with each other (Klein, Milner, and Winnicott) fertilized reciprocal influence but also brought into question the validity of Klein's observations, and (2) the relative merits and contributions of various modalities in understanding the infant's psyche, including experimental research, direct observation, parent–infant psychotherapy, and reconstructions from older patients—as occurs, for example, in psychoanalysis.     

RETHINKING THE ROLE OF SMALL‐GROUP COLLABORATORS AND ADVERSARIES IN THE LONDON KLEINIAN DEVELOPMENT (1914–1968)

The authors historically situate the London Kleinian development in terms of the small‐group collaborations and adversaries that arose during the course of Melanie Klein's career. Some collaborations later became personally adversarial (e.g., those Klein had with Glover and Schmideberg); other adversarial relationships forever remained that way (with A. Freud); while still other long‐term collaborations became theoretically contentious (such as with Winnicott and Heimann). After the Controversial Discussions in 1944, Klein marginalized one group of supporters (Heimann, Winnicott, and Riviere) in favor of another group (Rosenfeld, Segal, and Bion). After Klein's death in 1960, Bion maintained loyalty to Klein's ideas while quietly distancing his work from the London Klein group, immigrating to the United States in 1968.     

The role of a parent's illness in the emotional experience of a child evidence from Klein's Narrative of a child analysis

Abstract

The analysis of Richard, described by Melanie Klein in Narrative of a Child Analysis, gives us some insight into the effect on a child of threats to the health of his parents. His mother was involved in a road accident when Richard was 2; his father collapsed during the time of the analysis when he was 10. This paper links these events with disturbances in Richard's relation to his father and to his mother, as well as with threats to his own integrity, as demonstrated in the analysis. Richard's reversal of roles with his father and mother is discussed, as are Klein's reaction to Richard's report of finding his father ‘ill and nearly fainting’ and Richard's response to her behaviour. The paper draws attention to the way in which a child's reaction to the ill health of one parent can affect relations with both parents, as well as disturbing his sense of himself.     

Psychodynamic counselling in a university setting: A space for thinking together over emotional problems

Abstract

The authors describe their experience as psychoanalytically oriented psychotherapists at the Counselling Service for University Students of the Office for Student Affairs, Naples. In this service they have provided, for the last fourteen years, to any student who applies to it, up to four individual sessions, with the possibility of follow-up sessions, should the client ask for them after a few months. Both the procedure and the aims of the interventions are similar to those described by psychotherapists working at the Tavistock Clinic (Copley 1976; Salzberger-Wittenberg 1977) and the Brent Consultation Centre (Hurry 1986; Novick 1987) of London. The technique is an adjustment of the psychoanalytic one and the therapist undertakes a careful listening to the student's verbal and non-verbal communications. The main objective of the intervention is to enter into an alliance with the adult parts of the client in order to examine together his/her personal difficulties. A case report is presented, in order to exemplify both an emotional conflict which can interfere with academic success and the technique of the intervention.     

Melanie Klein and Envy: A Static Totalitarian Script or a Sample of our Protean Theories? Commentary on Paper by Joye Weisel-Barth

I agree with Joye Weisel-Barth's main point. But I regret her impression that Klein “monopolized” envy. In the world of ideas, a concept cannot be appropriated as if it has been bought. We acknowledge the originator, but the concept belongs to our collective heritage. It is open at all hours and there is no entry fee. Quite apart from this, Klein's concept is not simple. I have discussed elsewhere the conflicting currents in her paper on envy and questioned traditional views. But even for Klein herself, envy is never isolated. It is always in a dynamic conflict with love. To my mind, Klein's envy was loaded with a further responsibility: to remind us of the worst in our nature. If we accept the full humanity of our patients, we must remain receptive to their cruelty as well as their love. In my own thinking, envy has a subtle relationship with admiration and is ever shifting on a spectrum, from a point of positive emulation to a point of destructive attack. Lastly, I enjoyed Joye's clinical work. But I expressed deep concern about the paedophilic activities disclosed by the patient.     

Melanie Klein and Anna Freud: The discourse of the early dispute

Divisions in the field of the psychoanalysis of children can be traced to a dispute over the infantile super-ego between the theorists Melanie Klein and Anna Freud beginning in 1927. These divisions are understood within the analytic world as the result of scientific disputation between alternative valid theories. An examination of the language, claims, and epistemology of Klein's and Freud's publications in 1927 that marked the public commencement of the conflict, reveals a personalized discourse in which authority was derived from the allegiance, experience, and personal analytic standing of the contestants as much as from theoretical insight. The structure and rhetoric of the debate suggest that, rather than terminating the dispute, the publications of 1927 served to encourage professionalization in child analysis and establish Anna Freud and Melanie Klein as authoritative alternative theorists.     

