Search Results (14)

This article explores Mihail Aslan’s volume of poetry Late Geometries, Rejected through the prism of an in-depth psychoanalytic reading. The text highlights how the poetic work constitutes an expression of deep psychic processes, centered around the concepts of early trauma, narcissistic deficit, and failure of the primordial environment. Through theories by authors such as Winnicott, Anzieu, Green, and Kristeva, the article reveals how Aslan’s creation functions as a transitional space, in which a complex dialectic takes place between Eros and Thanatos, between the constitution of the self and its waste. Writing thus becomes an act of psychic survival, a way to metabolize the traumatic experience and to reconstruct an inner geometry, albeit “late” and “rejected”. Full article

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their inability to account for learning as a deep personal transformation. Drawing on authors such as Stern, Trevarthen, Hobson, Winnicott, and Kohut, it presents empirical evidence that the self and cognitive-affective capacities emerge within primary relational bonds. However, interpersonal relationships are not the environment where development occurs, but the end towards which it is oriented: if the relational bond is the point of departure, the interpersonal encounter is the telos shaping the whole process. The child’s engagement with inner and outer worlds is driven by the search for such encounter, irreducible to mere relational pleasantness, although this may indicate its realization. Philosophical perspectives from Polo, Levinas, Buber, Whitehead, Spaemann, and Marcel support the understanding of learning as a relational event of co-constitution. Learning implies cycles of crisis and reintegration. This approach shifts the focus from skill acquisition as an end to using it as a means for fostering meaningful interpersonal relationships, thereby reorienting education towards a dignity-centered paradigm. Full article

Background/Objectives: Parenting a child with a chronic illness such as cancer presents distinct psychological challenges that often disrupt normative parenting patterns. Parents frequently struggle to maintain boundaries in response to their child’s heightened emotional needs, leading to overprotective or permissive behaviors. This study revisits Winnicott’s theory of the “good enough parent” and explores its application in the context of pediatric oncology. We aim to examine how a psychodynamic framework can be integrated with evidence-based practices to support parental functioning and promote child resilience during cancer treatment. Methods: This conceptual paper employs a qualitative, theory-driven case study approach. We analyze the case of a 6.5-year-old girl diagnosed with acute lymphoblastic leukemia (ALL), focusing on the evolving dynamics between the child’s regressive behaviors and the parents’ emotional responses. Winnicott’s developmental model is expanded to conceptualize parenting as a continuous balance between responsiveness and structure. Clinical dialogues illustrate the therapeutic process of guiding parents toward a more adaptive stance. Results: The analysis highlights how permissive parenting, driven by parental guilt and fear, may initially reduce child distress, but can inadvertently reinforce emotional dysregulation and dependency. The application of a dialectical interpretation of Winnicott’s theory allowed for a therapeutic shift, supporting parents in setting empathic yet firm boundaries. Conclusions: A balanced, dialectical approach to parenting—one that integrates emotional attunement with appropriate demands—can enhance a child’s psychological resilience during cancer treatment. Incorporating psychodynamic insights into clinical practice can help professionals guide families toward more adaptive, developmentally supportive caregiving strategies. Full article

This paper outlines the ways in which Karl Friston’s work illuminates the everyday practice of psychotherapists. These include (a) how the strategic ambiguity of the therapist’s stance brings, via ‘transference’, clients’ priors to light; (b) how the unstructured and negative capability of the therapy session reduces the salience of priors, enabling new top-down models to be forged; (c) how fostering self-reflection provides an additional step in the free energy minimization hierarchy; and (d) how Friston and Frith’s ‘duets for one’ can be conceptualized as a relational zone in which collaborative free energy minimization takes place without sacrificing complexity. Full article

