Integration versus conflict between schools of dream theory and dreamwork: integrating the psychological core qualities of dreams with the contemporary knowledge of the dreaming brain

The various ways schools of psychotherapy relate to dreams have been marked by isolationism and mutual conflict rather than self-examination and then integrating the discoveries and methods of other schools. Jung’s method was in opposition to Freud’s psychoanalysis. Existential psychology was dismissive of Freud’s and Jung’s discoveries, while cognitive dream interpretation and cognitive therapy sought other roads entirely. In addition, scientific and neuropsychological dream research has been only insignificantly tied to the psychotherapeutic dream theories. These conflicts and the lack of a comprehensive dream theory has made it convenient for the current rationalist collective consciousness and treatment systems to reject the often times challenging knowledge about ourselves that dreams can provide. This paper describes how contemporary theories of complex cybernetic information networks can create an overriding, constructive framework for uncovering common traits within the above-mentioned branches of dream research and dreamwork. Within this framework, ten core qualities are delineated, supported by both therapeutic knowledge as well as scientific research: 1) Dreams deal with matters important to us; 2) Dreams symbolize; 3) Dreams personify; 4) Dreams are trial runs in a safe place; 5) Dreams are online to unconscious intelligence; 6) Dreams are pattern recognition; 7) Dreams are high level communication; 8) Dreams are condensed information; 9) Dreams are experiences of wholeness; 10) Dreams are psychological energy landscapes. For each core quality I describe short dreamwork sequences from my own practice and a schematic image of how I perceive the overriding interaction between systems in the dreaming brain. For each core quality recommendations for practical dreamwork are provided. Finally, I draw attention to dreams as a huge psychological resource for humankind.     

Regression I. Experimental approaches to regression

The concept of regression is considered with an emphasis on the differences between the positions of Freud and Jung regarding its significance. The paper discusses the results of experimental analyses of individual experience dynamics (from gene expression changes and impulse neuronal activity in animals to prosocial behaviour in healthy humans at different ages, and humans in chronic pain) in those situations where regression occurs: stress, disease, learning, highly emotional states and alcohol intoxication. Common mechanisms of regression in all these situations are proposed. The mechanisms of regression can be described as reversible dedifferentiation, which is understood as a relative increase of the representation of low-differentiated (older) systems in the actualized experience. In all of the cases of dedifferentiation mentioned above, the complexity of the systemic organization of behaviour significantly decreases.     

Displacement as trauma and trauma as displacement in the experience of refugees

This paper investigates the relations between displacement, home, trauma and the self in the experience of refugees, which has become an issue of unexpected and far-reaching proportions in recent times. It questions to what extent and under what conditions displacement in the world may be traumatic and how trauma may be considered the effect of an inner displacement. Refugees’ lives are marked by forced migration that is related to a certain suffering due to the changes in their family, relational, social and cultural lives. The paper explores the extent to which these changes can represent a break so significant as to be traumatic. It outlines the way in which traumatic experiences can produce an inner displacement and reorganization of one’s mental life that leads to a focus on traumatic complexes. Under the most severe traumatic conditions, this can be understood as a displacement of the central axis of Self, in which the ego complex yields its position to other complexes, with a deep change in the organization and functioning of self. The experience of refugees highlights the way in which we live in a matrix of conscious and unconscious links between inner and outer worlds that need deeper and simultaneous consideration to understand their implications and mutual resonances for the psyche. Clinical cases of refugees will illustrate some aspects of these interconnections.     

Self,other and individuation: resolving narcissism through the lunar and solar paths of the Rosarium

This paper describes narcissism as our natural, infant-like behaviour, and specifies three characteristics relating to the evacuation and avoidance of distress, to control, and to distancing from relationship. It suggests that the processes of incarnation and individuation represent the development of the early ego and the ‘resolution’ of these narcissistic ways of being, including escape from the ‘mirror trap’. The development of the early, controlling ‘homunculus-ego’ entails the loosening and broadening of ego-identifications and the ego becoming subject to the Self. This is an embodied-relational-social-spiritual process outlined in detail by the full 20 woodcuts of the Rosarium Philosophorum, and specifically the lunar (relational) and solar (self-expressive) paths, which are explored herein. These processes are illustrated with respect to the interaction between infant and caregiver, clinical vignettes and examples from the political sphere.     

Difference – is it hated or desired? Reflections on the totalitarian state of mind

In an age of polarized political views and growing nationalism it is vital that the psychoanalytic profession offers its contribution. The author makes a link between early infant development and social and political behaviour. Psychoanalytic, Jungian and Relational ideas are explored. Starting from Freud and his theory of ‘minor differences’, a dichotomy between closeness and separateness is investigated. The writer argues that difference is at the centre of human identity and human development and explores why we struggle to accept it. The totalitarian political system is described as one that eliminates difference. A case study is offered as an illustration of a patient’s struggle to move from a symbiotic, undifferentiated state towards object relating and individuation .     

