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'Antonio, A. C. (2013) Recensioni: Nancy McWilliams, La diagnosi psicoanalitica. Seconda edizione riveduta e ampliata. A cura di Vincenzo Caretti e Adriano Schimmenti. Roma: Astrolabio, 2012, pp. 475, € 38,00 (ed. orig.: Psychoanalytic Diagnosis. Understanding Personality Structure in the Clinical Process. New York: Guilford, 2011). Psicoterapia e Scienze Umane 47:519-521
- Psychoanalytic Review, 2010, 97: 239-261). L'approccio teorico-clinico dell'Autrice è di genere olistico, dinamico, complesso e integrato; la persona è visualizzata come essere umano unico e irripetibile a cui accostarsi con umiltà nella ricerca della comprensione empatica basata sulle teorie psicodinamiche e supportata da metodologie di indagine coerentemente organizzate.
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Abend, S. M. & Shaw, R. R. (1991) Concepts and Controversies about the Transference Neurosis. Journal of the American Psychoanalytic Association 39:227-239
- 97 REED, G. S. 1987 Rules of clinical understanding in classical psychoanalysis and self psychology J. Am. Psychoanal. Assoc. 35:421-446 239
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Abram, J. & Hjulmand, K. (1996) The Language of Winnicott: A Dictionary of Winnicott's Use of Words. The Language of Winnicott: A Dictionary of Winnicott’s Use of Words 160:1-450
- D., 115 falling forever, 64, 88, 171, 172, 187, 198 false self: self, false family, as going concern, 179, 180, 226 fantasy, 18, 19, 75, 89, 104, 109, 134, 146, 153, 168, 179, 180, 200, 202, 212, 217, 225, 227-229, 251, 263, 299, 316, 324, 338, 343, 344 capacity for, 205 vs. fantasying, 204-207 unconscious, 33-35, 137, 229, 351 father, 53, 136, 143, 168, 191, 195, 217, 314, 322, 325, 340, 348 baby's mental conceptualization of, 180 child's relation to, 50, 63 and death instinct, 38-39 depression of, 154 importance of, 38 in holding environment, 53, 195 to third area, 74 as indestructible environment, 179-181 man becoming, 225-226 role of, 218 strict, need for, 53, 57 fear of WOMAN, 75, 135-139, 171, 192, 219 feed, theoretical, first, 7-9, 11, 200, 209-212 feeling real: real, feeling female element, 67, 76, 114, 129 and being, 74-76, 233 and male element, 125-127 pure, 127-128 feminism, 138-139 “fobbed off”, feeling of, 91, 92, 160, 301 formlessness, 123-125, 310-312 fragmentation of being, 173, 269 free association(s), 10, 98, 123, 124, 126, 287, 311, 327 Frenchified, 68 Freud, A., 11, 16, 260 Freud, S., 1, 5-6, 8, 9, 11, 16, 17, 22, 24, 26, 29-30, 38, 42, 65, 98, 101, 114, 123, 126, 152, 158, 166, 167, 191, 204, 207, 208, 225, 256, 279, 281, 288, 289, 301, 302, 311, 314, 315, 327, 338, 343 instinct theory, 213 friend, imaginary, 299 fusion: of aggressive and libidinal elements, 20, 27, 29, 60, 300 task of, 26-28 gesture, spontaneous, 34, 110, 222, 241, 257, 306 going on being, 143, 261 Goldman, D., 37 good-enough environment: environment, good-enough good-enough mother: mother, good-enough gravity, centre of, 67-71, 73, 78, 165, 297 greed, 20, 231, 327 Green, A., 5, 39, 218, 316, 317, 321, 328 guilt, sense of, 24, 25, 30-31, 53, 65, 101, 106-110, 149-151, 154, 185, 188, 227, 228, 250 hallucination, 204-206, 211, 222, 342 handling, of infant, 109, 159, 170, 197, 230, 263 hate, 25, 179, 180, 182-192 and aggression, 16, 19, 20 in play, 249 analyst's, 185-186 patient's need for, 189-191 constitutional, 23 in countertransference, 