Psychoanalysis & Psychodynamic Psychology
ii. “object-relational” and attachment
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| ii. “object-relational” and attachment Psychodynamic theories Other schools of psychodynamic thought, the object-relational and attachment perspectives, have been developed by many theorists (including John Bowlby, Margaret Mahler, Mary Ainsworth, Donald Winnicott, Otto Kernberg and others) and emphasize problems in children’s primary relationship attachments to their early caregivers as the source of later problems or health. The object- relational school picks upon two elements of Freud’s theory that he never fully developed. One is the idea that the Superego and the Ego are largely formed as a result of identifications with early caregivers (the objects in the child’s environment. In other words, parents and other loved figures are crucial role models for the moral ideals of the child’s developing Superego and for the coping and defensive style of the Ego. The second idea is that children developmental models of how relationships work based on their experiences with their family members. For example, a child raised in a relaxed and happy atmosphere learns to feel relaxed and happy in relationships and seeks out such relationships later in life. On the other hand, a child raised by anxious or depressed parents might be prone to internalize an anxious or depressive view of relationships that may contribute to relationship problems in later life. Object-relations and attachment theories focus mainly on early child-caregiver relationships, with less focus on psychosexual stages. These theories assume that basic human motivation is for interpersonal connection, not sexual or aggressive instinctual satisfaction. They focus on the child’s psychological internalization and identification with important caregivers (parents) as bases of personality traits (e.g., becoming like one’s parents. Longitudinal research on infants in relationship to mothers confirms the lifelong effects of the quality of early childhood attachments for later personality and relationships. iii. Heinz Kohut’s Psychodynamic “self-Psychology” Another contemporary psychodynamic school that rests on similar assumptions about early relational attachments is based on the work of Heinz Kohut (1913– 1981). Kohut began his psychoanalytic career as a close follower of Sigmund Freud and Anna Freud, but he gradually came to believe that the most important cause of psychopathology was not emotional conflict but unempathic parenting parenting that is cold, harsh, or emotionally not attuned to children, which interfered with the development of healthy self-esteem. Kohut felt that the kinds of mental conflict Freud described could all be traced to empathic failures in the parent–child relationship. 19 Key concepts in Kohut’s psychodynamic “self-psychology” 1. Development proceeds when a child finds self objects”—caregivers who perform necessary functions for the child and help strengthen the child’s sense of self (a) Mirroring self-objects—caregivers who reflect back the child’s feelings and strengths (b) Idealizing self-objects—caregivers who can be idealized to help the child feel important, safe, and strong. Narcissistic personality—grandiose, entitled, empty, and/or insecure personality, which develops when the child’s self-object needs are not adequately met Download 283.67 Kb. Share with your friends:
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