Experiences of young adult women with emotionally absent fathers

This study explored the experiences of young adult women (n = 11) who grew up with emotionally absent fathers. The women (White: Afrikaans) were between the ages of 20 and 31 (5 were married, 1 was engaged, 1 was in a relationship, and 4 were single). The participants completed in-depth interviews regarding their retrospective perceptions of emotionally absent father experiences and the related effects on them. Data were thematically analyzed. Findings indicated that the participants experienced difficulty in sharing emotions with their fathers and fathers did not show affection or express their love. The participants perceived their fathers to have shown no interest, approval or acknowledgement of them, and viewed them as untrustworthy. They also believed that relationship qualities with their fathers influenced how they related to men in general. Father emotional absence negatively impacts on daughter's emotional well-being.     

The Persistence Of Psychological Refractoriness

The view that psychological refractoriness is a fundamental characteristic of human performance was supported by its survival of a determined attempt to eliminate it through training. An S was given practice for 87 days on a successive choice-response task with a constant inter-signal interval of 100 msec. Although his performance became better than any exhibited by Ss with more typical practice, he was not able to reduce psychological refractoriness to less than 20 or 25 msec. Moreover, when S was then shifted to variable inter-signal intervals he showed greater than the usual amount of psychological refractoriness at the intervals next longer than 100 msec. This indicated that he had learned a special skill rather than a generally “less refractory” mode of response (or merely better technique on the separate tasks). Training was found to be an effective way of eliminating holding back on the first response.     

Coordination Dynamics of the Horse-Rider System

The authors studied the interaction between rider and horse by measuring their ensemble motions in a trot sequence, comparing 1 expert and 1 novice rider. Whereas the novice's movements displayed transient departures from phase synchrony, the expert's motions were continuously phase-matched with those of the horse. The tight ensemble synchrony between the expert and the horse was accompanied by an increase in the temporal regularity of the oscillations of the trunk of the horse. Observed differences between expert and novice riders indicated that phase synchronization is by no means perfect but requires extended practice. Points of contact between horse and rider may haptically convey effective communication between them.     

Mathematical Models of Central Pattern Generators in Locomotion

Possible neural connective patterns and functions with respect to interlimb coordination are studied theoretically with a mathematical model of the central pattern generating system for cat locomotion. Activities in populations of neurons controlling limb joint flexors and extensors in all four limbs are represented by a system of nonlinear differential equations. Solutions of the system for various parameter values simulate various gaits of the cat. The model is shown to be capable of generating all gaits of the cat and accounting for corresponding phase changes in interlimb coordination. The model also exhibits smooth changes of gait, and smooth initiation and termination of stepping. Further, within each limb, muscle sequencing, step cycle phases, and flexor-extensor interactions can be studied. The model suggests that one of the simplest mechanisms for a central command system to change the gait is via inhibition of specific interlimb propriospinal pathways. In a final section, properties of both proposed single limb and interlimb models are reviewed with specific reference to planning future experimental and theoretical studies.     

Closely observed texts

This paper discusses a central theme of the novel What Maisie Knew by Henry James, namely the development of a child's consciousness and internal world in a hostile psychological environment. It explores the way in which the novel dramatizes the problems for a child, in such circumstances, of knowing and understanding her own experience and the adult world. The paper charts the difficulties for Maisie in negotiating a child's ordinary tasks and stages of psychic growth, and in particular the Oedipal situation. It also explores the parallel in the novel between the child's attempts to know and the attempts of the reader of fiction to know, and the use of reading as a metaphor for perception and learning.     