182-185 and depression, 150 as ego relation, 23 expression of by analyst, 167 and intent, 23 mother's, towards infant, 19, 27-28, 81, 191-192 and love, 254 patient's, for analyst, 285 as sign of emotional development, 16 health: of baby, 20, 24-25 and being, 78 and capacity to be alone, 41, 45 and capacity for concern, 112 and compromise, 308 and creativity, 252 and depression, 149-152, 155 drive towards, 114, 276 and creativity, 115 and isolation of core self, 71, 105 meaning of, 220 mental, 55, 56, 132, 149, 181, 227, 286 foundation of, 136, 158, 164-181, 196, 219, 258, 345 and self, 295 and not communicating, 93, 95, 96 and playing, 248, 256, 350 and self, 264, 278 and splitting, 94, 96, 308 and third area, 248, 348 hesitation, period of, 321-324, 327-328 holding, 163, 193-199, 254, 275, 280, 281 analytic, 189, 276, 293, 303, 332 environment, 49, 53, 56, 65, 67, 77, 123, 153, 161-167, 172, 193-196, 198, 235, 237, 275, 276, 288, 304, 321 analytic setting as, 166-168 maternal, 62, 69, 87, 105, 111, 135, 168, 230, 297 failure of, 170 phase, 131, 133, 142, 190, 194, 263 self-, 169, 294 home: failure of, 48, 51, 55, 56, 190 security of, 50, 51, 180 hope, 66, 275, 278, 309, 330 antisocial act as sign of, 47, 48, 51-54, 57-59, 62-65, 113, 190, 273, 308, 331 human condition, Winnicott's preoccupation with, 5 human nature, 5, 11, 31, 112, 281, 288, 338-339 id: -demands, 303 -drive, 109, 110 and ego, 158, 315 excitement, 303 -experience, 44, 45 impulse, 107 -needs, 181, 283, 302, 303 -relationship, 44 repression of, 38 -satisfaction, 128, 303 identification, 98, 112, 145, 184, 186, 309, 313 of analyst, with patient, 292 cross-, and mutuality, 84 introjective, 74, 128, 214 of mother, with infant, 43, 46, 70, 83, 134, 140, 158, 194, 222, 229, 259, 350 primary, 73, 74, 127, 128, 208, 214 projective and introjective, 74, 128 with WOMAN, 138 illusion, 70, 146, 231, 323, 337, 345 capacity for, 10 vs. delusion, 208, 209, 213 and disillusion, 118, 122, 266, 344 and weaning, 151-152 good-enough, 221-222 and hesitation and resistance, 327-328 vs. magical thinking, 209 necessity of, 70, 146, 207 of omnipotence, baby's, 7, 8, 60, 89, 91, 115, 117, 118, 135, 152, 163, 200-216, 221-222, 232, 234, 235, 242, 254, 305, 322, 341, 344, 345 substance of, 200, 207-209 transition to disillusion, painful, 202-203 imaginative elaboration, 104, 160, 261, 263, 265, 338 impingement, 28, 34, 46, 77-78, 173-174, 236, 277 birth as, 174, 278, 296 definition, 173 and false self, 277 gross, 87, 94 reaction to, 28, 44, 45, 71, 77, 87, 134, 171-173, 176, 187, 268, 278, 284, 297 regression to, 282 strengthening, 173 thesis of, 174 traumatic, 94, 173, 278 impulse, 7, 16, 28, 30, 44, 45, 103, 107, 131, 132, 185, 203, 210, 213, 227, 301, 302 “independence, towards”, stage of, 88, 130-133, 145-147, 281, 289, 314 Independent Group, 87 inherited potential, 67, 71, 77, 172, 220 inherited tendencies, 11, 18, 84, 119, 134, 195, 219, 272 instinct, 16, 23, 50, 60, 76, 82, 84, 104, 152, 224, 254, 262, 283, 301-303 death, 15-17, 25, 33, 183 and father, 38-39 development, 282 envy as, 20 gratification, 91 life, 33 love, 106 maternal, 224 tension, 84, 103, 109, 147, 301 theory, 3, 16, 26-29, 301 Institute of Psycho-Analysis, London, 1, 2 insulation, vs. isolation, 72, 97, 176 integration, 43, 54, 61, 67-70, 78, 125, 153, 159-163, 190, 194, 228, 249, 263, 272, 273, 332, 334 and aggression, 21-24, 35, 38, 39 body-mind, 265 and concern, 106, 108, 111 ego, 24, 176 of self, 299, 300, 303, 304, 312 in time, 111 intellectual development, 90, 131, 139, 266 beginning of, 142-145 intermediate area, 117, 152, 337, 338, 345, 346 internalization, 43, 121, 132, 239, 319, 342, 350, 351 isolation, 96, 171-172 of adolescent, 72, 99-101 vs. insulation, 72, 97, 176 of self, 72, 79, 92 core, 71, 88, 97, 172, 295 Jung, C.
