By Peter Fonagy
Winner of the 2003 Gradiva Award and the 2003 Goethe Award for Psychoanalytic Scholarship Arguing for the significance of attachment and emotionality within the constructing human recognition, 4 in demand analysts discover and refine the strategies of mentalization and have an effect on rules. Their daring, vigorous, and inspiring imaginative and prescient for psychoanalytic therapy combines parts of developmental psychology, attachment concept, and psychoanalytic method. Drawing largely on case reviews and up to date analytic literature to demonstrate their rules, Fonagy, Gergely, Jurist, and objective provide versions of psychotherapy perform that may allow the sluggish improvement of mentalization and have an effect on law even in sufferers with lengthy histories of violence or forget.
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Extra info for Affect regulation, mentalization, and the development of the self
It is possible t h a t it is, a t least in certain respects, m o r e d o m i n a t e d by emotional a n d impressionistic information t h a n its autobiographical c o u n t e r p a r t (Pillemer a n d White 1989; Tobias et al. 1992; v a n der Kolk 1994). It stores the "how" of executing s e q u e n c e s of actions, motor skills being prototypical i n s t a n c e s . The p r o c e d u r a l knowledge t h a t it contains is accessible only t h r o u g h performance. It manifests itself only w h e n t h e individual engages in t h e skills a n d operations into w h i c h knowledge is e m b e d d e d .
O n t h e o n e h a n d , we n e e d to m a i n t a i n a s e n s e of t h e internal equilibrium between m e n t a l forces—a struggle t h a t w a s a t t h e h e a r t of F r e u d ' s j o u r n e y of discovery. O n t h e other, we need to be integrated into t h e social 20 / Introduction world, in which we m u s t respect t h e s e p a r a t e n e s s of other minds, while being able also to build flexible bridges a c r o s s t h a t s e p a r a t e n e s s , to create close emotional a n d working relationships.
Hamilton 1994; M. Main 1997; Waters, Merrick, Albersheim, Treboux, a n d Crowell" 1995) have s h o w n a 6 8 - 7 5 % c o r r e s p o n d e n c e with a t t a c h m e n t classifications in infancy a n d classifications in adulthood. This is a n unparalleled level of consistency between behavior observed in infancy a n d o u t c o m e s in a d u l t h o o d , although, obviously, s u c h behavior m a y well be m a i n t a i n e d by c o n s i s t e n t e n v i r o n m e n t s a s well a s by p a t t e r n s laid down in t h e first year of life.