AGUSTIN CIUFFOLI
In practice with children, as with adults, there are several theories that account for a particular mode of intervention, making it necessary to assume a certain position.
The psychoanalytic approach in this matter, made a great contribution, raises certain fundamental characteristics that are considered in the clinic. Despite the great theoretical and practical development achieved so far, psychoanalysis with children still has much to explore.
From the Freudian-Lacanian approach there is nothing to prevent a psychoanalysis is moving ahead with a child. However, the work presents particular problems with respect to the input, the application, interpretation and completion of treatment.
For there is a post-Freudian psychoanalysis with children's specialty, which has implications for preventive as well as healing, influencing education, pediatrics and medicine in general. Anna Freud maintained a sense of prophylaxis, so separation was not very precise about what is pedagogy. He was inclined to education, the proper organization of the child's personality. As Di Ciaccia says, "is the author in the field of psychoanalysis tempted to establish a true interdisciplinary relationship between pedagogy and psychoanalysis, each analyst should be a teacher and every teacher should be an analyst. Analyst meet in his person two difficult missions diametrically opposed to analyze and educate at the same time, permit and prohibit the same time, wage and return to curtail both " [1] . For Anna Freud, the superego of the child is very weak and can not control their instincts, so the analyst should be your educational guide.
The task of Lacanian psychoanalysis is not prophylactic, adaptation and healing. The emphasis is to accompany the child and bring him clarification on living things. The aim is to uncover the truth of each subject, the desire to know itself, and one of his goals is to change the subject position that would put differently from things that happen.
For Lacanian psychoanalysis has a unit, or no expertise in psychoanalysis for children, but there are specific issues that are repeated: the overall demand analysis is not part of the child, at least not directly, since may not be able to talk about their suffering but it can manifest in their daily behavior, and usually are brought by parents who feel they are not able to cope with the situation (although often it is parents who take responsibility above and send your child to a psychologist to make this the "fix").
About those who make the query Flesler Alba says, "The others, the demanding, those who come to the consultation are not an obstacle in our practice, but a structural reason. Is the slope of the parents know that we represent on children, the child comes to the query. They consulted on the edge of their role and give a child supposed to know the analyst of children, ie, the analyst is supposed to know the parents that put in him the hypothetical form of another, where they feel unable to hold in the exchange with the child. Say that his inability to be permitted in a function, it is important to consider the transfer to them in the sense of returning to his role. The cure in this regard would be completed when the child and their parents can return to this establishment of another including, but not analyst. " [2]
But demand can not only come from parents, but also a teacher, doctor, relative, neighbor, etc.. or directly suggested that imposed it. It is those third parties where parents are involved do not make room to play.
appears then, according Marité Ferrari, "the possibility of transfer as an obstacle to the direction of the treatment. All the time our interventions pivot about the difficulty of being attentive to maneuver with the adults in charge of small to keep bringing it analysis. In working with children not only have the small moments where he refuses to come because he is angry with the analyst, or bored, or prefer to do otherwise. We also find claims or raise the side of parents, or school, misunderstandings, complaints, disappointment, sometimes leading to interruptions of analysis. " [3]
child's self-dependence with respect to their parents poses a difficulty in the analysis because although the latter must be involved and work, often are impeding treatment. So the analyst must decide who to take test, should listen and not make the mistake of allying with parents seduced with its application, or an enemy of the child. While in many cases, those who really need mental health care are the parent when the child displays a passivity must provide the necessary care so that you can overcome the trauma that he had to experience.
The motives of the parents or guardians to make the query do not necessarily coincide with what the child concerned, as always consulting ask anything for themselves. Ferrari introduces us to the peculiar position of the child analyst as to the issue of having to deal with two demands, which guides you from the place of parents who come to consult with the child, and the same child. Demand is essential for the establishment last transference necessary for an analysis possible. " [4]
As can be seen in Article Require Monribot Patrick symptom, it is necessary to raise the enigma in the child who is brought by their parents and will not ask anything about himself, because he can that there is nothing wrong. The need arises for a shift so that the child is questioned. There are no symptoms because there is no question. If not located the child's suffering, there is no where to enter the analytical work, so the analyst should sanction and recognize what the child is his word.
retake a Ferrari to get into the issue of transfer, "We find that the analyst who is willing to step in instituting times, in times of subjective constitution in the events of the preoedipal, the oedipal, latency, puberty. This means that interventions are times when you will ring the nodal structure, real banding, symbolic, imaginary, which supports the possibility of neurotic structure. " [5]
transfer, necessary for the analyst's intervention is effective, the child must be created and sustained. Unlike what happens in adults, which goes to the clinic because he chooses the psychoanalytic psychotherapy and believes in him. There is an absence of the subject supposed to know, that is the assumption that anyone knows, to which the demand side.