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Atmanspacher, H. & Fach, W. (2013) A Structural-Phenomenological Typology of Mind-Matter Correlations. Journal of Analytical Psychology 58:219-244
- 97. Silberstein, M. (2009). ‘Why neutral monism is superior to panpsychism’. Mind and Matter, 7, 239
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Blechner, M. J. (2013) What are Dreams like and How Does the Brain Make Them That Way?. Contemporary Psychoanalysis 49:165-175
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Blum, A. (2014) “It was Desire Itself”: The Use of a Hook in Music and Psychoanalysis. Fort Da 20:105-114
- Psychoanalytic Review, 97, 239-261. Meltzer, D.
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Carlson, D. A. (1977) Dream Mirrors. Psychoanalytic Quarterly 46:38-70
- XXII pp. 97-115 SOUTHWOOD, H. 1973 The Origin of Self-Awareness and Ego Behaviour Int. J. Psychoanal. LIV pp. 235-239
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Carlson, S. (2016) Please Select Your Gender: From the Invention of Hysteria to the Democratizing of Transgenderism by Patricia Gherovici Routledge, New York, 2010; 280 pp; $42.26.. International Journal of Psychoanalysis 97:239-243
- 2016 97 1 239-243 Please Select Your Gender: From the Invention of Hysteria to the Democratizing of Transgenderism by Patricia Gherovici Routledge, New York, 2010; 280 pp; $42.26.
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Cohen, S. J. (2013) When Unconscious Wishes Become Laws: Policing Memory and Identity in Israel and Palestine1. International Journal of Applied Psychoanalytic Studies 10:152-173
- Psychoanalytic Review, 97(2), 239-261. Mitchell, S.
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Crews, F. (1996) Forward to 1896?: Commentary on Papers by Harris and Davies. Psychoanalytic Dialogues 6:231-250
- 239 Pendergrast, 1995, pp. 96-97).
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Davenport, S., Hobson, R. & Margison, F. (2000) Treatment Development in Psychodynamic Interpersonal Psychotherapy (Hobson's ‘Conversational Model’) for Chronic Treatment Resistant Schizophrenia: Two Single Case Studies. British Journal of Psychotherapy 16:287-302
- 97-111. Bion, W.R. (1955) Language and the schizophrenic. In M. Klein, P. Heimann and R. Money Kyrle (Eds.) New Directions in Psycho-Analysis, pp. 220-239
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de Bernardi, B. d. (2015) La teoría del campo como metáfora y las metáforas en el campo y en el proceso analítico. Revista de Psicoanálisis (APM) 74:167-198
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Downey, T. W. (1978) Transitional Phenomena in the Analysis of Early Adolescent Males. Psychoanalytic Study of the Child 33:19-46
- Study Child 13:255-278 FREUD, S. 1905 Three Essays on the Theory of Sexuality S.E. 7 125-243 FREUD, S. 1912 The Dynamics of Transference S.E. 12 97-108 FREUD, S. 1914 Remembering, Repeating and Working Through S.E. 12 145-156 FREUD, S. 1924 Negation S.E. 19 235-239 GREENACRE, P. 1959 Play in Relation to Creative Imagination Psychoanal.
