You do not currently have permission to view the full text for this document. Please sign in to an account with an active subscription or contact support.
Dr Ablon begins with an extensive review of the literature on self-esteem. He places the writings in a developmental framework, pinpointing the major determinants of the ontogeny of self-esteem rom birth through to adolescence. He views affect as playing the central role in self-esteem.
From infancy, an empathic environment, attuned to the child's needs, wishes and temperament is essential to the establishment of the beginning sense of well-being. Ablon stresses that affective dialogue between infant and caretaker is the vital core of the empathic environment. He cites Tomkins’ view that shame can originate as the result of a failure in this affective dialogue leading to withdrawal and inhibition of these affective states in the infant.
Affect tolerance is traced through the developmental phases. The child's ability to tolerate feelings such as anger, sadness and helplessness, depends largely on the provision by the environment of the necessary emotional security. Trauma and emotional unavailability of the object disrupt the evolution of self-esteem. The normal developmental struggles such as separation-individuation and toileting too pose crucial challenges to development. During the period from 1 to 3 years the child experiences disapproval and punishment from his parents. The first superego precursors usher in shame and guilt in relation to unacceptable drives and affects. Shame and guilt become more elaborated as the child struggles with the intense affective experiences of oedipal development.
During latency many of the developmental aspects of self-esteem evolve from internalized aspects of earlier development. The child is now part of an enlarging social sphere. He experiences the increasing influence from peers and schools, and faces the challenge of fitting into a social context. Unresolved conflicts from earlier developmental periods