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Adolescence, Facilitating Environment and Selfobject Presence: Linking Winnicott and Kohut's Self Psychology Adolescência, Ambi

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Adolescence, Facilitating Environment and Selfobject Presence: Linking Winnicott and Kohut's Self Psychology Adolescência, Ambi 88 Adolescence, Facilitating Environment and Selfobject Presence: Linking Winnicott and Kohut's Self Psychology1 Adolescência, ambiente facilitador e presença de “selfobject”: conexão entre Winnicott e a psicologia de self de Kohut Yossi Tamir Professor e supervisor do Israeli Psychoanalytic Institute, the Graduate School of Psychotherapy, Tel Aviv University e do Israeli Center of Winnicott Thinking E-mail: [email protected] Resumo: Nesta apresentação, a perspectiva sobre a adolescência de Winnicott será discutida em relação à consolidação a à “expansão” do self na maturidade e idade adulta. As ideias de Winnicott sobre o “ambiente facilitador” para o amadurecimento de adolescentes serão apresentadas e elaboradas a partir do conceito de selfobject de Kohut, referindo-se a necessidades específicas de selfobjects que são intensificadas durante a adolescência. Introduzirei a ideia de que o processo de amadurecimento na adolescência leva à obtenção de duas capacidades específicas: a capacidade de altruísmo empático, compromisso social e responsabilidade e a capacidade de alegria. A relação entre estas ideias para o processo adolescente será demonstrada por meio de um cenário clínico. Palavras-chave: adolescência, ambiente facilitador, “selfobject”, Winnicott, Kohut Abstract: In this presentation, Winnicott's view on adolescence will be discussed in relation to the consolidation and the “expansion” of the self in maturity and adulthood. Winnicott's ideas on the “facilitating environment” for adolescents' maturation will be presented and elaborated with Kohut’s “selfobject” concept, referring to specific selfobject needs intensified during adolescence. I will introduce the idea that the maturational process of adolescence leads to the attainment of two specific capacities: the capacity for empathic altruism, social commitment and responsibility and the capacity for joy. The relation of these ideas to adolescent process will be demonstrated with clinical vignettes. Keywords: adolescence, enabling environment, selfobject, Winnicott, Kohut 1 Revisão técnica: Danit Zeava Falbel Pondé. 89 1. Introduction In one of his early lectures on adolescence, Winnicott describes the familiar phenomenon of adolescence as a “stormy time. Defiance mixed with dependence, even at times extreme dependence, makes the picture of adolescence seem mad and muddled”. Several lines further, his deep and empathic understanding of human development is reflected in the following unequivocal statement: “Adolescence, which means becoming an adult, is a phase in healthy growth” (Winnicott, 1965u[1963]/1965, p. 244). I believe that in this statement Winnicott was reacting to the general psychoanalytic tendency to pathologize development, as is reflected in the concept of 'infantile neurosis' as well as in the viewpoint of adolescence as an intra-psychic “crisis”. Winnicott's overall developmental approach suggests that crisis or breakdowns occur as a result of environmental failure to respond empathically to the subject's emotional needs. This approach reflected Winnicott's paradigmatic shift (Loparic, 1999) from the Oedipus complex to the maturational process. A similar perspective was expressed by Kohut (1977) who proposed, for example, to differentiate the oedipal phase, a normal maturational stage, from the oedipal complex, a pathological outcome due to environmental failure. These ideas underlie the recognition, shared by Winnicott and Kohut, of the importance of the environment in the growth and formation of the self. This recognition is articulated through Winnicott's concept of the “facilitating environment” and Kohut's concept of the “selfobject”. Both concepts were formulated initially in the context of early developmental processes, but they were later ascribed to the full trajectory of emotional development. Thus, a “facilitating environment” and the “selfobject presences” during adolescence are vital for the maturation and consolidation of the self. Their essence is derived from the identification and recognition of the adolescent's specific needs and mental processes. This interdependent approach to the subject of adolescence necessitates reference to three issues : The essence of maturity and adult health The features of the maturational process during adolescence 90 The characteristics of the “facilitating environment” and the "selfobject presences" in relation to adolescence 2. Maturity and adult health Winnicott's observations on adult health are dispersed over his abundant writings, and it is rather difficult to sum them up. However, it seems to me that we can group his ideas