John Bowlby and Margaret s. Mahler: their lives and theories

Traumatic aspects of the lives of John Bowlby and Margaret Mahler can be seen to inform their intellectual careers, a perspective that suggests that attachment theory and separation-individuation theory are far more consonant with one another than otherwise. Articulating the domains of convergence between the two theories reveals the essential complementarity of the special strengths of each. Both theories were attempts to understand the role of experience in the development of mental representations. Mahler paid close clinical attention to inner mental states and their evolution, while Bowlby searched for behavioral correlates that could lend themselves to empirical observation and inferences about internal representations.     

Interpersonal Psychoanalysis: The Selected Papers of Clara M. Thompson Edited by Maurice Green

The aging process presents a challenge to the narcissism of the individual due to physical, social, and psychological changes and losses. There is a danger that mental health professionals may add to narcissistic trauma by underestimating the elderly patient's potential for change. An older adults group established on a short-term psychiatric unit is presented. Therapeutic principles and strategies are discussed which are aimed at helping the aged patients make restitution for losses and regain self-esteem through renewed engagement with their environment. The importance of cohesion and inclusion in the group is examined, with attention given to the particular needs and conflicts experienced by the older adult population. The use of techniques to promote the experience of mastery is also discussed.     

La Psychanalyse D'Aujourd' hui (Psychoanalysis of Today), Vol. I Edited by S. Nacht

In-depth group interaction occurred and was utilized by the leader in crisis-waiting-list groups where there was (1) minimal preparation of members; (2) frequent turnover of membership; and (3) little attention given to composition. Patients responded to the interpretation of negative and positive transferences and the here and now approach. The author concludes that the benefits of a nondirective leadership approach with this kind of group is often underutilized.     

Suicidal Ideation in First‐Episode Psychosis (FEP): Examination of Symptoms of Depression and Psychosis Among Individuals in an Early Phase of Treatment

First‐episode psychosis (FEP) is a particularly high‐risk period for suicide, in which risk elevates by 60% within a first year of treatment as compared to later stages of illness. To date, much of the literature has focused on individuals with a longer duration of psychosis; thus, there is an urgency for research to examine suicide risk among individuals in FEP in the beginning stage of treatment. This study aimed to identify the relationships between demographic characteristics, symptoms of depression, psychosis (particularly positive symptoms of psychosis), and suicidal ideation among individuals in FEP. Secondary data were obtained from National Institute of Mental Health's Early Treatment Program of the Recovery After an Initial Schizophrenia Episode project (N = 404). Consistent with prior research, participants who experienced suicidal ideation during the study period reported having a longer duration of untreated psychosis and greater symptoms of depression. Further, positive symptoms of psychosis, namely hallucinations and delusions, were found to increase the odds of experiencing suicidal ideation. Findings point toward the implication that depression and positive symptoms of psychosis relate to the experience of suicidal ideation among individuals with a FEP and should be evaluated for and treated in the early stages of treatment.     

Questions and Answers in The Practice of Family Therapy,Vol. II

Abstract

This paper describes an attempt to influence school atmosphere through a large group in an elementary school. Another goal was to increase the students’ feeling of responsibility for the school environment through training in democratic processes. A third goal was to explore how applicable the group dynamics of the large group are for 1st to 6th graders. Method: All students and school staff met in a weekly large group for five consecutive weeks. Results/conclusion: The level of participation steadily increased during the five sessions, and clearly 1st to 6th graders were able to make use of the large group method. Positive changes in school atmosphere occurred and may even have had a long-term effect. The understanding of democratic processes increased.