Superego formation, adolescent transformation, and the adult neurosis

The superego is heir to the Oedipus complex but has a much larger developmental legacy which includes preoedipal precursors and the influence of latency and adolescence. The superego continues to change in function and content throughout life, and radical transformation in adolescence may result in developmental discontinuity as well as core developmental continuity. A case is discussed in which adolescence was overlooked in previous analysis and in which adolescent superego modification had a major impact on the patient's character and his adult neurosis. The developmental significance of adolescence experienced under conditions of social isolation and rejection with forebodings of the Holocaust was unrecognized in sanctioned silence and shared analytic denial. These repeated earlier experiences of silent submission and stifled protest, and the silent suffering of the patient and his family, were an integral part of his humiliating and emasculating adolescent experiences. The intimidated adolescent, threatened from within and without, identified with the aggressor as well as with the victim. Identification with the aggressor and glorified victor contributed to a final adolescent structuralization of a punitive, sadistic superego and a rigidly perfectionistic ego ideal. As an adult, he tended to passive masochistic compliance with diminished self-esteem and unconscious self-denigration. He was prone to shame and guilt, self-criticism, and hidden hypercritical attitudes toward others. The adolescent internalization of aggression, intense castration anxiety, and pervasive narcissistic mortification led to retreat from resolution of revived oedipal conflict and to concomitant detrimental superego alteration. These issues were of major importance for analytic understanding and therapeutic progress.     

Profiles of adolescents' clothing practices: purchase, daily selection, and care

The purpose of this study was to examine the clothing practices in the daily selection, care, and purchase of clothing by adolescents in order to determine the extent these practices are performed independently or influenced by others, and to identify the factors involved in the activities. Clothing Practice Profiles were developed for both sexes in the three age groups corresponding to divisions in the Oregon 4-H program. The age group comparison revealed increasing frequency of independent activity in all three clothing practice areas (selection, care, and purchase) as age increased. Parental influence appeared to decrease with increasing age. Siblings' influence was minimal. Peer influence on selection and purchase practices increased. Media influence on daily clothing selection practices and clothing purchase practices in terms of wearing or buying identical or similar clothing was minimal. Media influence in advertisements increased with age, but purchases of advertised clothing items remained about the same. Age group comparisons were also made for selection factors and other care and purchase practices, including responsibilities for care of the member's and family's clothing, planning clothing purchases, sources of funds and methods of paying for clothing, use of clothing label information, and purchase factors.     

Combining psychodynamic and behavioral treatment approaches in the treatment of hospitalized adolescents

This article describes a treatment approach for hospitalized adolescents which attempts to address the "response generalization" problem encountered with behaviorally based treatment milieus. The program is described and preliminary data is given to support its techniques. The treatment program attempts to combine behavioral/objective techniques that are so effective in program management, with subjective/clinical strategies.     

Older adolescent females' knowledge of child development norms

This study, the first of three designed to investigate different age groups' knowledge of developmental norms of children, focused on older adolescent female university students. Data were collected from 280 midwestern university students through a questionnaire consisting of 16 items focusing on physical and social development of children from birth to three years of age. Results showed that knowledge of normal development was both over- and underestimated regardless of age of student or year in school. These findings are discussed within the context of the importance of knowledge of developmental norms for future parents.