Psychodynamic assessment of changes in children with autism under psychoanalytic treatment

In this article the authors report insights into autism developed through their extensive experience of psychoanalytic therapy with children with autism. The fi rst stages of body psychic development are seriously disrupted by this pathology, resulting in primitive anxieties of falling and of being liquefi ed. These anxieties are connected to the fragile development of body ego and of its related spatiotemporal organisation. The changes in children observed by the authors during the therapeutic process lead them to offer a psychodynamic assessment tool, which revolves principally around the development of body ego. After the initial state of 'severe autism', the authors describe three stages: the stage of 'recovery of the skin' (Bick); the established 'symbiotic phase', subdivided into 'vertical then horizontal splitting of the body ego'; and fi nally the stage of 'individuation'. First, the authors describe the principal psychoanalytic approaches to autism and refl ect on the links possible with nonpsychoanalytic work.     

Reasonable Disagreement About,and Within,Watson and Hartley’s Political Liberalism

This article considers how successfully Watson and Hartley achieve the two main aims of their excellent book, Equal Citizenship and Public Reason: first, developing and defending a distinctive version of political liberalism and, second, showing that this is a feminist political liberalism. I challenge both their general defence of their view and the arguments regarding feminism. Both discussions raise questions about the conceptualisation of reasonable disagreement, so I finish with some further comments about ways in which reasonable disagreement about justice creates internal tensions within Watson and Hartley’s theory.     

Building a Course on Psychology of Women: Method and Resources

Requests for a course on psychology of women are often more complex than initially assumed. Sometimes support groups, women's centers, or legal action may be more appropriate. Courses may vary in goals, format, and position within the curriculum. Resources and references which maximize flexibility, help faculty keep current about publications, and draw from other disciplines as well as psychology are useful. Examples of current publications and general reference sources are presented. Information regarding nonprint materials and publications from alternative sources is included.