Conjugating the self

Urban, Elizabeth

doi:10.1111/j.1468-5922.2009.01788.x

Cited by 3 publications

(2 citation statements)

References 10 publications

(14 reference statements)

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“…At the heart of this discussion between colleagues was Fordham's concept of the self. We seemed to be disagreeing, but a more detailed examination of our language enabled us to arrive at a concurrence of views which were not in their essence in conflict (Astor 2009; Colman 2009; Urban 2009). The problem was that one person's clarity of expression was another's misconception.…”

Section: Introductionmentioning

confidence: 91%

Saying what you mean, meaning what you say: language, interaction and interpretation

Astor¹

2011

J Analytical Psychology

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As analysts, we strive to say what we mean, which involves understanding the other person's communication, finding the appropriate form of words to articulate what we have understood, and expressing them in the tone of voice which can be heard. Meaning what we say refers to the authenticity of our response, that what we say is sincere. My theme touches on different ways of saying what we mean and how this can affect the meaning of what we say. Some of the issues are aesthetic, some grammatical. How some sentence structures lead to closing off communication while others open it.

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Section: Introductionmentioning

confidence: 91%

Saying what you mean, meaning what you say: language, interaction and interpretation

Astor¹

2011

J Analytical Psychology

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“…The idea of primary self elaborated by Fordham (1976)– which this author applies, in terms of its dynamics, to the autistic situation – has been interpreted in different ways by various authors (Astor, 2009; Colman, 2008; Urban, 2008, 2009). Such differences are inevitable, given that Fordham’s idea is an elaboration of the concept of self in Jung, a concept that itself was not described in any straightforward way (Jung, 1920, 1944, 1955–56, 1959b).…”

Section: Theoretical Elementsmentioning

confidence: 99%

Delusional development in child autism at the onset of puberty: vicissitudes of psychic dimensionality between disintegration and development

Bisagni¹

2012

The International Journal of Psychoanalysis

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Although the psychogenetic hypotheses on child autism have been superseded, psychoanalysis can still reflect on the relational exchange and its sensory aspects in concomitance with the mental development of these patients. Without making generalizations as regards the pathogenesis, but considering the specific features of each autistic child, it may be possible to achieve an integration of those islands of competence that make up these patients' limited personal heritage. Such integration may be reached through the analysis of representational, emotional and relational transformations. The first part of this article describes the case of an autistic child in treatment from the age of four on a four-times-weekly basis who, during puberty, developed severe formal thought disorders together with delusional and hallucinatory formations. The second part develops some post-Jungian theoretical contributions, such as the concept of self as nothingness and the idea of the unsaturated archetype, so as to evaluate the function of some a-priori concepts in support of the analyst's position. These concepts are considered in relation to Bion's model of transformation, and to the formulations on dimensional awareness, especially on the shift from a two-dimensionality to three-dimensionality view, as well as to the rhythm of the object's presence and absence.

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The sound-hand

Bisagni¹

2009

Journal of Child Psychotherapy

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Through clinical vignettes taken from the analytic treatment of an autistic child, the paper explores Bion' s notion of selected fact in relation to the post-Jungian theoretical speculation on the emergent mind. The issue of the subjectivity of the analyst is considered and explored in this light. A review of some neuroscience research contributions to a possible understanding of dialogue, empathy and rhythm is briefly described, particularly in terms of its potential usefulness for the psychoanalytic mind when working with autistic children. In general, the notions of 'temporal shapes' (Alvarez) and 'sound-object' (Maiello) provide support for the theoretical and clinical explorations of the issue of rhythmic interactions. Rhythmic sounds are distinguished from stereotypical and meaningless sounds produced by the analysand, whether or not they are accompanied by body movements, and their function of activating representations and amplifications in the analyst's mind is explored in the stage of treatment when the child does not yet speak. The Jungian concept of amplification is considered and revisited in this context.

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Conjugating the self

Cited by 3 publications

References 10 publications

Saying what you mean, meaning what you say: language, interaction and interpretation

Saying what you mean, meaning what you say: language, interaction and interpretation

Delusional development in child autism at the onset of puberty: vicissitudes of psychic dimensionality between disintegration and development

The sound-hand

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