Auswahl der wissenschaftlichen Literatur zum Thema „Donald Woods Winnicott (1896-1971)“

Dr Donald Woods Winnicott, arguably the most famous and influential psychoanalyst since Professor Sigmund Freud, married twice during his lifetime. In 1923, he wed Miss Alice Buxton Taylor, who divorced him after more than a quarter of a century; and eventually, in 1951, he embarked upon a second marriage to Miss Clare Britton, a social worker, with whom he enjoyed a far more stable partnership which lasted until Winnicott’s death in 1971. In this essay, based predominantly on the author’s hitherto unpublished interviews with members of Donald Winnicott’s family and, also, with relations of Alice Winnicott, as well as numerous unpublished archival sources, we reconstruct the nature of these two very different marriages and consider both the conscious and the unconscious attractions which propelled Winnicott towards these two particular women at different phases of his life and during different periods of psychological awareness. Additionally, we examine whether Winnicott’s lengthy tenure as a patient undergoing psychoanalysis, initially with James Strachey, and subsequently with Joan Riviere—both students of Sigmund Freud—may have contributed to Winnicott’s arguably more considered choice of a second wife.

Gok Wan’s television fashion series How To Look Good Naked (Channel 4, 2006–10) has vividly revolutionized the self-improvement genre. By developing a playful, caring and female-friendly makeover platform that values the articulation of emotional experiences in relation to the body, the series facilitates the exploration of the inner layers of subjectivity through the psychological exercises and self-reflective practices that Gok Wan sets out for his subjects. Playful mechanisms of creativity are central to his makeover practice, integrating fashion techniques and stylistic practices to encourage his female participants to reflect upon and make sense of their emotionally troubled experiences in relation to the body. Makeover props belonging to his female subjects play a fundamental role in activating a process of self-reflection and exploration of the self through relatedness. Through the close textual analysis of How To Look Good Naked (Series 2 Episode 6), this article applies Donald Woods Winnicott’s psychoanalytic ideas (1957, 1963, 1960, 1971), to argue that the creative dimensions of Gok Wan’s makeover technique reveal an object relating psychoanalytic process that entails a form of therapeutic playing; one that allows his female participants to restore aspects of self in relation to the body and to gain an emotional awareness of these experiences that leads eventually to self-discovery and self-acceptance. Ultimately, this reading of Gok Wan’s method confirms the emotional and cultural value of makeover narratives to generate rich opportunities that enrich notions of inner-self experience.

Playing in childhood we are presented with foundational puzzles. Many of these arise directly from our negotiations with the laws of physics; others arise from the deliberate activities of our elders, teachers and siblings. As we sit on our grandmother’s knee we are presented with a range of playful and deceptive games. Something as simple as a loop of wool can initiate this play: now it is a straight thread; now it is a loop. Something as simple as the opening hand is the potential source of a problem that may stay with us for a lifetime: now it is a hand with open palm; now it is a fist that hides. Something as simple as a dropped toy ball can initiate the motive to engage with the world as a problem: now it is here, at hand; now it is gone, down there and rolling away. While each of these events is real, the space and time of such play can be described as an illusion. The figure of this illusion is itself a loop within which a special kind of logic pertains. This logic is illustrated in D. W. Winnicott’s concept of illusory experience and in John Dewey’s concept of perplexity as the source of human thinking. As illusions, loops are puzzling; as real objects and events, loops pre-figure and offer to mediate the development of our understanding of our being in the world. Donald Woods Winnicott (1896-1971) a British child psychoanalyst, spent much of his time exploring the relationships that children form with objects. His work offers accounts of an extraordinary array of everyday engagements that children have with simple things such as their own toes and bits of string. A key aspect of Winnicott’s theories of the formative years is the sustaining of a loop, or in Winnicott’s terms, "an intermediate state" between the child and reality. I am here staking a claim for an intermediate state between a baby’s inability and his growing ability to recognize and accept reality. I am therefore studying the substance of illusion, that which is allowed to the infant, and which in adult life is inherent in art and religion, and yet becomes the hallmark of madness when an adult puts too powerful a claim on the credulity of others, forcing them to acknowledge a sharing of illusion that is not their own. We can share a respect for illusory experience, and if we wish we may collect together and form a group on the basis of the similarity of our illusory experiences. This is a natural root of grouping among human beings. (Winnicott 3) Social groups establish preferred forms to account for dynamic systems in everyday life. The hand, for example, might be generally agreed to be an open hand, at rest, which means that fingers are curved towards the palm and the palm is down. The number of variations in the way in which a hand might be found, and described, is so large as to be able to symbolise an entire language. From the outside, to a non-signer, it is an illusion that hand-signing is language, just as it is an illusion that spoken and written languages are languages to those who do not share the particular language illusion. Within the range of possible hand gestures, a loop or tension-of-illusion is established: those in the loop can comprehend the signing as language; those outside the loop can only pretend that the illusion works. Recalling that the word "illusion" takes its origin in the Latin for play ("ludere") it comes as no surprise that initiation games frequently use spurious loop activities to trap the outsider in ways that will embarrass the new-comer. The sense of mockery in the word "illusion" is made evident as the new-comer has no way of determining the validity of the pretend inside information. Suggestions that they drink some foul concoction can only be answered by drinking the concoction: there is no way from the outside of the illusion group to resolve the challenge. To enter the inside of the loop, the new-comer has to cross some kind of line in a way that leaves a mark: the affect of embarrassment is often enough. Our ability to suspend disbelief and sustain the illusion as loop is a fundamental requirement of our social being and of our cognitive development. "Once upon a time" is a call to step inside the loop of fiction where things may emerge that cannot otherwise emerge. While this loop may be seen as nothing more than an inner fantasy world, it is impossible to sustain this concept unless we deny the common reality of such a world. The world of the loop is not some kind of denial of an outer reality, nor is it an assertion of an inner freedom that can remain separate to an external reality. We may claim to make words mean whatever we wish them to mean in an inner and private dimension, but in making such a claim we must use a common meaning of "meaning" and we must use the syntax and grammar of a language. Much as we might wish for such an interiority, Winnicott requires us to recognise the further need for an "intermediate area of experience". This intermediate area is the public space of shared illusion: It is an area that is not challenged, because no claim is made on its behalf except that it shall exist as a resting-place for the individual engaged in the perpetual human task of keeping inner and outer reality separate yet interrelated. (Winnicott 2) In this intermediate area, it is possible to sustain illusions only in relation to a presumed other reality. That is, the logics of illusion are logics that apply, if differently, in the outer and inner realms of experience. The reality of a loop may seem soft. Loops are readily formed without substantial alteration of the loop forming material. Loops are also frightening in their potential operation as capturing devices. The forces