On ‘the fear of death’ as the primary anxiety: How and why Klein differs from Freud

It is well known that Melanie Klein held the view that ‘fear of death’ is the primary source of anxiety and that her position is explicitly opposed to that of Sigmund Freud, who maintained that that fear cannot in any way or form be a source of anxiety. In a previous article on Freud's Inhibitions, Symptoms and Anxiety (Blass, 2013), the author argued that, counter to what is commonly portrayed in the literature, Freud's considerations for rejecting the fear of death as a source of anxiety were based on relational and experiential factors that are usually associated with Kleinian psychoanalysis. In light of this affinity of Freud with Klein a question arises as to the actual source of their differences in this context. The present paper offers an answer to this question. The author first presents some of her earlier findings on what led Freud to reject the fear of death as a source of anxiety and then turns to investigate Klein's considerations for accepting it. This takes us beyond her explicit statements on this matter and sheds new light on the relationship of her views regarding death and anxiety and those of Freud. In turn this deepens the understanding of the relationship of Freud and Klein's conceptualizations of the psyche and its internal object relations, pointing to both surprising common ground and foundational differences.     

Psychoanalysis,violence and rage-type murder

Abstract

This paper presents and explores some ideas about the ways that children referred to a London borough learning support service, their teachers and school managers can be helped by a specialist teacher making use of her training as a psychodynamic counsellor and child psychotherapist. This paper is based on the premise that conditions necessary for feeling secure and establishing the capacity to think and learn by experience are based upon the infant's experience of a facilitating maternal environment coupled with the infant's ability to engage in this relationship. By extension, children need to feel safe enough in order to take advantage of the learning and social opportunities offered in the context of the school environment. The author draws upon psychoanalytic theories and developmental psychology as useful frameworks for understanding the continuing impact of infantile experience upon the learning process. The author also draws attention to the context of her work as an area support teacher, concluding that prevailing political demands for rapid change hinder the capacity of educational support services, schools and individual staff from mediating effectively the emotional demands of children trying to engage in the difficult task of learning.

One starts somewhere -where the learner is. And one starts whenever the student arrives to begin his career as a learner.     

Between practice and theory: Melanie Klein,Anna Freud and the development of child analysis

An examination of the early history of child analysis in the writings of Melanie Klein and Anna Freud reveals how two different and opposing approaches to child analysis arose at the same time. The two methods of child analysis are rooted in a differential emphasis on psychoanalytic theory and practice. The Kleinian method derives from the application of technique while the Anna Freudian method is driven by theory. Furthermore, by holding to the Freudian theory of child development Anna Freud was forced to limit the scope of child analysis, while Klein's application of Freudian practice has led to new discoveries about the development of the infant psyche.     

Fragmentation,persecution and primitive guilt

The clinical and theoretical approaches of Melanie Klein and her followers provide valuable direction in the psychoanalytic treatment of psychotic patients. This paper looks at Klein's work as well as the goals of psychoanalytic work. The clinical issues of primitive guilt and paranoia are discussed with regard to more primitive patients who experience internal fragmentation and psychic chaos. Finally, a case is explored in which a psychotic patient struggled with experiences of primitive guilt and intense persecutory phantasies.     

Adrian Stokes and the portrait of Melanie Klein

This paper focuses on the offer by the art writer Adrian Stokes to commission and pay for a portrait of the psychoanalyst Melanie Klein by the artist William Coldstream. It details some of the precursors of this offer in Stokes's preceding involvement first with Klein and then with Coldstream; her response to this offer; and its outcome and aftermath in Stokes's subsequent writing about Klein and Coldstream.     

Projective identification fifty years on: A personal view

Since its introduction by Melanie Klein in 1946 the concept of projective identification has inspired, baffled, rankled, but always mesmerized its adherents and opponents alike. I offer in this paper a brief outline of the concept's development over the past fifty years by way of some thoughts on a personal journey of discovery surrounding its meaning and clinical usefulness to my work as a child therapist. I would like to suggest that definitions in current use seem to be derived more from adult work than from work with children, which has sometimes skewed the debate surrounding the concept in a particular direction. In both its conceptual guises, namely, as an unconscious 'phantasy' and as an interpersonal feature of the transference, projective identification is a logical extension of certain aspects of Klein's work with small children. In child work too the developmental status of the concept comes more into focus.     

How a ten-year-old girl faced her death

E. Bott Spillius. Melanie Klein Today. Vol. 1, 1988. Mainly Theory. Vol. 2, Mainly Practice. London: Routledge. £35 (Cloth). £14.99 (Paper).

Ilse Hellman. From War Babies to Grandmothers: Forty-Eight Years in Psychoanalysis. London: Karnac Books &; The Institute of Psycho-Analysis. 1990. £16 (paperback).

James and Joyce Robertson. Separation and the Very Young. London: Free Association Books. 1989. £25.00 (hardback). Edward C. Melhuish and Peter Moss (eds.). Day Care for Young Children: International Perspectives. London and New York: Tavistock/Routledge. 1990. £12.99 (paperback).

Jeremy Holmes and Richard Lindley: The Values of Psychotherapy. Oxford: Oxford University Press. 1989. (£17.50).

Caroline Case and Tessa Dalley (Editors): Working with Children in Art Therapy. Published by Tavistock/Routledge. London and New York, 1990. £14.9.     

