Like the belly of a bird breathing: On Winnicott's "Mind and its Relation to the Psyche-soma"

Giving Back What the Patient Brings: On Winnicott's "Mirror-Role of Mother and Family in Child Development"

The author offers a creative reading of Winnicott's (1967) "Mirror-role of mother and family in child development." Winnicott presents the idea that a pivotal experience in the process of the infant's coming into being as himself is the mother's communicating to the infant, by the look in her eyes, what she sees there when she looks at him. In the absence of the experience of being seen, the infant's capacity to feel real and alive atrophies. The author fleshes out Winnicott's thinking by suggesting that just as the infant comes more fully into being as he sees himself in his mother's eyes, so too, the mother comes more fully into being as a mother as she sees herself in the infant's eyes. The paradigm shift that Winnicott has contributed to psychoanalysis is reflected in the clinical work he presents: (1) the goal of psychoanalysis is no longer the enrichment of the patient's self-understanding; rather, the analytic goal is the patient's coming more fully alive to himself; and (2) the analyst helps the patient achieve this end not by making astute interpretations but by allowing the patient to experience the pleasure of making discoveries of his or her own.

Teleanalysis Does Not Have to be "Muted": On the Crucial Role of the Analyst's Internal Frame in any Setting

Given that practicing teleanalytically is relatively new and more widespread than ever, questions about how to practice and teach it effectively have increased and are more pressing than ever. To contribute answers to these questions, this paper addresses long-standing and persisting negative views of teleanalysis as an inherently muted, remote, and pale experience with reduced therapeutic effectiveness. I propose that this view of teleanalysis as inherently inferior to in-office analysis limits or even precludes its therapeutic usefulness because it allows analysts to avoid making analytic use of the disturbing feelings hiding within the experience of practicing teleanalysis. Through case examples, I suggest that when analysts do not take our negative views of teleanalysis at face value but instead consider them as symbolic expressions of our and our patients' anxieties, we can improve our understanding of our analytic functioning within the tele-setting and enhance our capacity to think and engage analytically effectively in any setting. I maintain that these considerations have important implications, not only for how experienced analysts practice, but also for how we treat and teach future analysts.

Rethinking the concepts of the unconscious and analytic time

The author proposes ways of rethinking the concepts of the unconscious and time in the analytic setting, including the very existence of the unconscious. Freud (1915) stated that the success psychoanalytic thinking has in making inferences about the patient's unconscious makes the existence of the unconscious "incontrovertible." The author submits that this success does not establish the existence of the unconscious; rather, the inferences we think we make about the unconscious are inferences about consciousness itself - the totality of our experiences of thinking, feeling, sensing, observing, and communicating with ourselves. The author then offers thoughts about a second analytic concept, the experience of time in the analytic setting. He conceives of there being two inseparable sorts of experiences of analytic time that stand in a dynamic relationship with one another: diachronic time (clock time) and synchronic time (dream time). In diachronic time, time is sequential; one thing leads to another. In synchronic time, all time is contained in the present. In analysis, childhood trauma is experienced for the first time (in synchronic time) in the co-created subjectivity of patient and analyst.

Transference: The Matrix of the Frame

I use the clinical example of a traumatized adolescent to talk about how a transference experience creates the frame where the analytic work occurs. Out of the external boundaries of the relationships with an object, the internal frame, the womb of transformation processes, is created. The analyst's capacity to wait is essential for the transformation that creates and shapes the transference experience, which, like playing, becomes the matrix of the frame where it happens as it happens. As the traumatic experiences find their place in the transference and begin to be integrated, the adolescent becomes more present and real in the session.