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Fonda, P. (2020) Fusion II. Broadening the Field of Observation. Revue Roumaine de Psychanalyse 13:29-44
- 97. WINNICOTT, D.W. (1962). The Theory of the Parent-Infant Relationship - Further Remarks, Int J Psychoanal, 43: 238-239.
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Gehrie, M. J. (1993) Psychoanalytic Technique and the Development of the Capacity to Reflect. Journal of the American Psychoanalytic Association 41:1083-1111
- 97-103MODELL, A. H. 1988 Changing psychic structure through treatment: preconditions for the resolution of the transference J. Am. Psychoanal. Assoc. 36 (Suppl.) 225-239
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Griffies, W. S. (2007) A Streetcar Named Desire and Tennessee Williams' Object-Relational Conflicts. International Journal of Applied Psychoanalytic Studies 4:110-127
- 97-110. Socarides CW. Homosexual cruising compulsion. In: Socarides CW et al. (eds), The Homosexualities and the Therapeutic Process. Madison, CT: International University Press, 1991; 227-239
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Harris, M. (2007) Index. Your Teenager: Thinking about Your Child during the Secondary School Years 136:273-280
- 2007 136 273-280 Index Martha Harris adolescent and parents clashing with, 26, 100, 183, 192, 197, 213 disillusion with, 40, 45, 180, 182 doing better than, 30, 156, 249 envy/denigration, of 53, 125, 130, 133, 182, 195-196, 206-210, 229, 231, 245 identifying with parents, as role-models and society exploitation by, 212 part of a larger world, 38, 41, 83-84, 87, 91, 109, 139-140, 155-157, 161-164, 192, 198, 232, 245, 248 social pressures, 159-162 gangs and groups withdrawal from, 200 appearance, 54, 105, 118, 209-210 avoiding development, 15, 104, 123, 163, 194, 201, 224, 246 different speeds, 123, 167, 230 between child and adult, 15, 37, 103, 136, 163, 192-193, 231, 244 leap into adulthood, 163 lost childhood, 118 contradictoriness feelings, contradictory delinquency, 21, 34, 38, 109-112, 135-142, 162, 201-202, 224-226, 261 respectable veneer, 241 stealing from “mother”, 141 gangs and groups, antisocial behaviour discourtesy, 118 education, courtesy drugs and smoking, 14, 39-40, 115, 137, 184, 195, 226, 239, 264 feelings feelings grown-up self, 6, 31, 35, 46, 81, 112, 113-114, 136, 162, 202, 238, 242 idealism and sanctimony, 14, 44, 154, 192, 197-198, 200-201, 248-249 and self-image, 215, 241 arrogance and abasement, 165, 231, 244 mixed motives, 198 impatience/wasted time, 117, 224, 230-231, 248 internal world, 98, 255 internal parents/‘objects’, 53, 60, 102, 125, 172, 206, 208, 223, 231, 235, 239, 245-246, 248, 254 internal wars, 114, 193, 246 identity parasitism and ‘dropping out’, 186, 194, 200 phoney adolescent, 191 physical maturation and health, 15, 36, 51-53, 76, 82, 103, 118, 123, 127, 141, 159, 216 early puberty, 122 first sense of physical identity, 205 making the best of a bad job, 55, 210 privacy, 16, 31, 50, 54, 58, 140, 153, 172, 175, 219, 220, 235, 241, 248 and secrecy, 31, 53, 128, 137, 141, 152-153, 184, 197, 254 of the mind, 98 realism and rationality, 