A relação entre arte e vida em vigotski: uma análise conceitual / The relationship between art and life in vygotsky: a conceptual analysis / La relación entre arte y vida en vigotski: un análisis conceptual

Este trabalho teve como objetivo analisar a relação entre arte e vida segundo Vigotski. Para isso, foi realizada uma análise conceitual dos capítulos 1, 7, 9, 10 e 11 da Psicologia da Arte, do capítulo 13 da Psicologia Pedagógica e do texto O significado histórico da crise da Psicologia: Uma investigação metodológica. A pesquisa conceitual consiste na análise semântica dos principais conceitos de uma teoria com o intuito de elucidar seus sentidos ocultos ou confusos e desvendar possíveis contradições e ambiguidades no quadro teórico. Podemos observar que a arte é um fenômeno dialético tanto em sua criação como em seus efeitos. A influência da vida, isto é, da realidade sócio-histórica, na criação artística é indireta, pois ela é sempre mediada pelo psiquismo particular do artista. Já o efeito da arte sobre a vida possibilita que o ser humano se conscientize de sua realidade social e se engaje para mudá-la. A arte é, portanto, transformadora, pois reorganiza o psiquismo e possibilita uma mudança nas condições materiais dos seres humanos.(AU)

This study aims to analyze the relationship between art and life according to Vygotsky. Therefore, a conceptual analysis of chapters 1, 7, 9, 10, and 11 of Psychology of Art, chapter 13 of Educational Psychology and the text The Historical meaning of the Crisis of Psychology: A Methodological Investigation was carried out. Conceptual research consists of the semantic analysis of the main concepts of a theory to elucidate its hidden or confused meanings and to reveal possible contradictions and ambiguities in the theoretical framework. Results show that art is a dialectical phenomenon both in its creation and its effects. The influence of life, that is, of socio-historical reality, on artistic creation is indirect since it is always mediated by the artist's particular psyche. The effect of art on life, on the other hand, allows human beings to become aware of their social reality and engage to change it. Art is, therefore, transformative, as it reorganizes the psyche and enables a change in the material conditions of human beings.(AU)

Este proyecto tuve como objetivo analizar la relación entre el arte y la vida, según Vigotski. Para esto, fue realizado un análisis de los capítulos 1, 7, 9, 10 y 11 de Psicología del arte, del capítulo 13 de Psicología Pedagógica y del texto Él significado histórico de la crisis de la Psicología: una investigación metodológica. La pesquisa conceptual consiste en la analice semántica de los conceptos de una teoría, para aclarar sus significados ocultos o confusos y desvendar contradicciones y ambigüedades em el cuadro teórico. Pudimos observar que, el arte es un fenómeno dialéctico en su creación tanto como en sus efectos. La influencia de la vida, esto es, de la realidad socio-histórica, en la creación artística es indirecta, pues es mediada por el psiquismo particular de lo artista. Así, el efecto del arte sobre la vida habilita que lo ser humano adquiera conciencia de su realidad social y que se comprometa a cambiarla. El arte, consiguientemente, transformadora, pues reorganiza lo psiquismo y habilita un cambio en las condiciones materiales de los seres humanos.(AU)

Longing and Fear: The Ambivalence About Having a Relationship in Psychotherapy.

It is unquestioned that reaching the hypnotic state is helped along by relational factors and that, conversely, relational experiences can be deepened through hypnosis. It is also true that deepening the experience of being in a relationship with another person is neither comfortable nor indicated for every patient or therapist. Most humans feel ambivalent about closeness. People vary in their desire for and their skill in sustaining mature intimacy. When we move along the continuum from rudimentary notions about relational factors in psychotherapy, such as rapport, to complex concepts, such as enactments, we move along a corresponding continuum of increasing need for specialized training, supervised experience, and personal therapy. The field of psychotherapy has been plagued from its inception by not knowing what to do with the tensions that emerge when two people listen to and look at each other. Avoiding relational factors may be a very human response to a very daunting matter.

Dancing in the In-Between: Hypnosis, Transitional Space, and Therapeutic Action.