This article examines the experience and effects of a trauma-responsive program that uses creative methods to address the ongoing psychosocial impacts of transgenerational trauma and youth suicide, which disproportionately affect First Nations people in Australia. Our aim is to understand how the aesthetic (sensory-affective) dimensions of such a program serve to promote experiences of growth after trauma, manifesting in a sense of connection to both self and community. The paper focuses on the second of two immersive, experiential workshops delivered seven months apart in the regional town of Warwick in Queensland, Australia. In the light of self-reports of growth and personal transformation following the initial workshop, the paper examines the key drivers of such growth, focusing in particular on how trauma-related experience is metabolised through cultural containment. It builds on Bion’s concept of container/contained, combining analysis of the affordances of immersion. Framed in cultural rather than medical terms, the larger goal of the paper is to establish how cultural programs fill a gap in trauma informed support, facilitating the processing of trauma. Full article

Through a psychosocial lens, informed by relational psychoanalysis, this article discusses the design, delivery, and impact of The Big Anxiety’s 2022 festival in Warwick, Queensland—an arts-based program that engages with lived experiences of trauma, distress, and suicide, and in this case with the devastating impact of youth suicide, disproportionately affecting First Nations communities. It describes the festival’s methods of creative engagement, examining how these create conditions for the transformation of trauma and for experiences of growth. Full article

This paper analyses two opposite relational configurations: violence and the capacity to hate. The former results in a psychic impoverishment, the latter in a psychic development. Primarily, the aspects of violence and the inability to hate within modern Western society are introduced. When a psychic fragility is unconsciously supported by an entire society, it becomes even more difficult to alleviate, and transform into a resource promoting psychic development. The second section explores the use of hate by young children in order to show the naturalness of this emotion and its origin. In the third and fourth sections, the unfortunate outcomes of the incapacity to hate, leading to violent antisocial conduct, are explored. To do so, the pioneering contributions by Melanie Klein and Donald Winnicott are commented on, followed by modern contributions by the literature: one of our articles published in 2020, and the review of the literature published by Alessandro Orsini on the topic of radicalisation. Finally, the differences between violence and the capacity to hate are highlighted and summarised. The article also emphasises numerous bibliographic references to further deepen the study on violence from a psycho-social perspective. Full article

We investigate the concept of care in adult-child joint play through two cases that illustrate ways in which the development of care relations among researchers, pedagogues, and children—and the imaginary characters they create through their joint play—shape and sustain early childhood education and care research and practice. We focus on the ways that early childhood education and care pedagogues’ approaches to care provide insights into practices of social sustainability, specifically social inclusion. The cases we present are drawn from recent studies of early childhood play. The studies belong to a corpus of international research projects that are researcher-teacher collaborations. These studies explore a unique form of adult-child joint imaginary play known as playworlds. Playworlds are based on cultural historical theories of development and art, Gunilla Lindqvist’s studies of playworlds, and local theory and practice of early childhood education and care. Our analyses of playworlds are based, in part, on Winnicott’s concept of transitional objects. The two cases are drawn from ECEC playworlds in Finland and the US. Each exemplifies how playworlds, as forms of participatory design research, make social sustainability possible. Furthermore, these cases highlight how, by working with the boundaries between and moving between real and imagined, the participants are able to develop new ways of being that are radically inclusive. We argue that they do so by facilitating and maintaining the development of care relations among researchers, teachers, children, and, importantly, imaginary characters, in ways that create what we call transitional subjects. We conclude that social sustainability, like care, should be conceived of as an ecology of caring practices. Full article

The potential space, the space between the experiencer and the experience, is at the heart of Winnicott’s theory. The concepts of agency of one’s actions and ownership of one’s experience have been recently applied to such a space lying in between the experiencing self and the mental (cognitive) map she creates, representing her surroundings. Agency is defined as “the sense that I am the one who is generating the experience represented on a mental map”, while ownership is defined as “the sense that I am the one who is undergoing an experience, represented on a mental map”. Here these concepts are introduced and applied to five main realizations of Winnicott’s potential space: Playing, transitional phenomena, the therapeutic space, culture and creativity. Through theoretical constructs and clinical analyses, it is shown how agency and ownership, and their mutual interrelations, may help to better understand Winnicott’s theory with implications to clinical practice. Full article