on this subject under three headings: Being – The feature of health which belongs to the personal (isolate) sphere or in Balint’s term – to the “area of creation” (Balint, 1968). It refers to a sense of being alive, being creative and feeling real (Abram, 1996, p. 225). Existing – The feature of health which relates to the achievement of capacities: the capacity to be alone, the capacity for concern, the capacity for a sense of guilt, the capacity to use the object, the capacity to play, and the capacity to compromise. It refers to having a sense of connection and communication with others. Devoting – This feature of health which relates to a social sense of being. This sense involves feeling commitment and readiness to contribute to society. “In maturity, environment is something to which the individual contributes and for which the individual man or woman takes responsibility” (Winnicott, 1988, p. 152). This can be formulated as the capacity for empathic altruism, which refers to social commitment and responsibility. Parenting belongs to this capacity. I suggest referring to a self achieving the state of devoting as an expanded self (Kohut, 1966). What I mean is that the adult self includes both the immediate and wider society into his primal system. The immediate society refers to the personal environment – mate and children. The wider society refers to the various groups to which the individual belongs, including humanity. This idea is clearly expressed by Winnicott various references to socialization, as the following one: “Maturity of the human being is a term that implies not only personal growth but also socialization. Let us say that in health……. the adult is able to identify with society without too great a sacrifice of personal spontaneity” (Winnicott, 1965r[1963]/1965, p. 83). 91 What is missing in this portrayal of health is its accompanying affect. Kohut advanced the idea that healthy development is associated with joy. For example, in regards to the oedipal phase, he stated that “… the healthy child of healthy parents enters [this phase] joyfully. The joy he experiences is due ……..also to the fact that this achievement elicits a glow of empathic joy and pride from the side of the oedipal- phase selfobjects” (Kohut, 1977, p. 14). In this connection, Winnicott's capacity to use the object arouses the “joy inherent in being enriched by the particular qualities found outside one’s omnipotent control” (Goldman, 1993, p. 204). I suggest, therefore, that the capacity for joy be added as an important characteristic of healthy development and maturity. The following clinical example illustrates the reemergence and unfolding of these two capacities2 in a therapeutic process. Michelle’s adolescence was interrupted at the age of 16, with her father's sudden death. She had a very close and meaningful relationship with him, especially in regards to her activity as a dancer in an ensemble. He used to drive her to the rehearsals and watch all her dance recitals. It seemed that he was very proud of her. Shortly after his death, she sank into a mild depression and stopped all her dancing activities, feeling powerless to make any move in her life. Besides that, she cherished a dream to become a stage actress and even applied to some acting schools, but failed all the auditions. In this state of increasing despair, she turned to me for treatment. Working through her father's loss helped her change some aspects of her life, yet she remained passive and joyless. I thought then that she was still struggling with the acceptance of reality and the giving up of her "childhood dream". Reflecting on her persistent passivity and lack of joy, I realized that becoming an actress, for her, is not a childhood dream but a life dream, which contains some kind of social commitment and of devotion to an important cause. Following my reflections, I shared with her my conviction that to be an actress was not only a very important and joyous move for her, 2 Although these two capacities initially bud during early development, it is only during adolescence and its facilitating environment that they fully emerge in adulthood. 92 but for society, as well. I told her that she feels that she has a very special talent, but it seems as though she hesitates whether she should grant it to society, as it is "society" which took her father away from her. She stared at me gratefully, crying and smiling simultaneously. Some weeks later, she decided to apply again to acting schools, and this time passed the auditions. I believe that my different and new position towards her life dream assisted her in this significant shift. It was accompanied with a lot of excitement and enthusiasm which reflected the emergence of her capacity for joy, and with an uncompromising devotion which reflected the unfolding of her capacity for empathic altruism. Subsequently, for Michelle, adolescence began to resume its
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