Termination is a post-Freud contribution to the psychoanalytic process, which is never complete. The concept is illuminated in its analytic history and development. A formal well-defined terminal phase led to a tripartite psychoanalytic process which derived from and contributed to advances in psychoanalytic theory and knowledge. The terminal phase is a valuable addition and conclusion, but may be invested with irrational expectation and analytic myth. Various features and formulations of the terminal phase are explored, and the limitations of termination are noted.
Separation-individuation and attachment theories are compared and assessed in the context of psychoanalytic developmental theory and their application to clinical work. As introduced by Margaret Mahler and John Bowlby, respectively, both theories were initially regarded as diverging from traditional views. Separation-individuation theory, though it has had to be corrected in important respects, and attachment theory, despite certain limitations, have nonetheless enriched psychoanalytic thought. Without attachment an infant would die, and with severely insecure attachment is at greater risk for serious disorders. Development depends on continued attachment to a responsive and responsible caregiver. Continued attachment to the primary object was regarded by Mahler as as intrinsic to the process of separationindividuation. Attachment theory does not account for the essential development of separateness, and separation-individuation is important for the promotion of autonomy, independence, and identity. Salient historical and theoretical issues are addressed, including the renewed interest in attachment theory and the related decline of interest in separation-individuation theory.M argaret S. Mahler and John Bowlby both had personal motivations for their research into the relatively unexplored problems of separation and attachment. Both had experienced maternal insensitivity and rejection. While Mahler's work was acceptable in most quarters and was frequently referred to in the psychoanalytic literature of her day, in some psychoanalytic institutes she was regarded as quite controversial. Some analysts were skeptical about the validity or value of her conceptualization of separation-individuation. Nevertheless, during Mahler's lifetime separation-individuation theory gained a prominent Clinical Professor of Psychiatry and Training Analyst,
As is evident in the history of civilization, in myths and dreams, and in Freud's self-analysis, insight has been both prohibited and heroically sought. Psychoanalytic insight into unconscious processes and contents involves a gradual transformation of inner interdictions and ideals through the tolerance of previously forbidden curiosity and knowledge. The analytic process depends upon relaxation of censorship and analysis of the motives and modes of self-criticism and self-punishment. While the superego may also uphold truth, the ideal of insight into psychic reality is relatively rare. The formation and consolidation of an analytic ideal of insight is an outgrowth of and contribution to analysis and analytic education. Analytic education should result in freedom from inner constraints on insight, in independent thought and judgement, and in a continuing "after-education."
The role of extratransference interpretation in the theory of technique has been insufficiently defined and only tangentially discussed. Extratransference interpretation refers to interpretation that is relatively outside the analytic transference relationship. Although interpretive resolution of the transference neurosis is the central area of analytic work, transference is not the sole or whole focus of interpretation, or the only effective "mutative" interpretation, or always the most significant interpretation. Extratransference interpretation has a position and value which is not simply ancillary, preparatory, and supplementary to transference interpretation. Transference analysis is essential, but extratransference interpretation, including genetic interpretation and reconstruction, is also necessary, complementary, and synergistic. Transference is a repetition that requires analysis of its genetic sources in childhood conflict and fixation. Transference and reality, past and present, are newly defined, understood, and integrated in the analytic process. Transference fantasy cannot be clarified without understanding the "grains of truth" to which it may be anchored in reality inside and outside the analytic situation. The analyst's real attitudes and attributes may influence the transference and transference analysis. Countertransference also tends to evoke transference reactions which are unique to each patient, so that there are contributions from both parties to the analytic process and the analytic data. Analytic understanding should encompass the overlapping transference and extratransference spheres, fantasy and reality, past and present. A "transference only" position is theoretically untenable and could lead to an artificial reduction of all associations and interpretations into a transference mold and to an idealized folie à deux.
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