Cortina Mauricio
5 Sunnyside Rd., Silver Spring, MD 20910. E-mail:
Psychoanal Rev. 2016 Dec;103(6):793-817. doi: 10.1521/prev.2016.103.6.793.
Although contemporary psychoanalysis is split into different schools and traditions, there is growing support for some of the main tenets of contemporary psychodynamic thinking from attachment theory, infant research, developmental psychopathology, new models of motivation, the neuroscience of emotions and emotional regulation, and the discovery of different implicit and explicit memory systems. These tenets, which psychodynamic clinicians of all stripes encounter in their daily work with clients, are the following: (1) that large footprints are left over from infancy and childhood which involved insensitive, intrusive, frightening, or shaming care; (2) the carryover of these relational experiences into adulthood are expressed as unconscious expectations and attributions we make of others (transference and countertransference; (3) defensive processes and emotional regulation and deregulatory patterns develop to cope with these unhealthy relations. Many findings from infant research, attachment theory, and new models of motivation and neuroscience have developed alongside the intersubjective and relational turn in psychoanalysis in the last sixty years. To different degrees this new developmental science has been incorporated into the relational field. This essay is a plea to incorporate this new science in the teaching of psychodynamic psychotherapy in order to create a dialogue among different relational and intersubjective traditions in psychoanalysis that could reduce the splintering and support efforts toward integration.
尽管当代精神分析学已分裂为不同的流派和传统，但依恋理论、婴儿研究、发展性精神病理学、新的动机模型、情绪及情绪调节的神经科学，以及不同内隐和外显记忆系统的发现，为当代精神动力学思想的一些主要信条提供了越来越多的支持。这些信条是各类精神动力学临床医生在日常与来访者的工作中都会遇到的，具体如下：（1）婴儿期和童年期如果经历了冷漠、侵扰、可怕或羞辱性的照料，就会留下深刻的印记；（2）这些关系体验会延续到成年期，表现为我们对他人无意识的期望和归因（移情和反移情）；（3）为应对这些不健康的关系，会形成防御过程、情绪调节及情绪失调模式。在过去六十年里，婴儿研究、依恋理论以及动机和神经科学新模型的许多发现，是与精神分析学中的主体间性和关系转向同步发展的。这种新的发展科学在不同程度上已被纳入关系领域。本文呼吁将这一新科学纳入精神动力学心理治疗的教学中，以便在精神分析学的不同关系和主体间传统之间开展对话，从而减少分裂，并为整合提供支持。