they can activate are deadly. As dynamic objects, loops offer their own interpretation of Winnicott’s concept of illusion. At some point the game or play of illusions terminates in a disclosure of closure that instructs the play. The closed hand that hides the marble opens to reveal the marble. One moment in the play of logics is elected or given a priority. The relative stability of this pattern is made obvious in certain forms of illusion that take illusions as their "fixed" shape. Knitting, for example, consists of loops interlocked with loops. As anyone who has pulled knitting apart knows, interlocking is fundamentally an illusion in its making and a disillusion in its pulling apart. Knitting can then be seen, in this sense to be "fake". Fakes "Fake" does not mean "false" except that we have come to see the dressing up of things as being insubstantial and therefore not warranting attention. Worse, we see "fake" as being morally repugnant in that a fake thing takes the place of a real thing. But "fake" also means "a coil of rope". In this case, the fake is substantial while ever it exists. Thus, a fake is a kind of benevolent illusion. The shape that the coil of rope makes is no less real, in time, than the ship-deck on which it is formed. When it is uncoiled, the rope takes on its "true" or active shape. Should the uncoiled rope form a loop, this loop is potentially malevolent. It may take the leg of a sailor. In childhood, this game is played out using simple loops and slip knots that hold but let go when pulled. The dynamic forms are sometimes the illusion; sometimes it is the static form that is the illusion. That is, the pragmatic interpretation allows for the display of the fake as a cognitive toy. Any state of the dynamic form may take priority at any one time for the purposes of the use of the system. When we sit down, our height differences are reduced: this fake is a crucial part of our social world. Loops Winnicott lets us see the life-long significance of the looping and faking that we daily use to sustain our dynamic worlds . In our loop worlds we establish a space "between thumb and the teddy bear, between the oral erotism and the true object-relationship" (Winnicott 2). Within the loop, the status of objects and systems is open to transformation, just as, over time, in the material world, objects and systems are transformed. The valency of any object or system, viewed from within the loop, is fundamentally indeterminate and hence open. It is within this loop-logic that we can understand the ironic singing of songs whose content is radically alternative to the situation of the singing: children can be heard singing songs filled with sexual connotations without there being any awareness of the inappropriate content; many people can hear and sing along with Bette Midler’s rendition of "God is watching us" without the irony striking home that God is doing this from a distance of total indifference. The tongue in Bette’s cheek could not get any bigger, but from within the loop, the song can have any value the singer selects. While we may sustain fantasy worlds as intermediate worlds, Winnicott makes obvious that "the mother’s main task (next to providing opportunity for illusion) is disillusionment" (Winnicott 12). At some point the disjunction between illusion and reality becomes perplexing. The ball that the child drops does evade the child’s grasp. It is not simply a matter of sustaining the mood. Either the ball can be recovered or else it cannot. Perplexity and the Dialectic of Loss John Dewey (1859-1952) is a major figure in American pragmatist schools of philosophy and in educational philosophy, especially problem-based theories of learning. His work bridges the nineteenth and twentieth centuries and covers all the major social and cultural issues of his day. As a thorough thinker, Dewey offers to provide explanations for most aspects of what is practically required of us in our living socially responsible lives. Even our "negative" affects, such as perplexity, are presented by Dewey as indicators of our practical connection with reality. For Dewey, perplexity is a key feature of the state of mind that initiates the growth of the individual through engagement with the problematics of the world in which they live. Dewey points out that "thinking begins as soon as the baby who has lost the ball that he is playing with begins to foresee the possibility of something not yet existing—its recovery" (How We Think 89). Losing the ball creates a difficulty, seeing that the ball might be recovered, the child is then able to move to resolve the difficulty, through action, in the real world. In this simple form we can determine the process of thesis (loss), anti-thesis (promise of recovery or remedy), synthesis (resolution of the problem with an enhanced understanding of the process). The theological allusions should not be discounted in this model. Nor should we forget Winnicott’s caution here "that the task of reality-acceptance is never completed". The ball game is still a game that retains the general forgiveness of the loop in that the real loss is mitigated by the surrounding and support "illusion" that the parent will recover the ball for the child. It may be socially frowned on, but adults still drop things just to instigate the "illusion" that others will recover their loss (for an extended account of Dewey’s notion of perplexity, see Russell). Still, the loss of the ball is a problem that holds very real interest for the baby and therefore the problem is perplexing. According to Dewey: "Interest marks the annihilation of the distance between the person and the materials and results of his action; it is the sign of their organic union" (Middle Works 160). Being "entirely taken up with" (p. 160) the loss of the ball, the baby experiences the situation in what McLuhan describes as "depth". In the depth approach attention is able to shift from content to attention itself: "Consciousness itself is an inclusive process not at all dependent on content. Consciousness does not postulate consciousness in particular" (McLuhan 247). Conclusion The capacity of consciousness to take an interest, in Dewey’s terms, is the same capacity that consciousness displays in the sustaining of the loop of illusion. For Dewey, "interest marks the annihilation of the distance between the person and the materials and results of his action". This annihilation, in Winnicott’s gentler terms, is more of respite in the long journey. For Winnicott "no human being is free from the strain of relating inner and outer reality". The intermediary illusions remain illusions even if they are instructive. For Dewey, the focus on perplexity allows that the strain is integrated in an affect-complex that both sustains the illusion ("I can get the ball back") in the manner of a hypothesis ("I had the ball, I lost the ball—losing the ball was a process, regaining the ball could also be a process—I can have the ball again"). Granted, Dewey, as a pragmatist, starts with a real world process. Nonetheless, his approach points to the deeper connections between consciousness itself and the operations of the psychological development of the individual. From the perspective of perplexity, the puzzles of childhood are also the puzzles of the adult. As adults we continue to play with loops of all kinds. We maintain intermediary spaces and we conspire in the social illusions of language References Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath, 1933. Dewey, John. The Middle Works, 1899-1924. Ed. Jo Ann Boydston. Vol. 7. Carbondale and Edwardsville: South Illinios U P, 1979. McLuhan, Marshall. Understanding Media: The Extensions of Man. New York: Signet, 1964. Russell, Keith. "The Problem of the Problem and Perplexity." Themes and Variations in PBL. Proc. of the 5th International Biennial PBL Conference, 7-10 Jul. 1999, U of Quebec. U of Newcastle: PROBLARC, 1999. 180-95. Winnicott, D. W. Playing and Reality. London: Tavistock, 1971. Citation reference for this article MLA Style Russell, Keith. "Loops and Fakes and Illusions" M/C: A Journal of Media and Culture 5.4 (2002). [your date of access] < http://www.media-culture.org.au/mc/0208/fakes.php>. Chicago Style Russell, Keith, "Loops and Fakes and Illusions" M/C: A Journal of Media and Culture 5, no. 4 (2002), < http://www.media-culture.org.au/mc/0208/fakes.php> ([your date of access]). APA Style Russell, Keith. (2002) Loops and Fakes and Illusions. M/C: A Journal of Media and Culture 5(4). < http://www.media-culture.org.au/mc/0208/fakes.php> ([your date of access]).

