By Peter Fonagy
Winner of the 2003 Gradiva Award and the 2003 Goethe Award for Psychoanalytic Scholarship Arguing for the significance of attachment and emotionality within the constructing human cognizance, 4 in demand analysts discover and refine the options of mentalization and have an effect on rules. Their daring, vigorous, and inspiring imaginative and prescient for psychoanalytic therapy combines parts of developmental psychology, attachment thought, and psychoanalytic method. Drawing broadly on case reviews and up to date analytic literature to demonstrate their rules, Fonagy, Gergely, Jurist, and goal supply types of psychotherapy perform which may let the slow improvement of mentalization and impact legislation even in sufferers with lengthy histories of violence or forget.
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Additional resources for Affect regulation, mentalization, and the development of the self
In h i s distinction between primary a n d s e c o n d a r y processes, F r e u d (1911b) stressed b o t h t h a t "Bindung" w a s a qualitative c h a n g e from a physical (immediate) to a psychic associative quality of linking a n d t h a t t h e psychic working o u t or r e p r e s e n t i n g of i n t e r n a l state of affairs (conceived of in energic terms) failed in v a r i o u s ways (Freud 1914c). Some m i g h t a r g u e t h a t Melanie Klein's notion of t h e depressive position (Klein 1945) is a t least analogous to t h e notion of t h e acquisition of RF, w h i c h necessarily entails t h e recognition of h u r t a n d suffering in t h e other a s well a s t h a t of one's own role in t h e process.
The m e n t a l models t h u s created (Johnson-Laird a n d Byrne 1991, 1993) do n o t have t h e informa- 2 The Strange Situation is a 20-minute laboratory test where the child Is exposed to two "minuscule separations" of a maximum of 3 minutes each. Mary Ainsworth and her colleagues (Ainsworth et al. 1978) found that the majority of middle-class 1-year-old children respond to the mother with proximity-seeking and relief at reunion (securely attached—B infants), but about 25% respond with subtle signs of indifference (anxious avoldantly attached—A infants), and a further 15% respond with proximity-seeking but little relief at reunion (anxious reslstantly attached—C infants).
Segal 1996). Other c u r r e n t psychological theories s t r e s s t h e cognitive p r e c u r s o r s of theory of m i n d . , Botterill 1996; Gopnik 1996). , G o l d m a n 1993; P. L. Harris 1992) or a n even m o r e radical a s s u m p t i o n of imagined transformation into t h e o t h e r w h i c h does n o t involve introspection or inference (Gordon 1992, 1995). These, a n d o t h e r theories, a r e considered in greater detail in c h a p t e r 5. Both s i m u l a t i o n a n d t h e o r y - t h e o r y models m a y a t first glance a p p e a r to e m p h a s i z e social-learning a s p e c t s of t h e development of mind-reading, b u t on closer s c r u t i n y their focus is a t t h e level of m e c h a n i s m r a t h e r t h a n content.
Affect regulation, mentalization, and the development of the self by Peter Fonagy