Lacan, with respect to the transfer, we propose to consider the constructive value of "artificial neurosis", new, that the subject building with the figure of the analyst in order to produce a different reading, another version, which creates a new subject position; since according Marité Ferrari, "what is at issue in the analysis is the way in which the subject may or may not meet any of the keys to your enjoyment, making the necessary cuts to ensure the subjectivity somehow encrypt your enjoyment in the symptom. " [6]
is essential to know the place the child occupies in the discourse of those who make the query. As indicated Flesler Alba, "This would break a belief of continuity, considering that what happens to children is a direct extension of what we hear in the speech of the parents." [7]
Before birth, and even before conception, the child was conceived, desired, imagined by the parents, so at birth will occupy this place, with the importance and the vicissitudes of this entails. In the words of Ricardo
Rodulfo on "Children and the signifier" "The question of what a child what a child leads to prehistory, taking not only in the sense that Freud gives (early years who later succumb to amnesia), but the prehistory in the direction of previous generations (parents, grandparents, etc..), that family history, folklore (...) To understand a child or adolescent (in fact, even an adult), we must go back to where he was not yet. " [8]
Continuing Rodulfo," Meeting the dimension of fantasy games, the graphics, it is very important, but unilaterally if it ignores the symbolic functions and as regards the prehistory (...) excluding consideration of the discourses that circulate in the family of the child, who will replace, which inherits sites, etc. (...) The worst that can happen to anyone is to stay where they put certain signifiers of prehistory, apparently significant even when those sound good. " [9]
So it is significant that the treatment is not confined within the child, but also include parents, so as to produce an effect in discourse analytic family. Janin provides that "young children are so important relational interviews (child-mother, child-parent) as the family interview for deploying office under the dynamics of the whole group. " [10]
About preliminary interviews, Ilda Levin says the following, "We must listen to what place the child in the maternal and paternal fantasy. Preliminary interviews and those summoned during treatment should be able to recover for each subject symptomatic projections that imprison the child to have to represent a certain role in the family configuration of desires and pleasures in the way of symptoms should be (...) the right place for that in the case of children, not continue operating as a reference point of the parental complaint, may emerge questions about the possible responsibility of everyone in the problems that are afflicting the child and raises the question of the problems faced. " [11]
Play along with the child, these truths about the place of the same family discourse as a symptom of the family can be very uncomfortable for parents. Something that was played unconsciously, now appears in the consciousness through guilt and resistance, and that somehow allowed the child's symptoms, despite the discomfort involved, a relative equilibrium of the family. It is essential that the child go to a less compromising in the sense that it condenses the problems, and to leave to report the truths of family groups and occupy a more comfortable place.
currently in the family the child is in a position to be the object "a" because it grows more as the ideal father and mother as head of household (own ideal of modernity), but the family is consolidated around the child as an object from which all enjoy. Then the child would fulfill the role of parents and save the family together, and thus often become the symptom of the parents or family, and of course that must be cured.
According to Lacan, the symptom is listed as the way it works, tells you how to enjoy. It is essential find out who suffer to know who the child is symptomatic. This is the difficulty of the symptom, because it appears first as a symptom of another, so we should arrive at the child.
In Two notes on the child, Lacan states that "the symptom of the child is able to respond to what is symptomatic in the family structure (...) The symptom may represent the truth of the family groups." It adds that "the joint is reduced greatly when the symptom that comes to dominate the responsibility of the subjectivity of the mother (...) the child becomes the object of the mother, makes its presence as the object" a "in the ghost. Satura thus missing mode that specifies the desire of the mother. " [12]
At first we said that psychoanalysis with children was possible, consisting of certain specificities. Following this line, you can name another particular feature, and it is not possible to ask a child to associate freely. It is necessary to provide a means consistent with their natural and spontaneous manifestations, such as play and drawing, and to analytically interpret the speech and the act of the child during the session.
symptoms, dreams and fantasies play a prominent role in the analytical process, since they are formations from which expresses the unconscious child. Mode is usually dominated by visual and motor, and there is a maximum value of the word in relation to the act, so that the reading of actions, gestures and drawings is essential.