Home is where one starts from. As we grow older The world becomes stranger, the pattern more complicated Of dead and living. Not the intense moment Isolated, with no before and after, But a lifetime burning in every moment… (Eliot 204) Questions of just what home might mean emerged with unfortunate biting salience during the writing of this article with the vicious attack of a student knocked to the ground by the force of a broken bottle and then kicked mercilessly in the head. If not for the ministrations of a bystander, there would have been one less person on the planet. Such disruptive and distressing incidents shake up our world – not only for the person who experiences the original event but also for those who find themselves as witnesses. Using the given incident as an exemplar, the following paper explores the concept of home in the context of ruptures and breaks for people who inhabit a blended world of the digital and the physical. To focus investigations, the Winnicottian concept of the holding environment provides a novel way of understanding home as a seamless domain of continuity which, in this instance is the worldspace spans the physico-digital divide. Sitting writing a paper about ‘home’ and the manner in which the virtual and the physical worlds are blending, I glanced up and was shocked. It is very easy to sit within the warmth and comfort of academe, especially if you have a nice toasty office in the midst of winter and to postulate about what home might be. Theories and concepts, heater, pc and comfy chair support feelings of being at home, of feeling like you have a place in the world, that you have an academic home, you have a conceptual home and, …just wait a minute… back shortly… just answering an email… and a virtual home, in which you can interact and exist in wholly other ways. The other day, however, I abandoned writing the earlier paper with the disorienting experience of seeing a student at my door, a person who tumbled in amidst a mass of scrambled sentences, bandaged bleeding hands, and a bruised head-kicked face. An overseas student who should have been knocking on my door to tell me that ‘Hey, I’ve finished my exams’ instead arrived to ask for my advice: ‘Someone attacked me the other night and I don’t know what to do.’ Home, at least the home about which I wrote before the shock of meeting a traumatised student, was a concept and reality that had transformed markedly over the last quarter of the twentieth century. It was a concept that in its shifts revealed a parallel between the setting up of share housing and the emergence of virtual/physical world blending. Home, as I construed it was about the move, by people aged up to thirties, who were frequently moving from family homes towards blended environments in which share housing became specific non-related familial space (McNamara & Connell), a space/place replicated by social networking in the domain of the digital. There it was. Leaning on the work of theorists such as Miriam Meyerhoff in relation to communities of practice in a linguistic sense, to the earlier work of Lesley Milroy in relation to social networks, I was set to make an argument that the textual world of the internet and other digital domains was developing in a manner that replicated linguistic – specifically spoken – communities of practice based on speech patterns. Buoyed by the recent discovery of the more recent writing of Line Dubé, Anne Bourhis and Réal Jacob in relation to virtual communities of practice, I was certain that my propositions regarding textual practices had something to offer to the current edition of this journal. Further, my argument would proceed in such a way as to infer that the textual base played out in digital media was advancing into the domain of speech in the physical world to the extent that it was possible to determine who had an active digital life – especially in relation to domains on the net – merely by their vocabulary and their sentence construction. My proposition was that the digital domain had not only blended with the virtual in the manner that Dubé, Bourhis and Jacob suggested, but that textual communication was now a home base for the development of the English language for a broad section of the general populace in English speaking countries. The sudden jar of a physical world shock shook loose the comfortable home of text and theory and challenged what I wrote. What was home for the young student who stood before me? We had spoken of ‘home’ before, of making home in a new country, of how your housemates become your family to a certain extent, of how internet and mobile phones made it easier, how home was really with you wherever you went BUT, with the disaster that was an assault, some of that rhetoric resonated as hollow – rhetoric without substance, cold comfort, no comfort. In this situation, home is a concept tested. Perhaps only in such a context can the boundaries and meanings of home come to the fore. It is to that issue that I will address this version of the paper and for that purpose, I will advance the argument that although there may well be a modified version of home developing for a specific generation or cohort of people, that there remains a need for anchoring in the various domains of engagement. To that end, I will use the theory of psychoanalytic theorist D.W. Winnicott who constructed the concept of the holding environment (Winnicott ‘From Dependence;’ and Seinfeld). This article therefore takes its new springing point from hereon in and starts with a brief exploration of the holding environment by its originating author, reconstructs this as a contextually relevant concept, and then talks into some of the original propositions using the given incident for illustrative purposes. The holding environment as construed by D.W. Winnicott is, under optimal conditions, the first environment that an infant experiences, the warm and caring one provided by a primary caregiver who, for this article will be known as the m/other (“The Concept of the Healthy Individual” 27-28). Within this environment of literal and metaphoric holding, the infant knows nothing other than an all-encompassing domain which includes physical and psychological care, the anticipation and provision of needs, and a titrated introduction to the world of things and people (“From Dependence” 86). From the perspective of the infant and within this circle of holding, the world belongs to the infant and is composed largely of the m/other. Only when there is a break in the continuity of care does the infant notice/perceive a world that is anything other than seamless with her/his own existence. In Winnicott’s schema, if a holding environment operates in an optimal manner, it largely remains invisible (Winnicott, “From Dependence” 86; Winnicott, “The Theory of the Parent-Infant Relationship” 52; Ogden 200). This manner of experiencing the world changes with the developing person so that in adulthood, we experience a range of environments that attend to our various needs, if we are fortunate enough. For example, your office supports your work to a greater or lesser extent and perhaps your partner supports you in a psychological sense, and your personal trainer supports your physical training needs. Other instances of support and holding could include the glasses that support your sight and the car that supports your proclivity for drives in the country and a particular lifestyle. There are therefore, many things, people, institutions, and even phenomena such as birthday celebrations that support different aspects of who we are – our being – and different aspects of our activities – our doing. This mirrors theories developed within the context of sociolinguistics in which authors parallel what people are with social networks and what people do, with communities of practice (Moore 22). In the context of Winnicott and linguistic theory, without those supports, our lives would be different and for many of us, would be diminished. The supports I describe are those I construe as holding environments and I believe that by considering a holding environment as a form of ‘home’ that we can reveal a specific way of understanding not only what a home might be, but also the manner in which it operates when people perceive it to be under threat. In the context of the digital domain, there are many media such as email, chat rooms, twitter, real time chat in a range of venues and digital social networks and virtual worlds that support different aspects of our identities, of things that we want to do, of contacts we make and maintain, and of communication for fun and for business. My initial proposition included the concept that various language forms operate to support and construct our identities and that what digital media provided were various venues for the operation of differing but overlapping holding environments in a textual sense. What do these elements, or those like them mean in the situation in which the student found himself? What does it mean and why was it that despite some time in between, that his primary quest was to seek out a person in the physical domain rather than finding solace online when, as I understood, he spent a great deal of time in digital communication? I believe that although there is a blending of domains – the digital and analogue – that when a holding environment of either variety breaks, fractures or at least reveals cracks, that it is likely that a person will seek redress in both modes and in so doing, will reaffirm what is a vital element for the healthy existence of every person – the maintenance of a sense of home – be that on or offline. Despite the seeking for redress in the mode in which the break occurred, the parallel search for social sanction