This article develops the idea that hypnosis is an interactive phenomenon occurring in a relational matrix. A tripartite model for explicating this relational matrix is presented, which includes a discussion of transference, contemporary relationship factors, and the interaction of these to produce a sense of therapeutic alliance. These relationship factors are central to the therapeutic action of hypnosis as a vehicle to potentiate change and growth. The unique and specific contribution of each of these factors to the process of hypnotherapy and to therapeutic action is examined. Phenomenologically, this relational interaction is conceptualized as occurring in transitional space, shaped by processes of regression and attunement. From this perspective, the hypnotherapist is viewed as a kind of transitional object whose empathic presence contains and facilitates those interactive phenomena which evoke and balance the transferential and contemporary aspects of the relationship and which allow for uniquely evocative developmentally focused interventions in trance work. Several examples are presented from an ongoing case that demonstrate how these relational variables shape the hypnotherapeutic process and how they can be used for uncovering and self-examination, for structural maturation, for affect regulation, and for emerging ego mastery. The therapeutic action demonstrated relies on hypnotic interventions rooted in the various components of the relational matrix made possible by the clinician's awareness of and attunement to these and by hisor her informed and sensitive management of them and of his or her own intersubjectivity. Specific strategies are presented via these examples to effectively utilize this experience in the service of treatment goals.

Relationship Factors in the Theater of the Imagination: Hypnosis With Children and Adolescents.

This article examines the spatial and social nature of human relationships with children and adolescents in clinical hypnosis. Beginning with the unique way in which the phenomenon of rapport is intrinsic to the therapeutic uses of hypnosis and is distinct among other therapies, the stage is set for the importance of relational hypnosis. Through the use of case vignettes that illustrate developmental imperatives, relationship factors influencing the clinical interaction are demonstrated in practice. These include transference and countertransference, safety, embodiment, novelty, creativity, respect, trust, equality, being with, loving responses, synchronicity, and empathy. Hypnotic relating exists in a framework through which absorption in play and imagination evokes the child's resources and suggestions are made. In this receptive stance the personalized suggestions lead to an environment for positive change.

Play in the analytic setting: The development and communication of meaning in child analysis.

Child analysts increasingly appreciate that play can stand on its own as a mutative process. When the analyst shares a child's "play state," her participation creates a transitional space in which a therapeutic process is enhanced. During play, children experiment with new, improvisational ways of sharing and negotiating meaning between themselves and another. The child and analyst co-create a new lived-experience that can be organized and integrated into a different narrative about the child and his world. This paper demonstrates, through a clinical illustration, how the analyst's participation in play works therapeutically.

Treatment of Borderline Personality Disorder.

Findings from randomized controlled trials and meta-analyses suggest that there are several efficacious treatments for borderline personality disorder, including those based on cognitive behavior theories and psychodynamic theories. In addition, there are generalist and adjunctive approaches. These treatments and the corresponding evidence associated with each are described. It is concluded randomized controlled trials and meta-analyses suggest little to no difference between any active specialty treatments for borderline personality disorder; there are no differences between dialectical behavior therapy and non-dialectical behavior therapy treatments or between cognitive behavior-based and psychodynamic theory-based treatments. Thus, clinicians are justified in using any of these efficacious treatments.

Catching a Wave: The Hypnosis-Sensitive Transference-Based Treatment of Dissociative Identity Disorder (DID).

In this article, I will describe the way in which I work with enactment-prone dissociative patients in the transference. This approach requires an appreciation of the phenomena of hypnosis and the auto-hypnotic aspects of some forms of dissociation. Essentially, I learn from the patient and my interactions with the patient how hypnotic phenomena and auto-hypnotic defenses manifest themselves in the therapeutic relationship in order both to understand them and ultimately to bring them under conscious control. Because of the fluidity and turbulence of these states, I use the analogy of catching a wave, in which timing and balance are essential, albeit elusive factors in effecting a successful treatment. The importance of having experience with many patients, attending conferences, seeking supervision, and undergoing one's own therapy will be also discussed as important prerequisites for the clinician endeavoring to utilize this type of approach. This preparation, this quest for such a "balance," is modeled after the so-called tripartite model of training employed in psychoanalytic training institutes. I will offer clinical material to illustrate this approach, which I have described as "psychoactive psychotherapy." In such treatments, the clinician may be taken by surprise and is likely to be thrown "off balance" from time to time. The mutually shared understanding of such moments is essential to regaining clinical balance in the therapeutic setting, and can lead to if not create important turning points in the treatment process.