With respect to work in the clinic, Beatrice Janin relates, "I do not think a child magically know what it is what we suggest if you do not explain. The idea of \u200b\u200bworking together I get and use the term central work for not locating the game as a goal but a means (...) The children speak of their suffering as they can ... as long as there someone who is willing to listen " [13] . In cases that subjectivity is seen sealed, the game turns out to be the best resource to work with a child who can not make registration itself symbolic. Lets take an active, creative, and offers a way out as planned and expected.
manifestations such as gambling or drawing can show what the child's problem from the standpoint of the child. Beatriz says, "We must provide appropriate material (which really can be anything with which to draw, play or model). And show us willing to listen, to get into their world to take seriously what you say and believe what they tell us. " [14]
The play, drawing and talking must be received by the analyst in the same way that the story of a dream or a symptom. Levin suggests that "drawing is considered as a hieroglyph, a letter that is there to be read, but whose significance in principle know." [15]
's interpretation that use some post-Freudians, such as Anna Freud and Melanie Klein, is the type of a translation of what is expressed by the child to arrive at what lies behind the fantasy. He moved from fantasy to reality. Try to make the unconscious conscious, to a hunting instinct. They used the game for children to deploy their symptoms and ghosts in session. Although it was introduced followed sense to each game, thus fixing the symptom (S1 = S2). Lacan, on the other hand, let S2 as a mystery so you can keep adding new senses, returning to S1.
Lacan warns that the translation is still a sense of enjoyment, when in fact what it is to create new meanings. Is typical of post-Freudian meaning to enter each symptom, regardless of make sense that fixing the symptom. Then the analyst should listen and observe what the child displayed in the drawing and play. These are unique in giving to see, to show, say, of making available a knowledge of the analyst, who otherwise could not have been obtained. It is essential not rashly adhere to that observed significance, so they can go after nine ways, and thus be able to grasp the way the child is involved in the desire of their parents because the place they occupy will depend on its structure as a subject , psychic destination. John Vasen
a description about the relationship of the ghost and the game, and the latter's ability to remove symptoms derived from the ghost, "the subject which is represented in the phantom takes places or events or functions exercised by moral or ethical reasons are unacceptable to the conscience. The perversity and sadomasochism are the dominant logic in the phantom. And make a kind of unconscious script forms of treatment and relationship with others, to the social bond. So it is offensive and a source of symptoms and disorders. This is also the reason to intervene in its structure is so important. Registrations and unconscious mandates and positions often determine sacrificial resignations. " [16] Vasen
enlightens us on why we can intervene in the ghost from the game: they have a common structure: "The two scenes are given as based on a script, which includes sequences, which are possible changes in the characters, their powers or the syntax that supports it. " [17] But while they have a common structure, they are fundamental differences, as the ghost command is unconscious and conscious of the play is also the ghost modes imposes enjoyment, while the proposed game using the "give it. .. "structuring logically possible worlds where different can be a place you enjoy.
So Vasen will say "What particular game is just move the rigidities ghostly (...) Through this" reorganization "playful tormenting presences can purchase a more enjoyable and harmless." And the technique would be: "It may be interspersed playfully, other versions of the characters created by the logic of the ghost (...) When the characters get lost in lack consistency. The rigidity and stereotyping is weakened. " [18] These interventions are called "inter-version" as it is not just about the analyst's interventions but also are versions that emerged in the space between analyst and analysand transference.
Something that can not fail to be taken into account is a particular mode of expression that occurs in the clinic, and more frequently in the clinic with children: the acting. This way of speaking from the body appears mostly in the analysis with children because found them in times of subjective constitution, and what it indicates is the certainty of distress, which is not misleading. As stated Marité Ferrari, "The equivocation is very significant structure, the signifier is misleading, deceiving us (...) While anxiety is not cheating, because it indicates a failure wherever it appears in the cut, missing the foul. Where an object should have been deeded as missing, there is an incestuous positivization of enjoyment, and acting taking a cut unsuccessfully tries to see that that should have been suppressed. " [19] With regard to the intervention more conducive to these cases, Ferrari states that "The difficulty maneuver lies in the anguish esquicie the subject, to establish a court, to make possible a transfer of enjoyment, the enjoyment incestuous polymorphism revealed in children. " [20]
Psychoanalysis has in mind the effects that the payment of the sessions in subjects who are involved in it. Payment is required, some of the enjoyment it has to give way to recover after not identical. In the case of the analyst, is charged with his person and his words. It is clear that children are complicated by the fact they make a payment of monetary order, so a good resource is the "token payment" (tested by Françoise Dolto, psychoanalyst French disciple of Lacan), which are required to seek or develop something in particular and bring it to meeting, that is a job entrusted to them.