The snake in the mandala: dialogical aspects of Jung’s ‘A study in the process of individuation’

Jung’s study centres on the amplification of pictures painted by a woman patient and posits their sequence as evincing the initial stages of the individuation process. His text performs a dialogue with its audience whereby Jung persuades us of this truth, and also reveals Jung’s dialogue with his patient and with his own ideas. The present paper revisits the clinical material first with a focus on the interaction between Jung and his patient. The second part compares the 1940 and 1950 versions of Jung’s study with attention to tensions that traverse them, such as Jung’s attitude to the animus and his two voices as a practitioner and a theorist.     

Development and initial reliability and validity of a new measure of distorted maternal representations: The Mother–Infant Relationship Scale

Distorted maternal representations (DMRs)—mother's ideas, understanding, and feelings about the infant—shape early interaction and the emerging relationship. Distorted interactions reportedly affect infant attachment and socioemotional development and may be associated with maternal early adversity and trauma. Limited measures are available that could be used as screening tools of DMRs. The aims of this study were to (a) describe the development of the Mother–Infant Relationship Scale (MIRS) and (b) to evaluate its psychometric properties. The development and validation of the MIRS closely followed standard guidelines for the development of psychometric tests. Psychometric properties were examined across two samples: 78 adult psychiatric patients with features of borderline personality and 86 individuals from a nonclinical sample (N = 164). The scale demonstrated excellent internal consistency (Cronbach's α = .91) for the clinical sample and adequate internal consistency (.78) for the nonclinical sample, excellent test-retest reliability (intraclass correlation coefficient = .81), and good concurrent validity with an observational (Pearson's correlation coefficients = −.35 to −.54) and a representational measure (.53). Factor analysis revealed three components: DMRs specific to (a) maternal hostility/rejection of the infant, (b) issues about parenting/attachment, and (c) anxiety/helplessness about infant care. Findings suggest that the MIRS is a reliable and valid screening tool of DMRs. Potential uses in clinical and research settings are discussed.     

Measuring Multicultural Training Reactance: Initial Instrument Psychometrics

Resistant behaviors in multicultural courses are a common dilemma within counselor education. On the basis of psychological reactance theory (J. W. Brehm, 1966), the authors created a multicultural training reactance scale to measure the construct. Exploratory factor analysis and initial reliability and validity data are presented, followed by suggestions that address course reactions. Los comportamientos resistentes en los cursos multiculturales son un dilema frecuente en la educación de consejeros. Basándose en la teoría de reactancia psicológica (J. W. Brehm, 1966), los autores crearon una escala de reactancia en la capacitación multicultural para medir el constructo. Se presenta un análisis factorial exploratorio, así como datos iniciales de fiabilidad y validez, seguidos por sugerencias que abordan las reacciones al curso.     

Not a Problem to Be Fixed: Successful First-Generation Graduates and Implications for College Counselors

This article describes a qualitative study with seven first-generation college graduates who went on to complete graduate school and are now working in colleges and universities as counselors and counselor educators. The findings highlight the resources that these participants possessed that contributed to their college success stories. Relational-cultural theory is proposed as a fitting developmental model for college counselors working with this student demographic. Este artículo describe un estudio cualitativo con siete graduados universitarios de primera generación que completaron programas de posgrado y actualmente trabajan como consejeros y educadores de consejeros en universidades y otros centros de estudios superiores. Los resultados resaltan los recursos que poseían los participantes y que contribuyeron a sus historias de éxito en la educación superior. Se propone la teoría relacional-cultural como un modelo de desarrollo apropiado para consejeros de educación superior que trabajan con este grupo demográfico de estudiantes.     

The Integrated Acculturation Model: Expanding Acculturation to Cultural Identities in Addition to Race and Ethnicity

This article is an attempt to integrate existing conceptual knowledge on acculturation as well as to expand the use of the construct, which has traditionally had race and ethnicity as its focus, to also include cultural identities such as sexual orientation, gender identity, nationality, and disability. The article begins with a review of existing theoretical contributions from both the United States and Europe. We then propose a model to update and expand the use of acculturation. Finally, we provide an assessment framework. Este artículo es un intento de integrar los conocimientos conceptuales existentes sobre la aculturación además de expandir el uso de este constructo, que tradicionalmente se ha enfocado hacia la raza y la etnicidad, para incluir también identidades culturales tales como la orientación sexual, la identidad de sexo, la nacionalidad y la discapacidad. El artículo comienza con una revisión de las contribuciones teóricas existentes tanto de Estados Unidos como de Europa. A continuación, proponemos un modelo para actualizar y expandir el uso de la aculturación. Por último, proporcionamos un marco de evaluación.