and acknowledgement in the alternative domain may be just as significant for a slightly different reason. When Winnicott writes about ruptures and breaks, it is about those impingements that destroy continuity (“The Fear of Breakdown” 93) – the break in going on being. In the current context in which a person or community inhabits both the online and offline realms, part of their continuity of being, their worldspace (Hardey 2) is the seamlessness between the domains. It is therefore necessary to bring the sense of rupture/failure that occurs in one domain, across into the other to maintain the meta- holding environment or home. Home is that space where ‘you speak my language,’ whether on or offline, the holding environment is one that adapts to you, that understands your speech/text and responds in a manner predictable and in your own genre under optimal conditions, home meets you where you are and, importantly, is a space and place that when it ruptures, mends in such a way as to your restore your faith in its capacity to perform as a holding environment (“Transitional Objects” 10-11). Winnicott writes that only with an environment that was not perfect, (only with an environment that failed occasionally in a minor way), is it possible for a person to sense that there was a holding environment at all. Further, rather than a person construing this failing as a marker of lack of dependability, that the small failure revealed the significance and value of its effective functioning for most of the time. Additionally, a minor break revealed that the holding environment/home held the potential to respond to some unanticipated and distressing break by supporting the person experiencing it. By operating in this manner, there is now an imaginal space of holding/home. In a sense, this mirrors what other authors such as Thomas Lindif and Milton Shatzer write about when they describe social presence in relation to the manner in which an online arena supports or is perceived to support activities such as communication between peers. One of the most noted and public manifestations of the phenomenon of a failed holding environment becoming mended and therefore stronger was that experienced in several places in relation to terrorist attacks such as that of 2001 in the USA. In relation to the attacks on the twin towers in New York, the people of that city experienced a shattering of the integrity of their holding environment/ their home. However, they also noted – as reported across a range of media (for example: Gamble 1.iii; Grider), a huge outpouring of compassion and caring by their fellow New Yorkers thereby experiencing a certain mending and elevating of the significance of their home city holding environment (Gamble 2.vi). In the context of the aforementioned student being attacked, the break also occurred in the physical domain. Although he sought some form of reassurance online could provide some solace. However, it would leave him with the experience that the physical environment was no longer homelike, that it had failed as a holding environment. That is, home in the physical realm was, for a time, failing to support him. To effect a mending in the physical domain, it was therefore important that he seek out solutions that equally involved the physical world of people – mirroring the break – the assault by a person. What occurred when he visited my office was that he received a physical world hearing and witness to his injuries and then with the aid of colleagues, he received further care, advice and support. One of the consequences of such an experience is that although the possibility of assault is now imaginable, because it has been experienced; there is also the knowledge that assistance is at hand – a situation that may not have been known or predicted before. In some manner therefore, with other imagined ghastly events, there is now an expectation of potential assistance. That imaginal knowing therefore now forms part of his holding environment in his physical world, that form of home that ensures ontological security as mentioned by McNamara and Connell (82). Outrage over incidents in Second Life and in other domains such as myspace predominantly play out in those arenas but, like the assault of the student, also get played out in other arenas, including mainstream media. For example, an attack on the virtual headquarters of the Australian Broadcasting Corporation on Second Life attracted attention in newspapers and other mainstream media (Hutcheon). It seems therefore that not only is it necessary to mend the breaks in a sense within the medium in which the original break occurred but also to reassert the blended domain of the digital and the analogue and the capacity of each to form part of the meta holding environment that exists in contemporary society. There is yet to develop a discourse that links the digital and the physical worlds as constituents of a worldspace (Hardey 2), that can be viewed as a meta- holding environment/home. However, even with the few examples proffered here, it seems apparent that by investigating breaks and ruptures in the lives of people who maintain a life world that spans the digital/physical divide that it might be possible to understand the apparent merging of the two. Further, it may lead to significant observations about the newly emerging worldspace as a holding environment /home in a novel way with leads for the assisting people across the divides that may otherwise have not been considered. The implications for maintaining the seamlessness and continuity of home/holding environment in the instance of natural or person-effected disasters in either domain is the demand for an appropriate response in both. Although this already occurs, it is in an ad hoc manner without a consideration of the significance of mending ruptures and re-enlivening both domains for a sense of ontological security of the worldspace – that is at its very heart, a sense of home. References Dubé, L., A. Bourhis, and R. Jacob. “Towards a Typology of Virtual Communities of Practice.” Interdisciplinary Journal of Information, Knowledge, and Management 1 (2006): 69-93. Eliot, T. S. “East Coker V.” Collected Poems 1909-26. London: Faber, 1974. 202-204. Gamble, Jennifer M. The Aesthetics of Mourning & the Anaesthetics of Trauma: Transformation through Memorial Space. Ph.D. thesis. The University of Sydney, 2006. Grider, Sylvia. “Spontaneous Shrines: A Modern Response to Tragedy and Disaster (Preliminary Observations Regarding the Spontaneous Shrines Following the Terrorist Attacks of September 11, 2001)”. New Directions in Folklore 5 Oct. 2001: 1-10. 1 Dec. 2002 http://www.temple.edu/isllc/newfolk/shrines.html>. Hardey, Mariann. “Going Live: Converging Mobile Technology and the Sociability of the iGeneration.” M/C Journal 10.1 (2007). 2 July 2007 http://journal.media-culture.org.au/0703/09-hardey.php>. Hutcheon, Stephen. “Vandals ‘Bomb’ ABC Island.” Sydney Morning Herald 22 May 2007. 23 May. 2007 http://www.smh.com.au/news/web/vandals-bomb-abc-island/2007/05/22/1179601400256.html>. Lindlif, Thomas R., and Milton J. Shatzer. “Media Ethnography in Virtual Space: Strategies, Limits, and Possibilities.” Journal of Broadcasting & Electronic Media 42.2 (1998): 170(20). McNamara, Sophie, and John Connell. “Homeward Bound? Searching for Home in Inner Sydney’s Share Houses.” Australian Geographer 38.1 (2007): 71-91. Meyerhoff, Miriam. “Communities of Practice.” Handbook of Language Variation and Change. Eds. J.K. Chambers, Natalie Schilling-Estes and Peter Trudgill. Oxford: Basil Blackwell, 2002. 526-548. Milroy, J., and L. Milroy. “Linguistic Change, Social Network and Speaker Innovation.” Journal of Linguistics 21.2 (1985): 229-284. Moore, Emma. Learning Style and Identity: A Sociolinguistic Analysis of a Bolton High School. Unpublished PhD dissertation. Manchester, UK: University of Manchester (2003). Ogden, Thomas H. The Matrix of the Mind: Object Relations and the Psychoanalytic Dialogue. London: Maresfield Library, 1990. Seinfeld, Jeffrey. “Donald Winnicott and the Holding Relationship.” Interpreting and Holding: The Paternal and Maternal Functions of the Psychotherapist. Northvale, New Jersey & London: Jason Aronson, 1993. 101-121. Winnicott, Donald Woods. “The Concept of a Healthy Individual.” D.W. Winnicott: Home Is Where We Start From: Essays by a Psychoanalyst. Eds. Clare Winnicott, Ray Shepherd, and Madeleine Davis. New York: Penguin, 1975 (A talk given to the Royal Medico-Psychological Association, Psychotherapy and Social Psychiatry Section, 8 March 1967). 21-39. ———. “The Fear of Breakdown.” D. W. Winnicott: Psycho-Analytic Explorations. Eds. Clare Winnicott, Ray Shepherd and Madeleine Davis. Vol. 1. London: Karnac Books, 1989 (paper originally written c. 1963). 87-96. ———. “From Dependence towards Independence in the Development of the Individual.” The Maturational Processes and the Facilitating Environment. London: Karnac Books, 2002 (Paper first presented in 1963). 83-92. ———. “The Theory of the Parent-Infant Relationship.” The Maturational Processes and the Facilitating Environment. London: Karnac Books, 2002 (Paper first presented in 1960). 37-55. ———. “Transitional Objects and Transitional Phenomena.” Playing and Reality. London: Brunner-Routledge, 1971/2001. 1-30. Citation reference for this article MLA Style Gamble, Jennifer M. "Holding Environment as Home: Maintaining a Seamless Blend across the Virtual/Physical Divide." M/C Journal 10.4 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0708/11-gamble.php>. APA Style Gamble, J. (Aug. 2007) "Holding Environment as Home: Maintaining a Seamless Blend across the Virtual/Physical Divide," M/C Journal, 10(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0708/11-gamble.php>.

