From Freudian narcissism to the Buddhist notion of anatman,via Jung's idea of identity

Starting from the question the youthful Carl Gustav pondered as he sat on ‘his’ stone – ‘Am I he who sits on the stone, or am I the stone on which he sits?’ – the author has attempted to show that, for Jung, the idea of identity is founded on a wilful non‐determination. This stance results in ethical and methodological repercussions that differentiate it both from the Freudian project and from Hindu and Buddhist thought, while at the same time having much in common with them. The paper refers to the notions of emergence and (Varela et al. 1992) enaction 2 2 According to the Wikipedia entry, the introduction of the term ‘enaction’ is attributed to Francisco Varela, Evan Thompson, and Eleanor Rosch (1992), who proposed the name to ‘emphasize the growing conviction that cognition is not the representation of a pre‐given world by a pre‐given mind but is rather the enactment of a world and a mind on the basis of a history of the variety of actions that a being in the world performs’.
and argues that the concept of the archetype, especially in relation to the self, merits a re‐evaluation in light of the new scientific paradigm.     

Inching towards wholeness: C.G. Jung and his relationship to Judaism

The evolution of Jung's relationship with Judaism is interpreted as reflecting aspects of the individuation journey over the course of a long life. The progress and limitations of his public positions and personal relationships are explored through his published work and correspondence. Perspectives from relational psychoanalysis and Jewish philosophy are used to amplify Jung's understanding of Jewish, and specifically Kabbalistic, text and image. Dimensions of the author's own journey toward greater acceptance of his own Jewish soul is also considered, along with the wider contemporary relevance of these themes.     

The words we work with that work on us: clinical paradigm and cumulative relational trauma

This paper addresses a gap between analytic clinical theory and practice which emerges when examining the words we work with via textual and narrative research of case histories. Both subject matter and methodology fit with the remit of conceptual research in psychoanalysis, currently ranging from inductive to nomothetical approaches. Research of clinical language reveals an implicit account of human nature and the world which undergirds clinical practice. Based in the critical philosophy of the previous century, this is termed clinical paradigm. Such implicit views are induced rather than explicitly taught during analytic training, and need to be spelled out in order to become available to discourse and difference of opinion. Textual research shows these implicit pre‐clinical attitudes to be inherently pessimistic and thus too similar to the views of self and others found in cumulative relational trauma. Moreover, clinical accounts tend to normalize subtly antagonistic forms of relating, recently recognised as micro‐trauma. Importantly, this contravenes the agapic orientation of our theories and ethics. Paradigmatic reflection as a form of professional individuation addresses this gap. This includes a more optimistic outlook which can be traced through the philosophical implications of quantum theory.     

Treatment of developmental stress disorder: mind,body and brain – analysis and pharmacology coupled

The schism between psychiatry, psychology and analysis, while long present, has widened even more in the past half‐century with the advances in psychopharmacology. With the advances in electronic brain imaging, particularly in developmental and post‐traumatic stress disorders, there has emerged both an understanding of brain changes resulting from severe, chronic stress and an ability to target brain chemistry in ways that can relieve clinical symptomatology. The use of alpha‐1 adrenergic brain receptor antagonists decreases many of the manifestations of PTSD. Additionally, this paper discusses the ways in which dreaming, thinking and the analytic process are facilitated with this concomitant treatment and hypervigilence and hyper‐arousal states are signficiantly decreased.     

MEASUREMENT OF FATHER–CHILD ROUGH‐AND‐TUMBLE PLAY AND ITS RELATIONS TO CHILD BEHAVIOR

Although there is increasing evidence of paternal influence on child outcomes such as language and cognition, researchers are not yet clear on the features of father–child play that are most valuable in terms of child development. Physical play such as rough and tumble play (RTP) is a favored type of father–child play in Western societies that has been linked to children's socioemotional competence. It is important, therefore, to determine the implications of this play for child development. In this review and meta‐analysis, associations between father–child physical play and child behavior were examined. The review also focused on study methods. Sixteen studies are reviewed, N = 1,521 father–child dyads, 35% boys. Study characteristics such as definitions of physical play, play settings, play measures, and coding were examined. The meta‐analysis found weak to moderate population effects for links between father–child physical play and child aggression, social competence, emotional skills, and self‐regulation. Research investigating the effect of father–child physical play on children's development will be improved when definitions clearly identify the nature of play, settings facilitate boisterous play, and measures include frequency and quality of play interactions. This play shows promise as an enhancer of positive father–child relationships and a catalyst for child development.     

EXPANDING INFANT MENTAL HEALTH TREATMENT SERVICES TO AT‐RISK PRESCHOOLERS AND THEIR FAMILIES THROUGH THE INTEGRATION OF RELATIONAL PLAY THERAPY

The expansion of infant mental health (IMH) to at‐risk preschoolers and their families has contributed to the integration of relational play therapy (RPT) into IMH treatment services for this population. Integrating RPT allows access to specialized play and expressive techniques specific to preschool and family development, which improves the clinical ability to meet the multiple and complex needs of at‐risk parent–child dyads and their families. This article will examine the RPT literature and explore the similarities and differences between IMH and RPT. In addition, two case studies will highlight a five‐phase, integrative clinical‐treatment process and provide insight into how IMH clinicians are integrating RPT models and maintaining adherence to the IMH treatment approach.