Some Oedipal problems in work with adopted children and their parents

This paper has two main theses. Firstly that Oedipal material is a particular feature of clinical work with adopted children; secondly, that the concept of developmental deficit, and not only that of psychic defence, is essential to an understanding of this aspect of the work with adopted children and their families. Three levels are distinguished at which Oedipal difficulties are manifest: the first two within the individual child and the third within the triangle formed by the child, his adoptive parents and the child psychotherapist. Some consideration is given to the limitations of a conventional treatment framework for containing the powerful Oedipal dynamic forces at play when an adopted child is a patient in individual psychotherapy. Dieser Artikel hat zwei Hauptthesen. Erstens, dass ödipales Material ein besonderes Merkmal der klinischen Arbeit mit adoptierten Kindern ist; zweitens dass das Konzept eines Entwicklungsdefizit, und nicht nur das eines psychischen Abwehrmechanismus, für das Verstehen dieses Aspekts der Arbeit mit adoptierten Kindern und ihren Familien unerlässlich ist. Es werden drei Stufen differenziert, in denen sich ödipale Schwierigkeiten manifestieren: die ersten zwei innerhalb des Kindes und die dritte innerhalb des Dreiecks, das vom Kind, seinen Adoptiveltern und dem Kindertherapeuten gebildet wird. Es werden überlegungen bezüglich der Grenzen des konventionellen Behandlungsrahmens angestellt, inwieweit er die mächtigen ödipalen dynamischen Kräfte, die im Spiel sind, 'containen' kann, wenn ein adoptiertes Kind Patient in individueller Psychotherapie ist. Dans son texte, l'auteur développe deux thèses principales: d'abord, que le matériel ?dipien est d'une importance particulière dans le traitement d'enfants adoptés; et, ensuite, que le concept de trouble déficitaire du développement, en plus de celui de défense psychique, est essentiel pour comprendre cet aspect de la prise en charge d'enfants adoptés et de leur famille. L'auteur distingue trois niveaux auxquels se manifestent la problématique ?dipienne?:?les deux premiers concernent l'enfant lui-même en tant qu'individu, le troisième renvoie au triangle composé de l'enfant, de ses parents adoptifs et du psychothérapeute. Certaines limitations imposées par le cadre thérapeutique traditionnel sont ensuite explorées, notamment par rapport à la possibilité de contenir la puissante dynamique ?dipienne évoquée dès qu'un enfant adopté est pris en psychothérapie individuelle. Questo articolo sostiene due tesi principali. La prima e' che il materiale edipico e' una caratteristica particolare del lavoro clinico con bambini adottati; la seconda e' che il concetto di deficit evolutivo, e non solo quello di difesa psichica, e' essenziale per capire questo aspetto del lavoro con bambini adottati e le loro famiglie. Vengono distinti tre livelli in cui si manifestano le difficolta' edipiche: i primi due all'interno del singolo bambino, il terzo all'interno del triangolo formato dal bambino, dai suoi genitori adottivi e dallo psicoterapeuta infantile. Vengono fatte alcune considerazioni sulle limitazioni che il contesto terapeutico convenzionale ha nel contenere le potenti forze dinamiche edipiche in gioco quando un bambino adottato diventa paziente in terapia individuale.     

Silence and survival: Working with strategies of denial in families of traumatized pre-school children

Silence and denial about previous traumatic experiences are common features in families exposed to organized violence. Mutual protection between family members, and especially between parents and children, is seen as the fundament for the silencing of traumatic experiences. This strategy is suggested to have adaptive advantages in dangerous situations in general, where it serves the function of saving the child's internal representations of his/her parents as secure bases. If, however, the dangerous situation escalates and a psychic trauma cannot be avoided, the strategy of mutual silence concerning the event(s) becomes an obstacle for giving traumatized children parental support and professional treatment. It is argued that clinicians need to take seriously the strong reasons families have for upholding their strategy of denial, if they want to help traumatized families to a better functioning. A case presentation is made to illustrate how it is possible to use refugee children's re-enacting play as a source of information about past traumatic events in order to change destructive post-traumatic family dynamics and improve parental support to the child.     

Peter Pan and the flight from reality: A tale of narcissism,nostalgia and narrative trespass

Abstract

It is argued that J. M. Barrie's ‘Neverland’ represents a latency phantasy of flight to a world apart from that of adults, in which there is scope for both a denial of, and a tentative exploration of, the coming realities of adolescence. Celebrated for his ability to stay a boy forever, Peter Pan can be understood as a character who embodies the narcissistic need of some individuals to retreat from the realities of the adult world. Reactions to Peter Pan have been curiously divided, and it is suggested that this split can be understood in terms of Barrie's highly ambivalent attitude towards childhood – in which sentimental nostalgia quickly turns to bitterness and a sense of exclusion from the maternal object.     

What makes for good supervision and whose responsibility is it anyway?

This lecture draws on my recent book ‘Supervision in Counselling and Psychotherapy’ and considers the subject of the respective roles and responsibilities of the supervisor and the supervisee. The book is an introduction to psychodynamic supervision, and was intended primarily for those beginning to supervise, although it also has some interest for those who are more experienced and wanting the opportunity to reflect on their practice.

However, it has also generated interest among those who are in supervision, and, as anticipated, many of those present at the lecture were students currently in supervision as well as those beginning to supervise in various contexts. I therefore decided to focus in this paper on supervision as a joint effort. Supervisors need supervisees just as therapists need patients, and both have a role, albeit a different one, in making the process successful. I begin by thinking about the characteristics of good supervision – and importantly, some of the factors that make it a complex and at times a difficult task. I then go onto consider the process of supervision, the part each of us plays in making it productive, and how we can work collaboratively to gain an understanding of the patient.