Certos progressos científicos vêm possibilitando melhoria, na qualidade de vida de pessoas profundamente surdas, promovendo-lhes a audição em nível tal que podem captar a especificidade da voz humana. O implante coclear constitui um desses importantes avanços. A presente dissertação vem contribuir para o conhecer e o aprender de crianças com implante coclear , anteriormente com surdez profunda. O apoio teórico é fundamentado em Winnicott, presente em todo o desenvolvimento da pesquisa. Selecionam-se dez crianças e suas famílias, com base nos critérios do hospital onde são atendidos e também nos de homogeinização. Realizam-se, individualmente, avaliações psicológicas contextualizadas nas crianças, com apoio de suas famílias, empregando-se entrevistas, observação participante e o Jogo Estruturado com Bonecos elaborado por Lynn. Compõe-se este de treze cenas lúdicas, pelas quais as crianças brincam e trazem a sua realidade. Baseando-se em bibliografia aplicável, a pesquisa apresenta inovações sobre o conhecimento do processo evolutivo destas crianças, cujo desenvolvimento é em parte interceptado pela surdez profunda e pela cirurgia invasiva da audição, seguida de follow-up. São atendidos, entre outros, o principal propósito deste trabalho que consiste no conhecer destas crianças e sua aprendizagem, através do seu brincar, dirigido a rotina diária delas
Certain scientific developments have improved the life quality of profoundly deaf people, by enhancing their hearing at such a level that can capture the specificity of the human voice. The cochlear implant is one of these important advances. This dissertation contributes to the knowing and learning of previously profoundly deaf children, now fitted with these devices. The theoretical support based on Winnicott, present throughout the development of the research, is studied. Ten cases are selected based on criteria of the hospital where these children and their families are assisted and homogenization criteria are used for a group of children in the age range four to six years, and for their respective families. Contextualized psychological assessments are performed individually (child and environment) through interviews, participating observation and the application of Lynns Structured Doll Play, with ludic scenes, through which the children play and bring their own reality. Based on the applicable literature and these psychological evolutions, the research presents innovations on the knowledge of the developmental process of these children, whose development is partially impaired by their profound deafness, by the invasive hearing surgery and subsequent followup. The main purpose of this work, with others, are to achieve the research objectives, i.e., learn more about these children and their learning processes through their playing, directed to their daily routine

O presente estudo consiste na investigação psicanalítica das configurações assumidas pelo campo contratransferencial que se estabelece no atendimento psicológico, psicanaliticamente orientado, de pacientes soropositivos para o HIV. Quatro adolescentes, soropositivos em decorrência de transmissão vertical, foram psicanaliticamente assistidos por meio de diferentes enquadres clínicos, que incluíram sessões de psicoterapia individual, oficinas psicoterapêuticas e atividades extramuros, segundo a demanda. Esse complexo acontecer clínico deu origem à elaboração de quatro narrativas transferenciais, que foram psicanaliticamente revisitadas, na busca de criação/encontro de campos contratransferenciais. O quadro geral permite afirmar que, para além de ressonâncias contratransferenciais associadas a peculiaridades relativas ao adolescer e às vicissitudes das histórias individuais, é possível detectar a vigência de um campo contratransferencial nitidamente caracterizado pela compaixão. Tal configuração suscita reflexões teórico-clínicas que apontam que tanto as questões ontológicas relativas à precariedade, limitação e finitude, como as decorrentes das condições concretas de vida, tais como o adoecimento, a experiência da dor, o severo tratamento, a orfandade e a exclusão social, devem ser profundamente levadas em conta no cuidado a esses pacientes
This study aims to show the psychoanalytical investigation of the settings assumed by the countertransference field, which is established in psychological sessions, psychoanalytically oriented, in patients infected with HIV. Four teenagers, positives for HIV by vertical transmission, were psychoanalytically assisted by different clinical setting, which included individual psychotherapy sessions, psychotherapeutic workshops and outdoors activities, according to demand. This complex clinical case originates the development of four transference narratives, which were psychoanalytically revisited, in search of the creation/gathering of countertransference fields. The overall clinical picture allows us to state that, beyond the countertransference resonances associated to peculiarities related to adolescence and to the vicissitude of individual stories, is possible to detect the presence of a countertransference field clearly characterized by compassion. This configuration suscitate theoretical-clinical reflections that point out that the ontological issues caused by precariousness, limitation and finitude, as the current real life conditions, such as illness, experience of pain, severe treatment, the orphanhood and the social exclusion, must be thoroughly considered in the care of these patients

O presente trabalho tem por objetivo alavancar uma discussão sobre as concepções de Donald W. Winnicott e Jean Piaget acerca do desenvolvimento humano. A despeito das inegáveis distinções relativas a seus propósitos investigativos, bem como às tradições teórico-epistemológicas sobre as quais se apóiam suas teorias, a presente pesquisa parte do pressuposto de uma ligação constitutiva entre os caminhos de objetivação e de subjetivação traçados pelo ser humano ao longo da vida. Desde o ponto de vista do sujeito em desenvolvimento, assume-se a existência de uma indiferenciação primordial entre as noções de si-mesmo e do mundo externo, a qual, segundo ambos os autores, seria característica dos primeiros meses de vida. Daí em diante, o caminho do desenvolvimento seria capaz de conduzir, pouco a pouco, a uma distinção entre esses dois termos, levando à percepção de si-mesmo como um ente de dimensões limitadas, concomitantemente à concepção de um universo exterior sólido e permanente. Considera-se, de um lado, a teoria piagetiana como um sistema de pensamento ocupado em investigar o desenvolvimento da capacidade humana em apreender as leis do universo externo. De outro, a teoria winnicottiana é reconhecida como um ponto de vista acerca dos processos de formação da personalidade e conquista da singularidade. A partir da suposição de uma ligação inevitável entre tais caminhos, admite-se o diálogo entre ambas as teorias, e propõe-se investigar o alcance de uma eventual possibilidade de articulação entre as mesmas.
The present work aims at raise a discussion about the Donald W. Winnicott and Jean Piagets conceptions of the human development. In spite of the undeniable distinctions relative to their searching purposes, as well as the theoretical-epistemological traditions which support their theories, the present research starts from the presupposition of a constitutive link between the ways of the objectification and subjectification traced by the human being trough the life. Since developing subjects point of view, it is assumed the existence of a primordial indifferentiation between the notions of self and external world, which, according to both authors, would be characteristic of the first months of life. From this moment the way of development would be able to lead, little by little, to a distinction between these two terms, leading to a self perception as a being of limited dimensions, concomitantly to a conception of a permanent and solid external universe. It is considered, on the one hand, the Piagetian theory as a system of thought occupied with searching the development of human capacity to apprehend the laws of external universe. On the other, the Winnicottian theory is recognized as a point of view on the processes of personality formation and the achievement of singularity. From the supposition of an inevitable link between such ways, it is admitted the dialogue between both theories, and it is proposed to search the extent of the occasional possibility of connection between them.

A Psicanálise Winnicottiana baseia-se na crença de que o viver criativo está ligado à saúde. Winnicott propôs as Consultas Terapêuticas, quando a psicoterapia não era possível e a pessoa poderia ser ajudada com poucos encontros. Criou o Jogo do Rabisco, no qual o contato entre terapeuta e paciente ocorre por meio de desenhos. Entende-se que a soma destas características permite uma articulação desta teoria à prática da Arteterapia, intervenção terapêutica que oferece recursos artísticos para facilitar expressão e comunicação. Objetivou-se com esta investigação, construir uma proposta de intervenção com famílias, em uma prática da Artepsicoterapia pautada na Psicanálise Winnicottiana, para aplicação no contexto institucional. Trata-se de uma pesquisa qualitativa em Psicologia Clínica, por meio da qual foram atendidas 10 famílias clientes de uma instituição de atenção à violência familiar. O processo psicoterapêutico familiar foi empreendido com a oferta de recursos artísticos disponíveis em uma caixa artística composta por diferentes materiais expressivos e presente nas sessões. Escolheu-se três famílias para aprofundamento da compreensão do processo, com foco na importância dos encontros iniciais na construção do processo terapêutico familiar, no emprego da Arteterapia como facilitadora da comunicação de pensamentos e sentimentos no setting e nos limites e alcances desta forma de terapia. Percebeu-se que as famílias tiveram dificuldades em aderir à intervenção, com interrupções precoces dos atendimentos. Entende-se que este abandono pode ter ocorrido devido à proposta de reflexão sobre as vivências da família, às dores resultantes da violência e pelo questionamento acerca dos papéis que cada pessoa ocupa na família. O uso dos materiais artísticos facilitou e enriqueceu as contribuições das crianças e adolescentes. Complementou também a compreensão dos adultos, com suas escassas, mas reveladoras produções, além de ampliar o entendimento da dinâmica familiar. Apesar das dificuldades encontradas, relacionadas especialmente com o foco na família como o paciente da sessão, na atenção psicológica em instituições para casos de violência familiar, considera-se que observar a família como o paciente é necessário. Por fim, assinalase que a Arteterapia pôde ser uma facilitadora do processo psicoterapêutico das famílias, pois minimiza resistências e amplia o entendimento do grupo, com maiores ganhos proporcionados pela intervenção.