Hypnosis and Psychoanalysis: Toward Undoing Freud's Primal Category Mistake.

Hypnosis predates psychoanalysis, when autohypnotic pathologies were identified through the lens of hypnosis, and labeled "hypnoid hysteria" in the language of the day. The broad spectrum of disorders then subsumed under that term is still reflected in ICD-10's subset, "F44-Dissociative (Conversion) Disorders." Freud initially embraced both hypnoid hysteria and hypnosis, but came to abandon hypnosis and, by extension, hypnoid hysteria as well. Since that fateful decision, which I term herein Freud's "Inaugural Category Mistake," references to both hypnosis and hypnoid pathology largely vanished from the psychoanalytic mainstream, thereby neglecting conditions afflicting a significant portion of the mentally ill, and needlessly restricting the therapeutic repertoire of psychoanalysis. This contribution argues that psychoanalysis could best re-embrace hypnosis and hypnoid pathology together, as a related pair, and would benefit from doing so. Two examples of the differences of understanding and interventions such a rapprochement might encourage are offered: (a) how hypnoid pathology alters the transference and countertransference; and (b) how the appropriate use of hypnosis alters the nature of interpretation.

Hypnosis: A Psychodynamic Perspective.

The relationship between hypnosis and psychoanalysis has always been complex, and often acrimonious. When Freud abandoned hypnosis as both the foundation of his theory building and his clinical intervention of choice, the two approaches and the theories associated with them have often seemed separated by enormous rifts, theoretical, clinical, and political. Yet throughout their considerable estrangement for over more than a century, each has much to offer to the other. In this contribution, I briefly review efforts by psychoanalysts to conceptualize and understand hypnosis, offer an introduction to the relatively new post-modern intersubjective approach to psychoanalysis, and demonstrates how the relational concepts associated with that perspective can be of significant help in preparing patients for hypnosis, and in crafting interventions geared to the dynamics of the individual patient, which enhance the likelihood of clinical success. Key relational elements are illustrated with clinical vignettes.

ON BECOMING ABLE TO PLAY: INDIVIDUAL CHILD PSYCHOANALYTIC PSYCHODRAMA AND THE DEVELOPMENT OF SYMBOLIZATION.

In this paper, the authors analyze the relevance and transformative potential of individual psychoanalytic psychodrama in the treatment of children with severe impairments in symbolization. Central features of this modality, including promoting the representation of early traumatic experiences, are presented and discussed. Specific features include double-envelope containment of the co-therapists' group and play leader, consequent diffraction of the transference-determining portrayal, gradual integration, and initial figuration of coexisting split-off fragments. Drawing on in-depth clinical material, the authors show how psychodrama tempers the potentially traumatic effects of the encounter with the object, allowing these patients to access the transitional area of play.

[AIT (Adolescent Identity Treatment) - an Integrative Treatment Model for the Treatment of Personality Disorders]. / AIT (Adolescent Identity Treatment) ­ ein integratives Therapiekonzept zur Behandlung von Persönlichkeitsstörungen.

AIT (Adolescent Identity Treatment) - an Integrative Treatment Model for the Treatment of Personality Disorders Personality disorders are patterns of maladaptive personality traits that have an impact on the individual throughout the life span. Borderline Personality Disorder (BPD) is a very severe, but treatable mental disorder. Identity disturbance is seen as the central construct for detecting severe personality pathology - and, most notably, borderline personality disorder - in adults and adolescents. Crises in the development of identity usually resolve into a normal and consolidated identity with flexible and adaptive functioning whereas identity diffusion is viewed as a lack of integration of the concept of the self and significant others. It is seen as the basis for subsequent personality pathology, including that of borderline personality disorder. Although BPD has its onset in adolescence and emerging adulthood the diagnosis is often delayed. In most cases, specific treatment is only offered late in the course of the disorder and to relatively few individuals. Adolescent Identity Treatment (AIT) is a treatment model that focuses on identity pathology as the core characteristic of personality disorders. This model integrates specific techniques for the treatment of adolescent personality pathology on the background of object-relation theories and modified elements of Transference-Focused Psychotherapy. Moreover, psychoeducation, a behavior-oriented homeplan and intensive family work is part of AIT.

Borderline Personality Disorder: Therapeutic Factors.