The role of play in Brazilian children’s hospitals is highlighted, as well as the perspective of humanization in Brazil. Some aspects of our culture are crucial to understanding the importance of play considering our society. Sabara Children’s Hospital (“Hospital Infantil Sabará”) in Brazil is used particularly to discuss humanization. To understand the issue of play in Brazil, it is important to discuss hospitals in their social context, their history, current roles in children’s care, humanization history and child development, according to the approaches of Piaget and Winnicott that are used in our culture. Full article

Psychotic developments in the age of adolescence from a psychoanalytical perspective – working with non-integrated, poor-integrated, and des-integrated children and adolescents The integration processes within the ego can be disturbed throughout the entire psychological development. The consequences are particularly worrisome if the impairment occurs during very early childhood. Hereby a distinction should be made between three types of functional states: non-integrated, poor-integrated, and des-integrated. The concepts elaborated by Tustin and Winnicott have been instrumental in improving our understanding of early-childhood developmental disturbances. In the psychoanalytical setting they had important consequences concerning the therapeutic technique used. By means of a series of interviews with an adolescent in whom a diagnosis of desintegrative psychosis was made during early childhood, we seek to illustrate how a virtual common area of meaning can be purposefully employed to liaise these mysterious psychotic elements with language, rendering their content suitable for a “common reading program”. Full article

Life in different worlds and the bridges between diverse worlds respectively in the psychoanalyst and the psychotherapist and in his patient: transformation from states of disintegration to states of non-integration. The article is introduced by four psychoanalytic photos of treatment with severely disturbed people who suffer from predominately psychotic anxieties. Basic principles of fostering care are emphasised. The author explains the psychoanalyst’s needed tolerance for his ignorance and the pragmatic connection between supportive and expressive psychotherapy with postclassical and classical psychoanalysis. An introduction into Winnicotts Theory of Technique follows. This discussion clearly differentiates Winnicotts concepts of object relation and object use with psychic presence. A nonintrusive psychoanalyst works on the process of treating fragmented and fragmenting, severely split personality patients. Thus, the fragmentation and split personality condition is transformed into a state of nonintegration. As long as the patient has to experience total integration, this will completely extinguish his Egofeeling. Here the states of management, e.g., holding and handling, of successive processes of sublimation and symbolisation and the potential space instead of a permanent basic fault are bound together with the effects of transitional objects such as: separation and rapprochement, true reparation and false reparation. In conclusion, maturational processes and emotional growth in the context of sufficient facilitating environments further and promote the capacity to be alone without experiencing solitude; which is always an exercise within every single minute of a psychoanalytic setup. The growing capacity, in a human context, to be alone without and beyond experiencing loneliness allows psychoanalysts and their patients the freedom to live in different worlds simultaneously. Independent of cares about troubles and suffering, a new mind is opened to the world as a whole. Full article

At the age of 3 or 4 years, we know that the child is still very dependent on his or her parents’ projections, but s/he is also beginning to consolidate her or his internal representations. With preschool children who need psychiatric help, it is often difficult to dissociate the part of the conflict which concerns the parent–child relationship from the conflict that is already internalised by the little patient. However, this distinction is very important when the therapist has to choose between several different types of treatment for the child and his or her family. Personalitytype and type of conflictuality are factors that will help the therapist to select the most advantageous treatment method. This text will concentrate exclusively on psychodynamicoriented therapies using examples of child individual psychotherapy, which tries to understand intrapsychic conflicts, and parent–child psychotherapy, which studies the transitional area between the parent and the young child*(Winnicott 1970).Throughaclinical case of a little patient who successively benefited from both of these treatments, we try to illustrate and better understand the advantages and insufficiencies of both these therapies. Full article