11, 29, 37, 47, 55, 86, 90, 91-93, 119, 166, 210, 230-231, 239, 247 obscured, 134, 199, 206 rebellion, 43-45, 113-114, 118, 136, 191, 223, 247, 262, 265 and conformity, 222 and idealization, 243 artificial, 92, 118 as belief in authority, 45 responsibility and self-respect, 14, 16, 41, 85, 94, 104, 112, 140, 153, 161, 175, 183, 187, 192, 196, 201, 211, 215, 229, 230-231, 251 lack of, 162, 201, 226, 229, 262-263 versus status, 251 search for identity identity sexuality sexuality education achievement and failure, 11, 17, 21, 69, 84-86, 89, 106, 119, 150, 153, 162, 216, 227, 262-263 a commercial transaction, 85, 241 realism, 37, 90, 93, 230 as continued learning, 91, 154, 156, 159, 236 career choices, 21, 30, 90-94, 123, 159-162, 166 anxiety about, 223 interruption of, 229 jobs, 91-92, 115, 141, 154, 160-161, 200, 230 courtesy and manners, 14, 41-44, 117-120, 173, 197 as an inward growth, 120, 241 family courtesies, 43 toward the child, 44, 241 discipline, 13-14, 35-36, 109-112, 113, 128-129, 151, 183, 259 and self-discipline, 109, 160, 183, 202 colluding parent, 139 disciplined discussion, 98 talk and discussion through guilt, 259 uncertain, 111 parents, firmness discussion talk and discussion feeding as early learning, 124 for parenthood, 213 functions of, 166, 265 homework, 8, 12, 84-85, 152, 174, 214 parental help, 88, 148-149 learning difficulties, 21, 90, 148, 152-153, 238 parental role, 13 parents pocket-money, 19, 94, 105, 110, 114, 141, 200 reading, 12, 20-23, 30, 50, 87-88, 97-98, 132, 163, 241 rhythms of study, 13 sex education, 49-50, 127-129, 212-213 speech/speaking well, 21, 154, 155-156, 264 types of learning, 253-265 learning about/skills, 7-8, 11-12, 84-90, 160, 166, 206, 237-239, 254 learning from experience, 12, 154, 199, 236-238, 251, 253 identity, individual adolescent, realism through projection and identification, 13, 221-222, 241, 244, 250, 262 parents, role-models schoolplay and recreation family and the community, 266-267 as an educational institution, 237, 264-265 as battleground, 113-114, 186, 194 brothers and sisters, 18, 25-28, 105-107, 150, 186-189, 213, 228 in collusion, 246 first teenager, 103 child's contribution, 13, 25, 29, 41, 103, 112, 115, 161, 163 excessive responsibilities, 28, 71, 179 differences in ability, 27 discussion talk and discussion friends of, 71, 142, 166, 187, 196, 228, 248 good name of, 139-140, 246, 251, 258 and of the school, 39 over-protected, child 52, 60-61, 94, 107, 123-124, 184, 195, 216 repudiation of, 164, 185-186, 197 rivalries and conflicts, 18, 30, 104-105, 130, 133, 172, 186, 188, 208, 222, 229 types of family organization, 238, 256-264 values, 13, 41-45, 114, 119, 138-139, 154, 164-65, 186, 212-213, 241, 256 fair shares for all, 47, 109, 246 growth of all members, 188, 213, 257 home atmosphere, 87, 94 257-264 in the “couple family”, 257 religion, 44-45, 196 parents friendships, social/class differences feelings aggression/anger, 17, 34, 53, 172-174, 201, 263 fear of own, 107, 124 hidden/unknown, 65, 124, 137, 208 inner destructiveness, 136, 201, 207, 248 useful aggression, 118, 242 contradictory/conflictual, 76, 79, 