The Winnicotts Psychoanalysis is based on the belief that the creative life is related to health. Winnicott has proposed the Therapeutic Consultations, when the psychotherapy was not possible and the person could be helped with just a few meetings. He has created the Squiggle Game, in which the contact between therapist and patient occurs through drawings. It is understood that the sum of these features allows an articulation of this theory to the practice of Art Therapy, a therapeutic intervention that offers artistic resources to facilitate expression and communication. It was aimed on this research to build a proposal of intervention with families, in a practice of Art Psychotherapy guided by Winnicotts Psychoanalysis, applied to an institutional context. This is a qualitative research in Clinical Psychology, through which 10 families were attended, clients of an institution of attention of family violence cases.. The family psychotherapeutic process was undertaken with the provision of artistic resources available in an \"art box\" consisted of different expressive materials and available in the consultations. It was chose three families to deepen the understanding of the process, focusing on the importance of the initial meetings in the construction of the family therapeutic process, with the use of Art Therapy as a facilitator of communication of thoughts and feelings and on the limits and scope of this form of therapy. It was noticed that families had difficulties to join the intervention, with early discontinuation of care. It is understood that this interruption may have occurred due to the proposal to reflect on family experiences, the pain resulted from the violence and the questions about the roles that each person occupies in the family. The use of artistic materials facilitated and enriched the contributions of children and adolescents. It also supplemented the understanding of adults, with its rare but revealing productions, in addition to improve the understanding of family dynamics. Despite the difficulties encountered, particularly related with the focus on the family as the sessions patient, in psychological care in institutions for family violence cases, it is considered that observing the family as the patient is indeed necessary. Finally, it was noted that the Art Therapy could be a facilitator of the psychotherapeutic process with these families, because it minimizes the resistance and increases the understanding of the group, with higher gains provided by the intervention.

Busca uma visão mais global do fenômeno criativo e para tanto, elege como objeto de estudo a experiência criativa, já que os estudos habituais da criatividade se destinam à apreensão de seus aspectos de manifestação, a saber: a pessoa, o processo, o produto ou as circunstâncias ambientais envolvidas no acontecimento criador. O estudo baseia-se em entrevistas com pessoas de diferentes áreas profissionais, que relatam suas experiências com a criatividade e, utiliza como guia teórico, a teoria do desenvolvimento emocional de D.W.Winnicott, principalmente em virtude desta proposta teórica representar uma abordagem original do fenômeno criativo. Os relatos das entrevistas apresentam muitos dos temas presentes na teoria de Winnicott, como por exemplo, o Potencial Criativo, a Função da Criatividade e o Fator Facilitador da Afetividade. Os resultados da pesquisa mostram três novos elementos de compreensão da criatividade: a presença de um sentimento de apropriação que indica um compromisso com o processo criativo, a existência de uma ordem interna que rege as ações relacionadas à experiência e a existência de um espaço e um tempo próprios à atividade criadora. A partir da reflexão mais profunda dos resultados, o estudo ressalta a importância da relação entre a criatividade e o desenvolvimento das qualidades afetivas dos seres humanos, uma vez que ambos se encontram nas bases da evolução humana.
Search for a global vision of the creative phenomenon and for that selects as object of study the creative experience, once that usually such studies of creativity are addressed to the apprehension of its aspects of manifestation, as follows: the person, the process, the product or the ambient circumstances involved in the creating event. The study is based on interviews with people from different professional areas, reporting their experience with the creativy and, utilises as theoretical guide, the theory of the emotional development by D. W. Winnicott, mainly due to the fact that this theoretical proposal represents a original approach of the creative phenomenon. The reports from the interviews show many of existing themes at Winnicotts theory, such as, the Creative Potential, the Function of Creativity and the Facilitator Factor of the Affectiveness. The surveys result shows three new elements of comprehension of the creativity: the presence of a feeling of appropriation that indicates a compromise with the creative process, the existence of a internal order that guide the actions related to the experience and the existence of a space and a time pertaining to the creating activity. From a deeper refletion of the results, the study distinguishes the importance of the relationship between the creativity and the development of the human beings affective qualities, once that both them are met in the basis of the human evolution.

Este trabalho surgiu a partir da experiência como psicóloga do Instituto de Ortopedia e Traumatologia do Hospital das Clínicas da faculdade de Medicina da Universidade de São Paulo. Mais especificamente ao longo dos anos trabalhando no Grupo de Prótese e Órteses, com pessoas que sofreram amputação de um ou mais membros. A perda de uma parte do corpo implica alterações significativas na vida de um indivíduo, sendo que as amputações decorrentes de acidentes em geral têm a característica de serem súbitas e imprevisíveis, ocasionando mudanças bruscas para as quais não existe preparo possível. A principal questão que norteou este trabalho diz respeito às conseqüências psíquicas que uma perda física pode ocasionar. Procurou-se compreender de que forma, diante de uma ruptura no corpo, há uma interferência na organização psíquica e na maneira pela qual o indivíduo percebe o mundo e se percebe nele; isso, durante o período de reabilitação. Buscou-se refletir sobre um momento de perda da integridade corporal e seus reflexos na unidade psicossomática, a partir de casos clínicos, tendo como referência a psicanálise winnicottiana. Dessa forma, levou-se em conta o percurso do desenvolvimento emocional segundo a teoria do amadurecimento pessoal de D.W.Winnicott para se refletir acerca da possível relação existente entre o estágio alcançado nas tarefas próprias do desenvolvimento normal pelo indivíduo e as conseqüências em termos da continuidade ou não do processo de amadurecimento após a amputação. Para esta investigação utilizou-se o método clínico e o referencial psicanalítico, sendo que para a análise da questão proposta neste trabalho foram apresentados quatro casos clínicos. A perda de uma parte do corpo ocasionou mudanças em todos os indivíduos que fizeram parte deste estudo. Mudou o corpo, a forma de se locomover, o trabalho, o sustento pessoal e familiar, o contato social. Porém a maneira por meio da qual cada um percebeu, significou e vivenciou essa perda e essas mudanças não foi equivalente nem determinada pela qualidade da perda. Assim, concluímos que as conseqüências psíquicas de uma perda física serão aquelas relativas às condições que cada indivíduo tem de elaborar imaginativamente essa perda e transformá-la em vivência, experiência, história pessoal e interpessoal. A articulação da teoria com a análise e discussão do material clínico permitiu perceber que não é possível caracterizar uma clínica dos amputados. Isso porque o que temos são tantas clínicas quanto nos for possível conhecer os indivíduos amputados em seu processo de amadurecimento pessoal anteriormente à amputação. Ou seja, uma amputação não direciona incondicionalmente o modo de um indivíduo estar no mundo, mas implica alterações significativas em sua existência, o que remete à necessidade de reformulações em sua identidade para incluir essa nova dimensão de experiência. A dificuldade em realizar a elaboração imaginativa dessa perda, pode tornar a amputação um acontecimento não integrado na vida de uma pessoa, com conseqüências prejudiciais à sua saúde e ao seu desenvolvimento.