Proponents of the now half-dozen major psychotherapeutic approaches tend to claim the superiority of their different approaches-known widely by their acronyms: CBT for Cognitive Behavioral Therapy, DBT for Dialectic Behavioral Therapy, MBT for Mentalization-Based Therapy, TFP for Transference- Focused Psychotherapy, and so on. The data thus far support the utility of each method, but do not show clear-cut superiority of any one method. A large percentage of BPD patients eventually improve or even recover, but these favorable results appear to derive from a multiplicity of factors. These include the personality traits of both patient and therapist, the unpredictable life events over time, the socioeconomic and cultural background of the patient, and the placebo effect of simply being in treatment. These latter factors constitute the contextual model, which operates alongside the medical model, each playing a role in eventual outcome. The contextual model will be discussed extensively in a separate article.

The Interactive Play and a Persuasive God: A Psychoanalytic Approach to Re-envisioning Pastoral Care and Counseling.

The purpose of this article is to present a sketch of a new image of pastoral care and counseling, which reflects the psychoanalytic understanding of the interacting transference and countertransference matrix, along with a process view of God in a mutually influencing relationship with creatures. A more effective approach in pastoral care and counseling can be conceptualized as the interactive play in which pastoral caregivers and receivers co-create a therapeutic relationship with their own past experiences and their creative capabilities. The interactive play is a concept of describing the mutually influencing relationship in the transference and countertransference interchange. The article introduces the concept of a persuasive God as a new image of pastoral care and counseling which includes aspects of the mutually interacting process in play.

Psicanálise e psicoterapia: o fator da sugestão no “tratamento psíquico” / Psychoanalysis and psychotherapy: suggestion as a factor in the “psychological treatment” / Psicoanálisis y psicoterapia: la sugestión como factor en el “tratamiento psíquico”

Resumo A noção de sugestão participa da fundação do campo psicanalítico e faz parte de seu vocabulário clínico. A rigor, pertence a sua pré-história, pois a história propriamente dita começa quando Freud abandona a hipnose. Em contrapartida, a explicação paulatina do fenômeno sugestivo foi sendo construída no decorrer da própria edificação teórica da disciplina freudiana, em particular depois de estabelecido seu vínculo com os conceitos psicanalíticos de transferência e de identificação. Esse percurso histórico permeado de reflexões imanentes, recorrentes e necessárias sobre o fenômeno, presentes desde o nascimento da psicanálise, tem seu apogeu em 1921, quando Freud, no trabalho sobre a psicologia das massas e análise do eu, chega a sua explicação definitiva. Levando em conta que a sugestão forma com a repetição e a resistência as três modalidades pelas quais se manifesta a transferência, este artigo busca apresentar subsídios para finalmente concluir com proposições sobre as diferenças clínico-epistemológicas fundamentais entre psicanálise e psicoterapia.(AU)

Abstract The notion of suggestion participates in the foundation of the psychoanalytic field and is part of its clinical vocabulary. Strictly speaking, such notion belongs to its prehistory, as the history of psychoanalysis only begins when Freud abandons hypnosis. However, the gradual elucidation of the suggestive phenomenon was built along the theoretical construction of psychoanalysis itself and, in particular, after establishing its link with the psychoanalytic concepts of transference and identification. This historical route (permeated by immanent, recurring and necessary reflections about this phenomenon that are present ever since the birth of psychoanalysis) has its peak in 1921, when Freud, in his work on group psychology and the analysis of ego, reaches its definitive explanation. Taking into account that suggestion forms, along with repetition and resistance, the three aspects through which transference manifests itself, this article seeks to present subsidies to finally conclude with propositions concerning the fundamental clinic-epistemological differences between psychoanalysis and psychotherapy.(AU)

Resumen La noción de sugestión participa en la fundación del campo psicoanalítico y es parte de su vocabulario médico. En sentido estricto, pertenece a su prehistoria, pues la historia comienza propiamente solo cuando Freud abandonó la hipnosis. En cambio, la explicación gradual del fenómeno sugestivo fue construyéndose durante la edificación misma de la disciplina freudiana, sobre todo después de establecer un vínculo con los conceptos psicoanalíticos de transferencia e identificación. Este recorrido histórico impregnado de reflexiones inmanentes, recurrentes y obligatorias sobre este fenómeno, presentes desde el nacimiento del psicoanálisis, tiene su punto álgido en 1921, cuando Freud, en el texto sobre la psicología de las masas y el análisis del yo, alcanza su explicación definitiva. Teniendo en cuenta que la sugestión junto con la repetición y la resistencia, forman las tres modalidades en que se manifiesta la transferencia, este artículo busca subsidios para finalmente concluir con proposiciones sobre las diferencias epistemológicas fundamentales entre la clínica psicoanalítica y la psicoterapia.(AU)

[Art-therapy in anorexia: the mediative elements?]. / Art-thérapie et anorexie mentale: quels objets médiateurs?