86-87, 114, 133, 136, 160, 165, 175, 193, 198, 202, 219, 237-238, 246 depression, 11, 21, 28-29, 197, 209, 216-217, 219, 223 envy, 103-104, 129-130, 139, 162, 170, 186, 198-199, 206, 210, 219, 228 fear of parents' envy, 230-231 of internal parents, 245 adolescent, and parents expression of, 43, 65, 106, 121, 131, 174, 186, 198, 240 in childish behaviour, 63 feelings, infantile in dreams and fantasies, 8-9, 53, 59, 98, 125, 127, 132, 151, 156, 172, 177, 180, 217, 246-247 unexpressed/unknown, 29, 50, 64-65, 86, 124, 136, 164 gratitude/trust/love, 29, 41, 61, 82, 85-86, 97, 133, 167, 183, 236, 254 loss of, 139-140, 263-264 love-objects, 172, 198, 215, 216 parental model, 112, 212 parents, as role-models guilt, 16, 22-23, 43, 49, 53, 61, 64, 126-128, 136, 139-141, 162, 202, 209 about wasted time, 231 and abortion, 211 and breakdown, 217 and rivalry, 229 as a weapon, 45 desire for blame, 139 desire for understanding, 217 adolescent, and parents, envy infantile 10, 71, 125, 206, 209, 217, 229, 237, 239, 245, 251, 267, 268 and adult, 238 of growth/change, 15, 29, 36, 54, 87, 123, 159, 163 “catastrophic change”, 243, 257 developmental pains, 242 sexual reawakening, 49, 59, 125 sexuality omnipotence/omnipotent daydreams, 10, 22, 29, 50, 173, 199, 201, 208, 226, 231, 239, 253 and misconceptions, 29, 127, 156, 161 masturbation fantasies, 128, 208 safety net of fantasy, 245 sensitivity, 31, 42, 76, 103, 152, 174, 220, 231, 243, 262 seriousness of, 36, 44, 166, 185, 243 sincerity, 197, 222, 241 friendships and hobbies, 16, 19, 22 and introspection, 220 diary as friend, 31 and pet animals, 16 and prestige/status, 132, 141, 172, 212, 224 and the family as alternative family, 41, 59-61, 133, 137, 186, 197 distracting, 46, 87 opening perspectives, 57, 104, 119, 129 changing/broken, 133-134, 163-134, 215, 217 girls' and boys', 131 gossip and argument, 23, 98-100, 114, 121-122, 133, 182 talk and discussion intensity of, 59 loneliness and isolation, 7, 16, 18, 61, 123, 171 mirror child's own feelings, 93, 121, 133, 137, 245 internal conflicts, 193-194 loneliness and isolation, 7, 16, 18, 61, 123, 171 parental distance, 134 search for the ideal, 31, 172, 197-198, 206, 244 sharing schoolwork, 149-150, 186, 219 undesirable friendships, 110, 135-142, 183-187, 194-197, 225-226 unstable, 81, 86, 131, 221 gangs and groups anti-authority groups, 42, 135, 137, 184 induced by guilt, 136 antisocial behaviour/tendencies, 34, 109, 113, 135-142, 160, 201-202, 224-226, 263 “basic assumption” grouping, 262, 265, 267 bullying, 7, 39, 81, 135-136 mindlessness, 201 sadistic projection, 126 facilitating groups, 11, 96, 118, 121, 132, 171 pop groups, 19 the need to lose identity, 57, 61, 113, 132, 137, 186, 199, 224, 226, 238, 266 friendships initiation rites, 7, 81, 172 pressures of, 119, 131-132, 135, 136-137, 140, 185 conformity and status, 8, 13-14, 57, 129, 141, 212, 220, 222-224 social awkwardness, 170-171 the gang leader, 137 promiscuity, 129, 137 social/class differences, 119, 156, 163, 184-185, 238, 243, 264, family, values the “benevolent” community, 251-252, 266-267 the drug-group, 226-227 adolescent, drugs and smoking