Interpretation as Freud's specific action,and Bion's container‐contained

This is a paper showing how a concept central to the work of Wilfred Bion, and one of Klein's important recommendations concerning the practice of analysis with adults and small children, can both be seen in the light of Freud's earliest formulation of the origin of anxiety and the mother's first responses to her infant in distress. In the paper I suggest that these clinically influential concepts of Klein and Bion show an underlying consistency and affinity with Freud's early ideas about the management of anxiety in the mother‐infant relationship, described in two of his pre‐psychoanalytic writings, How Anxiety Originates (1894b), and The Project for a Scientific Psychology (1950 [1895]). The specific mode of operation of psychoanalytic interpretation is clarified by the comparisons made, with no attempt to suggest that Klein or Bion based their concepts upon these particular early formulations of Freud's.     

Personality and the experimental study of education

Literature is reviewed suggesting that a child's personality determines to a large extent his or her reaction to specific methods of teaching, and even to the whole ethos and atmosphere of the teaching situation. Thus, extraverted children benefit from being taught along the lines of discovery learning, while introverted children benefit from being taught along the lines of reception learning. The apparent lack of difference in achievement in groups taught by these methods hides the large individual differences factor that appears in the interaction term. It is suggested that facts of this kind should be of considerable concern to those who design our courses for future teachers, and for teachers generally. We owe our children care in the design of methods for teaching, and personality differences play an important part in such design.     

A Review of: “Potency: Masculine Aggression as a Path to the Soul”

The wisdom of children's literature

The psychological symbiosis of child and adult merged together in a good story is the prima materia moment of the object relations theorist.

The root metaphor is one of finding a path whereby we can establish an ego in the world without developing violent body armor.

New fall releases

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Pushing at the boundaries of reality: the child and the dream

New books and magazines

M.a. and ph.d. programs with degree specialization in depth psychology

The secret world of drawings: healing through art. by gregg furth. boston: sigo press, 1988.

The chiron clinical series dreams in analysis

Spring 49-1989 a journal of archetype and culture

Jungian child psychotherapy: in-dividuation in childhood. edited by mara sidoli and miranda davies. London: karnac, 1988.

Children of psychiatrists and other psychotherapists. by thomas maeder. New york: harper &; row, 1989.

Analytical psychology notes of the seminar given in 1925

C. g. jung and the humanities toward a hermeneutics of culture

The father: mythology and changing roles. by arthur coleman and libby coleman. Wilmette, illinois: chiron publications, 1988.

When you're ready: a woman's healing from childhood physical and sexual abuse by her mother. by kathy evert. Walnut creek, ca: launch press, 1987.

Emotional child abuse: the family curse. by joel covitz. Boston: sigo press, 1986.

Inscapes of the child's world: jungian counseling hi schools and clinics. by john allan. Spring publications, 1988.

The plural psyche. by andrew samuels. London: routledge, 1989.     

Containment lost: the challenge to child psychotherapists posed by modern CAMHS

The paper is an examination of some emotional challenges facing child psychotherapists working in modern CAMHS following the introduction of the NHS internal market for commissioning and providing services. Its introduction has brought the loss of organisational containment for all CAMHS clinicians. The meaninglessness in work reported by clinicians is a clue to this loss. This loss is especially difficult for child psychotherapists because of their particular investment in the apprehension of meaning in symptoms and other presentations by patients. The paper proposes that meaninglessness is itself a clue to the ascendancy of what Freud called the death instinct, and that this is inherent within the internal market model. Because service design and delivery is predicated upon it, the internal market model structurally determines that clinicians are bound to senior management in a way that leaves child psychotherapists open to professional life-threatening dynamics associated with the death instinct. The ?K (Bion) world of CAMHS is thus deathly, leaving child psychotherapists vulnerable to self-destruction. We have lost a workplace in which our approach flourished conferring on us the identity of a discipline structurally favoured, because of the help we provided through this approach to patient and clinic work. This loss of identity brings the dangers of containment lost. This situation leaves child psychotherapists emotionally vulnerable and is akin to Satan’s loss in Milton’s Paradise Lost.     

Melanie Klein’s letters addressed to Marcelle Spira (1955–1960)1

Between 1955 and 1960, Melanie Klein wrote some 45 hitherto unpublished letters to Marcelle Spira, the Swiss psychoanalyst living at that time in Geneva. In 2006, after Spira’s death, these letters were deposited with the Raymond de Saussure Psychoanalysis Centre in Geneva. They are the only known letters that Klein addressed to her psychoanalyst colleagues. Several topics are mentioned in them: (1) the meetings between the two women in Geneva and London; (2) Spira’s contribution to Boulanger’s translation into French of The Psychoanalysis of Children, which Klein herself carefully revised; (3) the papers that Klein was at that time working on, including Envy and Gratitude; (4) Spira’s own work; (5) the difficulties that Spira, a Kleinian psychoanalyst who trained in Buenos Aires, was encountering in her attempt to be admitted to the Swiss Psychoanalytical Society; and (6) a few items of personal and family news. In addition to the invaluable historical information that these letters provide, they offer us a very moving epistolary self‐portrait of Melanie Klein, enabling us to discover her personality in the final years of her life – she died in September 1960, just two months after writing her last letter to Spira.