This work arose from the experience as a psychologist in the Institute of Orthopedist and Traumatology of the Hospital das Clinicas of the faculty of Medicine of the University of São Paulo. More specifically along the years working on the Group of Prothesis and Orthesis, with people that suffered amputation of one or more members. The loss of a part of the body involves significant changes in the life of a person. The amputations originated from accidents in general have a characteristic of being sudden and unpredictable causing abrupt alterations in which no preparation is made possible. The main subject which directed this work concerns the psychic consequences that a physical loss causes. We intend to understand in what way, from a rupture of the body, there is the interference of the psychic organization and in what way the person notices the world and perceives himself in it; this, during the period of rehabilitation. We wanted to reflect about the moment of the loss of the integrity of the body and its reflexes on the psychosomatic unit, from clinical cases, with the theoretical reference of maturing of D. W. Winnicott. In this way, we took into account the course of the emotional development according to the theory of personal maturing to reflect about the possible relation existing between the stages reached on the proper tasks of the normal development of the person and the consequences in terms of continuity or not of the process of maturing after the amputation. For this investigation we used the clinical method and the psychoanalysis reference. For the analysis of the subject proposed in this work we presented four clinical cases. The loss of a part of the body caused changes in all of the persons which were part of this study. Changed the body, the way to move, the job, the personal and family maintenance, the social contact. In the other hand the way through which each one perceives, signifies and lives this loss and these changes was not equivalent nor determined by the quality of the loss. This way, we conclude that the psychic consequences of a physical loss are those related to the conditions that each person has to elaborate imaginatively the loss and transform it in a way of life, experience, personal and interpersonal story. The articulation of the theory with the analysis and discussion of the clinical material permitted to notice that it is not possible to characterize a clinic of the amputated. This because what we have are as many clinics as we are able to know the amputated persons in their process of personal maturing previous to the amputation. Or else, an amputation does not direct unconditionally the way that a person exists in the world, but implies in significant alteration of his existence, what refers to a need of reformulations in his identity to include this new dimension of experience. The difficulty in accomplishing the imaginative elaboration of this loss, can transform the amputation in a non integrated occurence in the life of a person, with bad consequences to his health and to his development.

Orientador : Rachel Vilela Favero
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: Esta dissertaçâo tem por objetivo organizar as contribuições do pediatra. psiquiatra infantil e psicanalista D.W. WINNICOTT para uma teoria do desenyolvimento emocional do bebê e da criança em seus primeiros anos de vida. A teoria de WINNICOTT, seguindo dois caminhos paralelos e que frequentemente se intercruzam, estuda. de um lado, o crescimento emocional do lactente e, de outro, as qualidades da mãe. suas mudanças e o cuidado materno que satisfaz as necessidades específicas do lactente. A presente dissertaçâo é dividida em uma introdução, quatro capítulos e um epílogo. Utilizou-se. do conjunto da obra winnicottiana. corno fonte primária pesquisada, mas nâo se aventurou em uma análise epistemológica da mesma. Na introdução. retrata-se em linhas gerais, o homem e o clínico D. W. WINNICOTT que, tendo trabalhado como pediatra, chegou à psicanálise. Assim através de um diálogo constante entre estas duas influências principais. elaborou sua contribuiçâo teórica a uma grande variedade de temas, que sempre tiveram presentes o estudo do desenvolvimento emocional do bebê em seus estádios mais precoces e o papel que o cuidado materno desempenha nesse período. O capítulo I relata a jornada do ladente desde o período de dependência absoluta, passando por um período de dependência relativa, para finalmente chegar à independência ou autonomia, que nunca é absoluta. Para WINNICOTT essa jornada só se torna possível em virtude do reconhecimento que a mãe tem da dependência do bebê nos períodos iniciais do seu desenvolvimento. Isto faz com que a mãe corresponda às necessidades egóicas e instintivas do lactente, adaptando-se quase que perfeitamente a ela e criando um "setting", que \VINNICOTT denominou "ambiente de facilitação" - , permitindo que os "processos de maturação" do bebê possam se revelar através de um impulso para a integraçâo e para o desenvolvimento de um self pessoal e real. O capítulo lI, descreve os primórdios do desenvolvimento emocional primitivo, durante o período de dependência absoluta. quando o bebê está em um estado de fusão com a mãe. Centralizando-se no estudo de desenvolvimento do ego, que vivencia uma "continuidade de ser" , graças a um bom cuidado materno, três são as realizações principais expostas neste capítulo: a - integração, isto é, o bebê adquire um status de unida.de; b -personalização ou inserção psicossomática, permitindo que o bebê sinta-se habitando o próprio corpo e que possibilita que a da pele, como membrana, passe a delimitar um interior e um exterior; c - início das relações objetais ¿Observação: O resumo, na íntegra poderá ser visualizado no texto completo da tese digital.
Abstract: The objective of this dissertation is to organize the contributions of D.W.WINNICOTT, paediatrician, child psychiatrist and psychoanalyst to the theory of emotional developmeni of the infant and the child during the first years of life. Following two parallel and frequently crossing paths, WINNICOTT'S theory studies on the one hand the emotiona] growth of the infant, and on the other, the mother's qualities, the changes in these qualities and the maternal care which satisfies the specific needs of the infant. This dissertation is divided as follows: introduction, four chapters and an epilogue. The author used the complete works of W1NNICOTT as the primary source of research. but did not attempt an epistemological analysis of thc aforesaid. In the introduction the author presents a brief overall view of D. W. W1NNICOTT the man and the clinician. who arrived at psychoanalysis through his work as a paediatrician. In this way, by means of a constant dialogue between these two principaJ infll1ences. he made his theoretical contributions to a great variety of subjects alI of which contained the study of the emotional growth of the infant in its earliest stages and the role played by maternal care during this period. Chapter one describes the infant's journey from the period of absolute dependence. followed by a period of relative dependence, arriving finally at independence or alltonomy, which is never absolute. For WINNICOTT this journey is only made possible by the mother's knowledge of theinfant's dependence during the initial stages of development. This allows the mother to correspond to the ego-needs and instinctual needs of the infant, adapting almost perfectly to them and creating a setting which WINNICOTT termed environment provision, thus permitting the maturational processes of the baby to be revealed through an impulse for integration and for the development of a personal and real self. In chapter II the author describes the beginnings of primitive emotional development during the total independence period when the infant is in a state of being merged in with the mother. Concentrating on the study of ego development where a continuity of being is experienced, due to good-enough maternal care, there are three main realizations shown in the chapter a) integration, that is, the infant acquires the status of being a unit b) personalization or psychosomatic insertion which allows the baby to feel himself living inside his own body and which makes it possible to equate the skin as a membrane which delimits an interior and an exterior c) initiation of object-relating ...Note: The complete abstract is available with the full electronic digital thesis or dissertations.