the “gang” family, 139, 261-263 the work-group, 94, 155, 163, 252, 267 identity, its formation and commitment in work or marriage, 223 despair of, 208 and identifications, 241 aspirational/introjective, 42, 92, 191, 241, 250, 259 with brothers and sisters, 222 changing, 222-223, 227-229 first identifications, 221 with parents/combined object, 206, 249, 250 parents, as role-models education, types of learning family, values friendships creative living, 8, 90, 101, 174, 219-233, 237, 250, 266 imprisoned/lost, 10, 239-240, 243-244, 251 individual identity, 31-32, 83, 91-92, 107, 133, 174-175, 229, 232, 248, 258 self-questioning, 17, 114, 123, 154, 197, 224, 198, 220-222, 224 uniqueness of, 15, 26, 41, 50, 221-222, 241, 258 parents ambitions and preconceptions, 26, 31, 44, 85, 152, 162-163, 166, 179, 216, 224, 227, 242 and teachers, 6-7, 35, 38-39, 40, 66-69, 79-82, 93, 120, 150-152, 166, 196, 211 clashing, 79-81 as role-models, 13, 29, 40, 42, 47, 94, 112, 119, 134, 138, 149, 154, 180, 206, 212, 223 also teachers, 40 identity, identifications authoritarian and permissive, 207, 236 “permissive society”, 211-214 collusion with child, 50, 60, 68, 104, 106, 139 competing/separated, 63-65, 68, 79, 110-112 depression, 29, 67, 71, 112, 178-179, 223, 259-260 disappointment and guilt, 21, 26, 31, 61, 68, 95, 110-112, 124, 128, 167, 179, 227, 242, 266 elderly, 200-201 ethos of family, values feeling obsolete, 76, 112, 178-179, 240 firmness, 10, 14, 33, 99, 183, 186, 207, 215, 224 punishment not useful, 36, 260 growing/learning alongside their child, 60-61, 65, 76, 87-88, 115, 149, 154-155, 166, 177, 180, 206, 222, 236, 240 helplessness/pain, 44, 70, 134, 156, 177, 187, 196-198, 222, 242, 245 need to sweeten reality, 226 idealising/complacent, 26, 115, 197 interest/listening, 6, 89, 92, 112-113, 134, 149, 155, 186, 241 advice, 166 talk and discussion letting go/separateness, 12, 27, 61, 118, 157, 164, 187, 196 “living in the question”, 238, 243 lost childhood/reshaping the past, 52, 140, 165, 177, 191, 128, 230, 237, 244 depressive anxiety, 197 repair their relationship, 60, 235 patience, 120, 140, 148, 161, 241, 266 protecting, 14, 22, 33, 70-71, 105, 113, 129, 186, 202, 211 limits of responsibility, 212, 231, 246 modulating pain and anxiety, 6, 86, 161, 170, 217, 247, 254, 257 realism, 11, 26, 123, 140, 199-200, 239, 242 secret delinquency, 34, 50, 68, 110 pillars of society, 138 self-scrutiny, 34, 42-44, 50, 112-115, 120, 128, 138, 166, 177, 180, 197, 227, 236-237 versus complacency, 165, 197 work enjoyment, 93-94 worrying ìusefullyǐ, 3, 15, 50, 65, 75, 86, 123, 128, 173, 197, 212, 243 play and recreation dancing, 170 dangerous activities, 96, 232, 245 driving, 172 feelings of omnipotence, 173 enthusiasms and hobbies, 15-17, 19-20, 95-97, 169-173 escapism, 173 games and sport, 17-18, 53, 97, 213 and loss of self-consciousness, 17, 244, 250 as safety-valve, 174 love-objects and pets, 15-16, 172 meaning for development, 61, 95-97, 172, 173-174, 238, 245 as work, 95, 238-239 play-acting, 220, 222 playing fair, 47, 246 playing with ideas, 100, 247 talk and discussion reading education, reading television, 