D. W. Winnicott, André Green, and Rosemary Dinnage: Some Thoughts on the Interplay of Transitional Objects and Object Destruction

2021 ◽  
Vol 108 (3) ◽  
pp. 277-289
Author(s):  
David G. Kitron
Keyword(s):  
Developmental Theory ◽  
Clinical Implications ◽  
Transitional Objects ◽  
Relative Independence ◽  
Total Dependence ◽  
The Dead ◽  
Use Of An Object

In this paper, the author attempts to arrive at a comprehensive outline of Winnicott's developmental theory. This theory encompasses the infant's emergence from total dependence and subject/object merging to what the author refers to as relative independence and relative subject/object separation (in Winnicott's words, “separation that is a not a separation but a form of union” [1971a, p. 98]). This conceptualization is based mainly on an amalgam of Winnicott's two well-known papers, on transitional objects and phenomena (1953) and on the use of an object (1969). The author also refers to André Green's notions of the importance of the negative and of the “dead mother” in reference to Winnicott's work. To demonstrate the clinical implications of the paper, the author discusses in detail the case of Rosemary Dinnage, as described by both Winnicott and Green and as reported directly by herself.

Sacred Objects as Vital Objects: Transitional Objects Reconsidered

1998 ◽  
Vol 26 (2) ◽  
pp. 159-167 ◽  
Author(s):  
Ryan Lamothe
Keyword(s):  
Interpersonal Relations ◽  
Human Life ◽  
Adult Life ◽  
Vital Role ◽  
Developmental Theory ◽  
Transitional Object ◽  
Secondary Process ◽  
Transitional Objects ◽  
Sacred Objects ◽  
Identity Continuity

In this essay I argue that the concept of transitional objects in Winnicott's psychoanalytic developmental theory and Rizzuto's perspective regarding God representations in human life, though helpful, is inadequate for understanding and explaining the complex roles, functions, and characteristics of sacred objects and practices in adult life. Transitional objects of infancy and early childhood, which represent a movement from merger to shared existence, from primary process to secondary process thinking, from fantasy to reality, are idiosyncratic and are substantially different from the sacred objects many adults share. I argue that an expanded depiction of Winnicott's concept, transitional object, provides an understanding of the vital role or functions of sacred objects in everyday existence and in interpersonal relations. I suggest that sacred objects and practices in adult life may be conceptualized as vital objects or phenomena when they (a) furnish believers with an unconscious belief in omnipotence for the sake of the construction and organization of subjective and intersubjective experiences and reality; (b) provide a subjective and intersubjective sense of identity, continuity, and cohesion; (e) serve as opportunities for spontaneity and creativity; (d) supply comfort and security for persons and communities during periods of anxiety.

The Collected Works of D. W. Winnicott

2016 ◽  
Keyword(s):  
Transitional Objects ◽  
The Moon ◽  
Berlin Wall ◽  
Final Version ◽  
Contraceptive Pill ◽  
Swedish Society ◽  
Moon Landing ◽  
The Impact ◽  
Use Of An Object ◽  
Selection Of

Volume 9, 1969–1971, introduced by the Swedish training analyst and former president of the Swedish Society, Arne Jemstedt, contains a selection of letters from the last years of Winnicott’s life. The work includes further developments of his work on envy, the use of an object, psychosomatics, the impact of the mother’s unconscious, living creatively, communication, adolescence and rebellion and the final version of transitional objects and transitional phenomena. There are also topical pieces on the moon landing, the contraceptive pill and the building of the Berlin Wall. The volume includes Winnicott’s introduction to Playing and Reality (his most successful book), published in 1971 after his death. Finally, this volume includes a section of various short notes and ideas which could not be reliably dated.

