The development and disturbance of emotions: An application of self psychology to clinical work with children

This article applies self psychology, as developed by Heinz Kohut, to clinical work with children. It begins with a brief summary of self psychology as a theoretical framework, focusing on the role of selfobjects in the development of the self. Then, the role of selfobjects in the development and disturbance of emotions is discussed. The paper concludes by describing the treatment implications of the self psychological perspective for clinical work with children, illustrating them through three case vignettes, and identifying certain questions for further inquiry.     

Kohut's tragic man: An example from “death of a salesman”

Willy Loman, the tragic hero of Miller'sDeath of a Salesman, powerfully illustrates self psychology principles governing profound deficits, shame, and the possibilities of self-restoration. When conditions of birth and upbringing are unsuited to establishment of a strong self structure, an adult is unable to maintain psychological equilibrium, most often experiencing profound shame as a consequence. Heinz Kohut's self psychology framework, and Andrew Morrison's definition of shame, are invoked to examine Willy's self, his increasing awareness of shame, and ultimately his choice of suicide. Willy Loman serves as a dramatic, if hypothetical, case study. Accurately described by self psychology, he is authentic to the lay audience; he reaffirms an inherent strength in self psychology theory, reducing the distance between theoretical appreciation and clinical application.     

The treatment of borderline neurocognitively impaired children: A perspective from self psychology

The applicability of the definition of the borderline syndrome to children is questioned, as is the traditional view that its etiology lies in the type of interaction the child had with its parents. The redefinition of the syndrome of borderline proposed in prior publications using the conceptual framework of self psychology opens the door to new treatment approaches. This article addresses some of the issues related to these treatment approaches.     

Integrative Symptom-Focused Dynamic Psychotherapy

The advent of the relational perspective in psychoanalytic theory has opened up exciting new prospects for integrative psychotherapy. My own integrative model draws on self psychology and attachment theory for ideas about development and treatment, but also posits the need for active techniques at times to help with troubling symptoms. In addition to using interventions from behavioral and cognitive behavioral traditions, my treatment approach has been evolving to include a variety of mindfulness based strategies. In this article I focus on interventions I use most often to help patients with two major domains: self regulation (which includes affect management and perspective on the self), and self-initiated behavior change. Case examples illustrating the interplay of symptom-focused work and more dynamic exploration are provided.     

Towards a “New” outrageous public choice

Public choice theory has identified and emphasised “failings” in political processes. However, an assessment of “failure” is sensitive to the framework used for evaluation. Recent developments in cognitive psychology and in experimental economics suggest that “deficiencies” in the political process (ie. “defects” that weaken the link between self interest and policy outcome) are, instead, attractive attributes (which safeguard individuals from the costs of “anomalous behavior”). A “new” public choice perspective (outrageously!) identifies “strengths” (as well as “failings”) in democratic political processes when what has been regarded as “anomalous” behavior is deemed relevant.     

The psychology of the self and the termination of treatment

The understanding of the process of termination is contingent upon a clarification of two sets of issues: those related to the metapsychology of separation and loss, and those related to the goals set by the patient and the therapist in the treatment relationship. This article attempts to reformulate the issue of separation and loss from the point of view of the psychology of the self, and to discuss a framework through which goals may be set for treatment. The implications for termination are then considered.     

Constructivist self-development theory: a theoretical framework for assessing and treating traumatized college students.

The authors present a new conceptual framework for assessing and treating traumatized college students. The framework, constructivist self-development theory (CSDT), blends object relations, self-psychology, and social cognition theories. It is founded upon a constructivist view of trauma in which the individual's unique history shapes his or her experience of traumatic events and defines the adaptation to trauma. Within this theory, the authors suggest approaches to setting the frame for trauma therapy, including stabilizing acute symptoms and setting appropriate expectations for treatment. CSDT provides a framework for the systematic assessment and practical treatment of three aspects of the self that are affected by trauma. These include self-capacities, or the ability to tolerate strong affect and regulate self-esteem; cognitive schemas, or beliefs and expectations about self and others in the areas of frame of reference (or identity and world view), safety, trust, esteem, intimacy, power, and independence; and intrusive trauma memories and related distressing affect. Finally, the authors provide guidelines for assessing the need for longer term treatment.     

Orthodoxy and heresy in self psychology: A Heretic's perspective

This paper discusses a trend in self psychology toward the establishment of a somewhat rigid orthodoxy. The conceptual problems that such a stance raises, such as the role of empathy in the treatment process and the incompatibility that this presents with the current self psychological view of the etiology of psychopathology, are discussed. The relationship of self psychology to existential theory is highlighted and a more open stance is advocated regarding divergent theorizing within the model.     

Perceptual deficits and self-esteem in adolescence

This paper attempts to conceptualize the dynamics of selfesteem in an adolescent suffering from a perceptual deficit. The interrelationship between the deficit and the development of self-esteem is discussed from two points of view, that of traditional ego psychology and that of the psychology of the self. In the case illustration given, the treatment methods were heavily influenced by the work of Heinz Kohut and by the insights provided by his psychology of the self.     

Applications of self psychology to the problem of child abuse

This article examines the application of self psychology to the problem of child abuse. The understanding of child abuse has evolved and, through the application of psychoanalytic principles, has come to be viewed as a breakdown in the parent-child relationship. Self psychology provides a furthering of this understanding and suggests treatment modalities. The case illustration demonstrates the usefullness of self psychology in both understanding and treating abusive parents.     