13, 23, 58, 98, 241 the arts, 171, 174 professional help not available, 140, 145, 187, 196, 200 when to seek it, 4, 35, 65-66, 71, 111, 123, 142, 187, 196, 200, 202, 211, 216, 228 school, help/guidance school absenteeism/truancy, 70-71 academic streaming, 85, 163 a little society, 13, 38, 58, 84, 115, 152-153, 236 and self-respect, 6, 39, 85, 86, 90, 153, 162, 163, 187, 252 changing schools, 5-7, 21, 60, 81, 84 cheating and lying, 45-47, 138, 139, 150 divided loyalty to, 79 exams and competition, 8, 11, 85, 89-90, 148, 150, 216-217, 220, 229-230, 240 competing with oneself, 10-11, 245 identity, individual help/guidance from, 22, 66-71, 87, 123, 196, 200-201, 228 laziness at, 65-66, 152 leaving school, 153-154, 159-164, 227, 230-232 parental help in, 147-148 refusal, 8 rules and discipline, 13-14, 39, 46, 99, 137, 151 as status-markers, 14 egalitarian, 18, 245 examination of, 34, 112 special needs, 21 special/approved school, 110-113 teachers' roles, 6-7, 39, 40, 66-71, 80-82, 84, 86-87, 93, 99, 117, 126, 187, 211, 221, 256 as transference figures, 45, 120, 136, 162, 239, 247-248, 256 object of adolescent crush, 150-152 teaching methods in primary and secondary, 84, 89, 150 education sexuality anxieties and guilt, 54, 65, 103, 124-126, 205-210 attitude to parents', 50-51, 130, 180, 206-207, 223, 231, 257 and parental attitude, 50, 51, 53, 125, 128, 250 bisexual ethos, 258 basis in mother-baby relationship, 53, 124, 205 boy/girl differences, 31, 55, 123, 125, 131, 169-171, 207-209, 210 adolescent, physical maturation curiosity and fantasies about, 49-51, 121, 124-126 masturbation, 53-54, 127 mutual, 208 menstruation, 51-53, 121 narcissistic love, 215 pornography, 125, 128, 212 pregnancy and abortion, 210-211, 214, 223 promiscuity and propaganda, 129, 137, 206-207, 212 search for love, 171, 206, 213-216 sex crime/perversion, 129, 202, 263-264 sex education education, sex sexual dance, 170 sexual isolation, 171 sexually transmitted diseases, 212 tomboyishness, 31, 54-55, 227 talk and discussion about careers/future, 30, 92, 160-162, 167, 196 about feelings, 9, 65, 136-137, 181 non-verbal, 164-165 and rows, 170, 192 contest for affection, 80 necessity of, 134, 186 quarrels with oneself, 106 uses of, 64, 132, 186, 245 between parents, 4, 9, 28, 137, 178, 189, 214 difficult or ineffective, 49-52, 54, 58, 65, 90, 113-114, 140, 142, 196 not talking and denial, 64 distracting, 87 family, 24, 30, 37, 84, 87, 113, 119, 124, 128, 132, 137, 240, 247 learning through, 30, 37, 84, 87, 90, 113-114, 139, 155, 196 and thinking, 155, 156 taking seriously, 136, 141 time for thought, 166-167 listening by child, 50 by parent, 81, 92, 114, 134, 247 parents and teachers, 35, 66-69, 79, 80-81, 90, 93, 112, 123, 142, 152, 161, 230 peer groups, 52, 83-84, 99-100, 129, 132-133, 180, 188-189, 192-193 pleasures of, 23-24, 37, 98-100 teachers and pupils, 38, 46, 66, 70, 80-82, 100, 187, 211, 228 280
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Hohage, R. (1989) Therapeutische Einsicht und Ambiguitätstoleranz. Psyche - Zeitschrift für Psychoanalyse 43:736-752
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