Numbers in assimilation research

2011 ◽  
Vol 21 (2) ◽  
pp. 200-219 ◽  
Author(s):  
Katerine Osatuke ◽  
William B. Stiles
Keyword(s):  
Subjective Experience ◽  
Developmental Theory ◽  
Clinical Implications ◽  
Theoretical Interest ◽  
Testing Hypotheses ◽  
Psychological Change ◽  
Interpretive Study ◽  
Interpretive Inquiry ◽  
Experience Of Change ◽  
Assimilation Model

We describe the assimilation model, a developmental theory of psychological change that focuses on interpretive study of people’s experience in therapy. Assimilation research relies on methods that are simultaneously interpretive and quantitative, and uses them in mutually complementary ways. We explain how quantitative techniques have been useful in research on the model. We give examples of numeric techniques and their uses in specific studies that included helping establish reliability of interpretive accounts of clients’ change, investigating substantive issues of theoretical interest, testing hypotheses about the model, and formulating clinical implications of assimilation concepts. These procedures quantify our understanding of people’s subjective experience of change in therapy and rely on contextual interpretation of meanings. These examples illustrate and advocate the use of numeric properties for the purposes of contextual interpretive inquiry.

scholarly journals Looking at a beautiful moon while immersed in a lake of petroleum: Narratives from Italian individuals with hikikomori

Psihologija ◽  
2020 ◽  
pp. 30-30
Author(s):  
Andrea Caputo
Keyword(s):  
Young Adults ◽  
Lived Experience ◽  
Social Isolation ◽  
Social Participation ◽  
Phenomenological Analysis ◽  
Developmental Theory ◽  
Traumatic Experiences ◽  
Future Research ◽  
Clinical Implications ◽  
Psychological Structure

This study aimed at exploring the hikikomori experience of Italian young adults to detect some psychosocial patterns of hikikomori. A phenomenological analysis was conducted on the narratives of 17 individuals with hikikomori (9 men, 18-39 aged), who posted their stories of social isolation via an online forum. The analysis detected ten themes synthesizing the psychological structure of the participants? lived experience, which were grouped into three overarching areas respectively dealing with passive identity, early traumatic experiences, and refusal of social participation. Overall, the findings support the psychosocial developmental theory of hikikomori about the reactivation of past insecure attachments and the anxiety associated with novelty and challenge. Limitations, suggestions for future research and clinical implications for individuals with hikikomori and their families are briefly discussed.

Effects of Selected Rhinologic Disorders on the Perception of Nasal Resonance in Children

1984 ◽  
Vol 15 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Michael P. Rastatter ◽  
Melvin Hyman
Keyword(s):  
Allergic Rhinitis ◽  
Clinical Implications ◽  
Normal Children ◽  
Nasal Resonance

A group of sophisticated listeners judged the nasal resonance characteristics of normal children versus children evidencing selected rhinologic disorders under three speaking conditions. Results showed that perceptions of denasality are influenced by both speakers and speaking tasks. That is, children with allergic rhinitis and edemic adenoids were perceived as being denasal when they produced VCV utterances and recited sentences. However, their resonance characteristics were deemed normal for vowel productions. Interestingly, children with severely deviated septums were judged to have normal nasal resonance under all speaking conditions. Clinical implications are discussed.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

Treatment Considerations for Adolescents Who Exhibit Cognitive/Communication Problems: A Neuroscience Perspective

2020 ◽  
Vol 5 (6) ◽  
pp. 1767-1775
Author(s):  
Martha S. Burns
Keyword(s):  
Social Communication ◽  
Transition Period ◽  
Clinical Intervention ◽  
Review Article ◽  
Sensitive Period ◽  
Clinical Implications ◽  
Evidence Based ◽  
Communication Problems ◽  
Treatment Considerations ◽  
Behavioral Growth

Purpose Adolescence is a period of substantial neurophysiological and behavioral growth, representing a second sensitive period of brain development. It is a psychological and social transition period between childhood and adulthood with many beneficial changes occurring, especially with respect to potential responsiveness to clinical intervention. However, adolescent behavioral complexities introduce clinical challenges as well. The purpose of this review article is to review the current neuroimaging research on neurophysiological changes observed during adolescence and the cognitive and social behavioral counterparts, with specific attention to the clinical implications. The review article will then summarize currently available intervention tools that can be utilized by speech-language pathologists working with this population. It will conclude with available evidence-based social-communication approaches that may be applicable as well as available evidence-based supplemental technological cognitive interventions that may be useful in working with adolescents who exhibit language and communication issues. Conclusion As a transition period between childhood and adulthood, adolescence represents a second sensitive period during which there is opportunity for clinically derived beneficial cognitive and communication growth.

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