Serendipity in the Theater: Maude Adams as James M. Barrie's American Muse

A special niche in theatre history is addressed to begin to fill a void in the contemporary creativity literature. The present essay focuses on Maude Adams and James M. Barrie in an attempt to demonstrate that, serendipitously, Adams initially impacted Barrie's creative process, and thereafter became his platonic source of inspiration for the plays he created for her, meriting the belated title of muse. Set change theory is underscored as a plausible cognitive explanation for Barrie's illumination. The psychoanalytic theory of transference is proposed as an underlying mechanism for facilitating the change of mental set during the incubation stage. A brief discussion on a selective theoretical integration from the fields of cognitive psychology, psychoanalysis, and neuroscience is followed by conclusions.     

On psychoanalytic figures as transference objects

One of the tasks that analysts and therapists face at a certain stage in their career is how to develop a way of psychoanalytic thinking and practising of their own. To do this involves modifying or overcoming the transferences established during their training or early career. These transferences are to one's teachers or training analyst, investing them with authority and infallibility, and to received theory, which is treated as though it were dogma. The need to free oneself from such transferences has been discussed in the literature. There is, however, another kind of transference that the developing therapist also needs to resolve, which has received little attention. This is the transference made on to a key figure in the psychoanalytic tradition. Such a psychoanalytic figure will be seen as the originator of or embodiment of those theoretical ideas to which one becomes attached, and/or as standing behind one's training analyst or seminal teachers who become a representative of that figure. The value of an investigation of one's relationship to a psychoanalytic figure is that it is an excellent medium for revealing one's transference, as the figure in question is not a real person but only exists through his/her writings. The body of the paper consists of an extended example of such an analysis, that of my own transference on to the figure of Winnicott. In this example I illustrate how my evaluation of Winnicott's ideas changed from seeing them as providing answers to all my clinical questions to no longer satisfying me in some areas of my work. This change in my relationship to Winnicott's theory went hand in hand with a modification in my transference on to the figure of Winnicott, from seeing him as endowed with authority and goodness to an appreciation of him as a still sustaining figure but now with limits and flaws. In the final part of the paper several questions arising out of my analysis are posed. Can the pull of writing such an account in terms of dramatic rupture rather than gradual and partial change be avoided? Should my account be regarded purely as a form of self‐analysis or does it have anything to say about Winnicott himself and his theory? And do some psychoanalytic figures attract more intense or sticky transferences than others?     

On the countertransference of the patient: Transformations of the psychoanalyst's 'theoretical self' and their possible articulations with the vicissitudes of the analytic relationship

In this paper the author examines one of the many levels of the analyst/analysand relationship: the possible interaction between the analyst's mental routes in relation to theories (also meant, but not only, as internal objects) and the vicissitudes of the psychoanalytic relationships with his patients. The author assumes that an important variable affecting the transformation of certain therapeutic relationships is the change that takes place in the relationship between the analyst and that part of his internal world where his theories find their place. He names this part of his internal world 'theoretical self', and 'precipitates of the analyst's theoretical self' those complex formations, akin to more or less cohesive conglomerates, that are formed by his relationship to theories and to psychoanalytic institutions, and by the various, 'personal' internalised objects. The psychoanalyst will relate to these precipitates in a variety of ways, and he will make use of them mostly at an unconscious level in his analytical work; and his patient is likely to 'react' to them, almost chemically. The author also offers some working indications: the psychoanalyst, despite his knowledge of some aspects of his own countertransference, is in fact lacking in knowledge, unless he constantly does some extra work focusing on how his mental position (i.e. the relationship with the precipitates of his theoretical self) may intervene in any of the therapeutic relationships that he establishes-not necessarily in the same way in each of them. The author also illustrates his reflections and conceptualisations by reporting dreams and excerpts from sessions taken from three psychoanalytic treatments in the course of several years.     