Finally, the scan duration is variable, as the subject. In children there can be as rapid therapeutic effect, but the analysis must be incomplete to not install fixation, even though the child is able to see more than his version of the object "a", the way in which circulates the phallus in family structure. The analysis with children should have this unfinished character that allows it to be resumed later.
[1] Di Ciaccia, Antonio, De la pedagogía al psicoanálisis, conferencia en el marco de las Conferencias del Campo Freudiano, 1989.
[2] Flesler, Alba, Saber y Verdad en la Neurosis Infantil, Noviembre de 1991.
[3] Ferrari, Marité, Transferencia como condición y como obstáculo en la dirección de la cura. Fuente: Piscomundo.
[4] Ferrari, Marité, Transferencia como condición y como obstáculo en la dirección de la cura. Fuente: Piscomundo.
[5] Ferrari, Marité, Transferencia como condición y como obstáculo en la dirección de la cura. Fuente: Piscomundo.
[6] Ferrari, Marit, transfer as a condition and an obstacle in the direction of the treatment. Source: Piscomundo.
[7] Flesler, Alba, Knowledge and Truth in the infantile neurosis, November 1991.
[8] Rodulfo, Ricardo, The child and the signifier. A study on the role of play in the early constitution, Paidos Editorial, Buenos Aires, 1991.
[9] Rodulfo, Ricardo, The child and the signifier. A study on the role of play in the early constitution, Paidos Editorial, Buenos Aires, 1991.
[10] Janin, Beatriz, opening the game ... Magazine News in Psychoanalysis ", edition number 361, March 2008.
[11] Levin, Ilda, preliminary interviews with children and adolescents: their role in the clinic today. Magazine News in Psychoanalysis ", edition number 361, March 2008.
[12] Lacan, Jacques, Two notes on the child, 1969, published in speeches and texts 2, Editorial Manantial, 1988.
[13] Janin, Beatriz, opening the game ... Magazine News in Psychoanalysis ", issue number 361, March 2008.
[14] Janin, Beatriz, opening the game ... Magazine News in Psychoanalysis ", issue number 361, March 2008.
[15] Levin, Ilda, preliminary interviews with children and adolescents: their role in the clinic today. Magazine News in Psychoanalysis ", edition number 361, March 2008.
[16] Vasen, John, psychoanalytic interventions in childhood: between goblins and ghosts.
[17] Vasen, John, psychoanalytic interventions in childhood: between goblins and ghosts.
[18] Vasen, John, interventions in the psychoanalytic childhood: between goblins and ghosts.
[19] Ferrari, Marit, transfer as a condition and an obstacle in the direction of the treatment. Source: Piscomundo.
[20] Ferrari, Marit, transfer as a condition and an obstacle in the direction of the treatment. Source: Piscomundo.
BIBLIOGRAPHY
- Di Ciaccia, Antonio, of the teaching of psychoanalysis, lecture as part of the Freudian Field Conference, 1989.
- Ferrari, Marit, transfer as a condition and an obstacle in the direction of cure. Source: Piscomundo. Seminar: The direction of the treatment in the analysis with children.
- Flesler, Alba, Knowledge and Truth in the infantile neurosis, November 1991. Source: www.efba.org/efbaonline/flesler-03.htm
- Janin, Beatriz, opening the game ... Magazine News in Psychoanalysis ", issue number 361, March 2008.
-Lacan, Jacques, Two notes on the child, 1969, published in speeches and texts 2, Editorial Manantial, 1988.
- Levin, Ilda, preliminary interviews with children and adolescents: their role in the clinic today. Magazine News in Psychoanalysis ", edition number 361, March 2008.
- Miller, Jacques-Alain, what is to be Lacanian?, Editorial Links Publication of Psychoanalysis.
- Monribot, Patrick, Require the symptom, Article published in the Journal of the Freudian Cause No. 49 "L'obscur of jouissance." Marcela free translation Errecondo to Erina on line.
- Rodulfo, Ricardo, The child and the signifier. A study on the role of play in the early constitution, Paidos Editorial, Buenos Aires, 1991.
- Vasen, John, psychoanalytic intervention in childhood: between goblins and ghosts. Source: www.juanvasen.com.ar / Duendes.htm
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