Mestrado
Mestre em Ciências Médicas

A partir de um processo desenvolvido em relação ao estudo, à contemplação e aos trabalhos de pintura, desenho e modelagem com as imagens de Madonas, esta dissertação busca estudar a atuação do trabalho com estas imagens na alma do homem contemporâneo, seu valor terapêutico e sua relação com a saúde. O estudo é qualitativo e interdisciplinar com interfaces na filosofia, religião, arte, história da arte e psicanálise. As imagens das Madonas parecem recolocar e questionar o mistério do nascimento, o mistério da vida humana, o mistério da relação com o outro e o mistério do divino no homem. Esse trabalho de pesquisa foi realizado por meio do vértice fenomenológico, como proposto por Pavel Florensky. A pesquisadora investigou as imagens por meio dessa perspectiva e realizou sobre cada uma delas versões de sentidos. Em seguida, o trabalho prossegue por meio da investigação do uso das imagens em situação clínica
Based on a process of investigation, contemplation and studies of images of Madonnas namely by painting, drawing and sculpture the aim of this paper is to find out the effects of these works on the soul of the contemporary human being, its therapeutic value and its health improving relationship. This study is of qualitative and interdisciplinary nature with interphases in philosophy, religion, art, history of art and psychoanalysis. The images of the Madonnas put a new aspect to the questioning of the mystery of birth, human life, of communication with each other and the mystery of the divine within man. This research work was carried out by using the phenomenological process as proposed by Pavel Florensky. A research worker investigated the images using this means and worked out possibilities of interpretation on each of them. Further the work is followed up by investigation of the use of images in therapy

O presente trabalho tem como objetivo um detalhamento do acontecer clínico que tem lugar quando se realizam encontros terapêuticos com gestantes numa interlocução pessoal com o pensamento de D. W. Winnicott. Adota um caminho intermediário para a pesquisa clínica que visa libertar o pesquisador das amarras do intelectualismo estéril tanto quanto do cientificismo raso, aproximando o fazer científico da prática clínica, aqui retomada como matriz da produção de conhecimento no campo da psicologia clínica. O encontro psicanalítico é proposto como aproximação metodológica para o presente estudo, retirando da leitura winnicottiana da psicanálise os pressupostos teóricos que orientam este trabalho, onde o holding se mostrou seu procedimento básico. Do acompanhamento psicológico de gestantes e mães, são selecionados cinco casos clínicos que colocam o leitor em contato com a singularidade da cada mulher em seu percurso pela experiência da maternidade, do mesmo modo que o remetem a algumas generalizações sobre a condição humana. Cinco narrativas psicanalíticas são tecidas a partir dos diálogos que o pesquisador-psicanalista estabelece com seus pacientes, com sua própria história, com seus autores preferidos e com seus pares, transformando a matéria-prima do viver em histórias que, ao serem compartilhadas, tornam-se, elas mesmas, elos da cadeia infinita de gestos que marcam o acontecer humano.
The present paper aims to reveal the clinical meeting in detail, when one proposes therapeutic encounters with pregnant women, having D. W. Winnicott as an interlocutor. It takes an alternative way which releases the researcher from sterile intellectualism or poor scientificism, in order to bring closer the scientific doing and the clinical practice, that is adopted here as a matrix of clinical psychology research. The psychoanalytical encounter is here proposed as a methodological approach, drawing from winnicottian view of psychoanalysis the theoretical presupposes which guide this work, where holding shows itself as its basic procedure. Five case histories from our motherhood clinic were selected, allowing the reader to become closer to every woman’s singularity during their motherhood experiences, and also to some generalizations about human condition. Five psychoanalytical narratives are weaved from dialogues between the psychoanalyst-researcher and her patients, her own history, her preferred authors and her peers, transforming the raw material, in this case life, into histories that become themselves links of an infinite chain of human gestures, after being shared with others.

O presente trabalho, que se insere num conjunto de pesquisas voltadas à busca e fundamentação teórica de enquadres clínicos diferenciados capazes de responder a necessidades emocionais e existenciais geradas pela vida contemporânea, apresenta a narrativa de uma experiência clínica não convencional bem como reflexões que esta suscita, numa interlocução muito próxima com o pensamento de Winnicott. A estrutura do texto busca manter-se fiel, enquanto narrativa e reflexão, ao modo concreto como foi realizado o trabalho, na medida em que consistiu numa sucessão de encontros: com os adolescentes, com a memória do acontecido que foi registrado por escrito pela psicanalista após cada encontro, com os textos finalizados de cada peça, com demais psicanalistas do “Ser e Fazer”: Laboratório de Saúde Mental e Psicologia Clínica Social e com a obra winnicottiana. Inspirando-se no jogo de rabiscos, o enquadre diferenciado pesquisado caracteriza-se pelo emprego do teatro da espontaneidade como procedimento “apresentativo-expressivo” de maneira a estabelecer um campo lúdico capaz de sustentar o acontecer adolescente. Tendo à disposição uma mala contendo objetos variados adequados à confecção de fantasias, é oferecida aos jovens a oportunidade de um brincar que consiste na possibilidade de produção coletiva de dramatizações. No intuito de oferecer ao leitor uma noção do tipo de experiência clínica estudada, são apresentados relatos de nove peças que abordam os temas do casamento e da morte. Pode-se constatar que esses encontros favorecem o estabelecimento de um diálogo lúdico entre os jovens, oferecendo-lhes a oportunidade de expressar alguns dos dramas que os preocupam no momento e de experimentar novas formas de ser e de agir perante as questões levantadas. Uma vez que não se tratou de produzir conhecimento sobre psicologia da adolescência, mas de estudar a fecundidade clínica de um enquadre diferenciado, não há pretensão de trazer conclusões sobre a adolescência ainda que o teatro da espontaneidade tenha permitido vislumbrar os dramas enfrentados pelos jovens. É legítima a conclusão de que se trata de enquadre de trabalho adequado e poderoso, porque, por meio do brincar, permite expressão, surpresa e articulação simbólica de aspectos de self.
This work is part of researches interested in developing different clinic features of work based on theory, and capable to attend emotional and existential necessities created by contemporary life. It presents the narrative of a non-conventional clinic experience, and the reflections that came up during that experience, in a very close interaction with Winnicott´s thoughts. The structure of the text, in what it concerns the narrative and the reflections, tries to follow very closely, the way this work has been accomplished, consisting of a succession of different meetings: with the teenagers, with the memories of what happened during the plays while writing down the experience after each play, with other psychoanalysts from: “Ser e Fazer”: Laboratory of Mental Health and Social Clinic Psychology, and with Winnicott´s thoughts. Inspired in the squiggle game, this different kind of work that has been developed, is characterized by the use of the Theatre of Spontaneity as a “Presentation-Expression” procedure in order to establish a playful atmosphere capable of supporting the teenager happening. Using a suitcase full of several different objects available for the creation of costumes, the teenagers have the opportunity of acting some plays in group. Nine narratives of plays about weddings and death are presented in order to give the reader a better idea of the clinic experience we have been studying. It is possible to observe that these meetings provide the establishment of a playful dialogue among the teenagers, offering them the opportunity for expressing some of the dramas that worry them, and for trying new ways of being and of behaving in front of the situations brought up in the group. Since the focus of this study is not to produce psychological know-how about adolescence, but to study the acceptance of this different clinical feature of work, there aren’t any intentions of bringing any conclusion about adolescence, even though the theatre of spontaneity has permitted observing some of the dramas those teenagers have been facing. It’s correct to conclude that it refers to a very powerful and suitable clinical proposal of work, since, by playing, it permits expression, surprise and symbolic articulation of self-aspects.