Art does not have any inherent curative property; it is used as a therapeutic medium. Three mediative elements, depending on their specificities, have a role to play in the intrapsychic and interpersonal transformation of the patient: the creation the art-therapist and the group of participants. This article looks at the different components of art-therapy used in the treatment of anorexia.

Sandplay therapy with couples within the framework of analytical psychology.

Sandplay therapy with couples is discussed within an analytical framework. Guidelines are proposed as a means of developing this relatively new area within sandplay therapy, and as a platform to open a wider discussion to bring together sandplay therapy and couple therapy. Examples of sand trays created during couple therapy are also presented to illustrate the transformations during the therapeutic process.

Approaches to psychotherapy for borderline personality: demonstrations by four master clinicians.

Several efficacious therapies for borderline personality disorder (BPD) now exist despite longstanding skepticism in the field regarding amenability to treatment. In this article, 4 master clinicians describe a brief interaction with an actress playing the part of a patient with BPD that occurred at the First Annual Meeting of the North American Society for the Study of Personality Disorders in Boston, April 2013. The approaches include dialectical behavior therapy, transference focused psychotherapy, mentalization based therapy, and good psychiatric management. The paper concludes with a discussion of what these approaches have in common, how they differ, and future directions for the treatment of BPD.

The use of empathy and transference as interventions in psychotherapy with attention deficit hyperactive disorder latency-aged boys.

Psychodynamic-oriented therapies are uniquely positioned to address the internal experiences of a child whose external presentation is consistent with an Attention Deficit Hyperactivity Disorder (ADHD) diagnosis, an area of treatment intervention that is conspicuously absent from common ADHD treatment modalities. This article presents two psychodynamic psychotherapy treatment interventions that demonstrate (1) the importance of empathy in the therapeutic relationship and (2) the use of transference in psychotherapy with ADHD children. Through the use of case examples, the use of empathy is demonstrated in developing the therapeutic alliance, facilitating the development of the child's reflective capacity on affective states, and organizing the child's affective experiences. The benefits of transference interventions with ADHD children are reviewed, and case examples are provided to demonstrate how the therapist worked with the idealized and mirroring transference. Interventions are presented in the context of Object Relations and Self-Psychology Theories.

What Child Analysis Can Teach Us about Psychoanalytic Technique.

Child analysis has much to teach us about analytic technique. Children have an innate, developmentally driven sense of analytic process. Children in analysis underscore the importance of an understanding and belief in the therapeutic action of play, the provisional aspects of play, and that not all play will be understood. Each analysis requires learning a new play signature that is constantly reorganized. Child analysis emphasizes the emergence and integration of dissociated states, the negotiation of self-other relationships, the importance of co-creation, and the child's awareness of the analyst's sensibility. Child analysis highlights the robust nature of transference and how working through and repairing is related to the initiation of coordinated patterns of high predictability in the context of deep attachments. I will illustrate these and other ideas in the description of the analysis of a nine-year-old boy.

Trasmitir saber-saber trasmitir / Transmit know-know transmit

Lo que hoy les propongo es un paso. Un paso de trasmitir un saber a un saber trasmitir. Les hablaré del psicodrama y el psicoanálisis, ya que es un psicodrama psicoanalítico y haré eso que puede considerarse un esfuerzo, de no hablarles de lo que sé del psicodrama, sino de lo que el psicodrama, y también en gran medida el análisis, me ha permitido saber.

What I propose to you today is a step. A step from transmitting knowledge to knowledge transmitting. I will talk to you about psychodrama and psychoanalysis, since it is a psychoanalytic psychodrama and I will do what can be considered an effort, not to tell you about what I know about psychodrama, but about what psychodrama, and also to a large extent analysis, has let you know.