THE PAST IS IN THE PRESENT: READING THE WORK OF EDNA O'SHAUGHNESSY

Inquiries in Psychoanalysis: Collected Papers of Edna O'Shaughnessy. By Edna O'Shaughnessy; edited by Richard Rusbridger. London/New York: Routledge, 2014. 342 pp.     

‘You were not born here,so you are classless,you are free!’ Social class and cultural complex in analysis

The unconscious impact of differences in culture and social class is discussed from the perspective of an analyst practising in London whose ‘foreign accent’ prevents patients from placing her within the social stratifications by which they feel confined. Because she is seen by them as an analyst from both ‘inside’ and ‘outside’ the British psycho‐social fabric and cultural complex, this opens a space in the transference that enables fuller exploration of the impact of the British social class system on patients’ experience of themselves and their world. The paper considers this impact as a trans‐generational trauma of living in a society of sharp socio‐economic divisions based on material property. This is illustrated with the example of a patient who, at the point of moving towards the career to which he aspired, was unable to separate a sense of personal identity from the social class he so desperately wanted to leave behind and walk the long avenue of individuation. The dearth of literature on the subject of class is considered, and the paper concludes that not enough attention is given to class identification in training.     

Infantile sexuality: Its place in the conceptual developments of Anna Freud and Donald W. Winnicott

This essay explores the place of infantile sexuality in the theories of Anna Freud and Donald W Winnicott. Both Anna Freud and D.W. Winnicott incorporated and at the same time changed the classical psychoanalytic account of infantile sexuality and the instinctual drives. Whilst Anna Freud remained closer to her father's original conceptualization, she developed a multidimensional model of development which gave the drives a foundational status whist also maintaining their significance in giving meaning and texture to children's subjective experience. Winnicott also retained much of S. Freud's original theorizing except that in a fundamental way he turned it on its head when considering earliest development. For him the establishment of the self was paramount, and the drives and infantile sexuality merely served to give substance to that self.     

Analytic process and dreaming about analysis

Dreams about the analytic session feature a manifest content in which the analytic setting is subject to distortion while the analyst appears undisguised. Such dreams are a consistent yet infrequent occurrence in most analyses. Their specificity consists in never reproducing the material conditions of the analysis as such. This paper puts forward the following hypothesis: dreams about the session relate to some aspects of the analyst's activity. In this sense, such dreams are indicative of the transference neurosis, prefiguring transference resistances to the analytic elaboration of key conflicts. The parts taken by the patient and by the analyst are discussed in terms of their ability to signal a deepening of the analysis.     

The narrow use of the term ego in analytical psychology: the 'not-I' is also who I am

This paper(1) explores some aspects of the narrowness of Jung's usage of the term ego and the consequences which are understood to follow there from. Jung is understood to see the ego as a surface phenomenon and, essentially, as the focal point of consciousness, not recognizing its potential to function more broadly, deeply, and unconsciously. Furthermore, although he does recognize the ego as 'the total conscious personality' his use of the term frequently does not reflect that definition. Whilst Jung's analysis of the narrowly functioning ego is enlightening and groundbreaking, he treats this narrow functioning as if it is characteristic of the ego itself, ascribing any 'broad functioning' primarily to the Self. This narrow use of the term ego, and the corresponding use of the term Self, are understood to have significant consequences for clinical practice, including leading the analyst into an over-identification with the patient and a loss of the analyst's sense of self. It is also understood to lead to difficulties dealing with more disturbed individuals, to stuck and broken down analyses, to wear and tear on the analyst and, potentially, splits between the different schools of analytical psychology. These concerns all represent difficulties with working in the transference, and Jung's own experience of this is briefly explored.     

自闭症儿童语言认知发展理论研究综述

目前,关于语言障碍和认知障碍是自闭症的核心症候,这一点在国际上已无异议,但究其发展障碍的本质如何,则各种见解仍处于分歧之中。本文主要是从认知心理学和发展语言心理学的角度,对自闭症儿童的语言认知障碍及其特征进行分析,旨在为中国儿童自闭症的研究和治疗提供一些参考观点。