The Blancks' and Kohut's views of narcissism: Comparative analysis

The normal and pathological development of narcissism is reviewed from two different theoretical orientations. Presented are the ideas of Blanck and Blanck (ego psychology) and that of Kohut (self psychology). Included are clinical vignettes illustrative of the ego and self psychology approaches. A comparative analysis is drawn, highlighting the likenesses and differences with regard to theory and practice. Considered are the developmental stages and failures, as well as transference, resistance, and technique. The area of greatest contrast is noted in their theoretical formulations regarding the development of narcissism while the clinical approach to the treatment of narcissism is less striking     

Trauma of parent loss through divorce,death, and illness

This paper examines the variations in childrens' responses to parent loss. Initially examined is the effect of institutionalization and foster care, and these experiences are contrasted with that of parent loss through death, divorce, and abandoment. Illustrative case vignettes are offered to attempt to highlight useful concepts drawn from ego psychology and self psychology, theories useful in providing clinicians with more precise diagnostic and prognostic acumen, to enrich ongoing treatment interventions with these child populations.     

Social psychology in a postmodern age: A discipline without a subject

This article reconsiders the question of the crisis of social psychology. I argue here that there is a crisis in social psychology but it is not one of a growing separation between the discipline’s psychological and sociological wings. Instead, the crisis is the result of structural transformation and associated cultural shift. It involves the gradual displacement of an earlier concept of the strong, autonomous ego by the postmodern production of the imaginary self. The self in the unfolding era of postmodernism increasingly resembles a composite of commercially produced images rather than a self-directed ego. The displacement of the self-concept by the self-image produced what has been a vaguely apperceived but, as yet, not adequately conceptualized, crisis in social psychology. I conclude with an argument on behalf of a personality and social structure approach to social psychology as the only form of social psychology conceptually able to deal with the real crisis within social psychology, that is, the erosion of the self.     

The Cultural Context of Cognition: What the Implicit Association Test Tells Us About How Culture Works1

This article employs evidence from a literature within social psychology on the malleability of scores on the Implicit Association Test (IAT), a measure that is widely used to assess implicit attitudes, and other implicit cognition measures, to provide a theoretical framework for incorporating implicit processes into sociological accounts of culture. Studies from this literature demonstrate the fundamentally contextual and interactional nature of implicit cognition; that is, how the cultural environment shapes the activation of cognitive associations. Understanding how culture works to influence behavior requires attention to the interaction between the cultural environment—including symbols and media, place, situations, and networks—and cognitive representations. Using this theoretical framework, I discuss how evidence from the sociology of culture regarding the nature of this cultural environment can inform our understanding of culture in action.     

Self psychology in child welfare practice

The use of self psychology, a theory first developed by Kohut, in formulating and guiding treatment planning and implementation in child welfare, is discussed, with accompanying illustrations from child welfare practice of key concepts.     

Dance therapy and self psychology

In this paper I will introduce the basic concepts of dance therapy and show how dance therapy could be viewed self psychologically. A clinical example will be presented, discussed and critiqued utilizing self psychological concepts. A brief discussion will follow that appraises the potential of blending self psychology and dance therapy together. This is a speculative paper but it may provide a basis to further develop self psychology within dance therapy.     

Symbolic interaction theory and the cognitively disabled: A neglected dimension

Symbolic interactionists have by and large not explored how individuals with mental illnesses—specifically, delusional misidentification syndromes—are able to exercise the cognitive factors necessary for successful interaction. Such factors include: recognition of self and others, situated interpretation, inferring others’ cognitive and emotional states, anticipating what others might say or do, empathizing, maintaining a cogent belief system, etc. What needs to be addressed is how the mentally ill manage—and fail to manage—these cognitively-informed activities as they slip more and more into cognitive and existential chaos, and the associated loss of meaningful dialogue with self and others. Clinical accounts of the cognitively dysfunctional could widen and deepen our understanding of cognition, belief states, self, and self-other relations, central concepts for symbolic interactionists. Accordingly, this paper is as much a critique of symbolic interactionism as a contribution to a humanistic social psychology.     

Adolescent development: A view from self psychology

Self psychology does not have a distinctive developmental theory. This paper discusses some of the methodological problems related to the articulation of such a theory, and goes on to outline a theory of adolescent development that is consistent with the tenets of self psychology. The major points made are: Adolescence does not represent a recapitulation of prior phase of development, the sense of self cohesion is fundamental to a healthy sense of self, and the culmination of the adolescent process is the formation of a nuclear sense of self.private practice     

THE HEALTHY LIVING CENTER

Through collaboration with the Toy Industry Foundation, Homes for the Homeless launched the Healthy Living Center project in May 2003. The Healthy Living Center attempts to promote positive youth development in a recreational setting that incorporates informal education. Three primary goals guide the creation and implementation of Healthy Living Center components; first, to expose children to creative, social play, giving them a framework for positive socialization that can often be elusive for homeless children as a result of frequent transitions and instability; next, to give children the opportunity to develop their own talents, skills, and creativity, thus enhancing the child's cognitive skills, as well as his or her self‐concept and sense of self‐worth; and finally, to provide a positive, youth‐centered framework for a child's self‐development. This framework gives children vital tools for long‐term success, giving them practice in forming and maintaining positive social relationships and helping them to fully discover and take advantage of their own personal strengths and potential.