Chapter 5 - Melanie Klein Flashcards

1
Q

Overview of Object Relations Theory

A
  • The Objections Relations Theory is built on careful observation of young children.
  • Klein stressed the importance of the first 4-6 months after birth.
  • Infant’s drives are (breast, penis, and vagina)
  • The child’s relation to the breast is fundamental and serves as a prototype for later relations to whole objects, such as mother and father.
  • Klein’s ideas tend to shift the focus of psychoanalytic theory from organically (biological) based stages of development to the role of early fantasy in the formation of interpersonal relationships.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Other Theories that put importance in the early Child-Mother experience:

A

Heinz Kohut (Self Psychology)- children develop a sense of self during early infancy when parents and others treat them as if they had an individualized sense of identity.

John Bowlby (Attachment Theory) - infants attachment to their mother as well as the negative consequences of being separated from their mother.

Mary Ainsworth (Categorization of Attachment styles) - developed a technique for measuring the type of attachment style an infant develops towards its caregiver.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

According to Heinz Kohut…

A

Children develop a sense of self during early infancy when parents and others treat them as if they had an individualized sense of identity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

John Bowlby

A

Infants attachment to their mother as well as the negative consequences of being separated from their mother.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Mary Ainsworth

A

Developed a technique for measuring the type of attachment style an infant develops towards its caregiver.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Melanie (Reizes) Klein: Birth and Death

A

Born: March 20, 1882, Vienna, Austria

Death: September 22, 1960, in London, United Kingdom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Ancestral Family of Klein

A

Father: Dr. Moriz Reizes
Mother: Libussa Deutsch

Distant with Father
Loved but suffocated by her Mother

Sidonie
- A sister 4 years older than Klein that she had a special fondness
- Taught Melanie Arithmetic and reading
- Died when Melanie was 4
- Melanie never moved on from her sister’s death

Emmanuel
- Brother, only got attached to him after Sidonie
- He was 5 years older than Melanie
- Idolized brother and used him as a standard for men
- He died when Melanie was 18

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Personal Marriage and Family Life

A
  • Married Arthur Klein (a close friend of her dead brother when she was 21)
  • Regretted getting married at 21 because it prevented her from becoming a physician
  • had three children with Arthur
  • They moved to Budapest, Hungary, where her husband was transferred
  • She met Sandor Ferenczi a member of Freud’s inner circle who introduced her psychoanalysis and treated Melanie when she became depressed when her mother died in 1914
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Interest in Psychoanalysis

A

1914 - Read Freud’s “On Dreams” (she liked it)
1914 - Her youngest child, Erich was born
Used Freudian Principles and Psychoanalysis on Erich
1919 - Melanie separated but had not yet divorced her husband.

After divorce: She contributed to psychonanalytic literature using her son.

Karl Abraham, a member of the Freudian circle, started to create a type of analysis with Klein…only to die 14 months later.

Before Klein, theories of child development were based on adults.

Discovery - both positive and negative feelings towards their mother and that the superego developed much earlier than Freud stated

1926 - invited to go to London by Ernest Jones to psychoanalyze his children and to conduct a series of lectures on child analysis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Later years

A

● Marked with division and controversy

● Anna and Sigmund Freud never accepted her techniques and emphasis on the importance of very early childhood experiences

● She and her daughter Melitta never got along and they conflicted a lot

● His older son Hans died from a fall. Melitta said it was suicide and blamed her motherIn 1946, the British Society accepted three training procedures developed a traditional method developed by Klein, A more advanced version by Anna Freud, and a more eclectic approach.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is object relations theory?

A

Focuses on the importance of relationships rather than drives.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are the three differences of object relations to the theory of Freud?

A
  1. Relationships over biology
  2. Maternalistic, focuses more on relationship of child and mother. Freud focuses more on Power of the Father

3.Human interactions is the primary motivator for humans unlike Freud who state sex.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Margaret S. Mahler

A
  • Concerned with the infant’s struggle to achieve autonomy and a sense of self

● Mahler was primarily concerned with the psychological birth of the individual that takes place during the first 3 years of life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Heinz Kohut

A

Concerned with the formation of the self

● Same with object relations theorists, he focused on the early mother-child relationship as the key to understanding later development.

● According to Kohut, infants require adult caregivers not only to gratify physical needs but also to satisfy basic psychological needs. In caring for both physical and psychological needs, adults, or selfobjects, treat infants as if they had a sense of self.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

John Bowlby

A

Concerned with the stages of anxiety

Bowlby’s attachment theory also departed from psychoanalytic thinking by taking childhood as its starting point and then extrapolating forward to adulthood (Bowlby, 1969/1982, 1988).

● Bowlby firmly believed that the attachments formed during childhood have an important impact on adulthood.

● The origins of attachment theory came from Bowlby’s observations that both human and primate infants go through a clear sequence of reactions when separated from their primary caregivers.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Mary Ainsworth

A

Concerned with the different styles of attachment

17
Q

Mother of psychoanalysis and object relations theory

A

Melanie Klein

18
Q

Freud of psychoanalysis and object relations theory

A

Sigmund Freud

19
Q

Infants do not begin life with a blank slate but with an inherited predisposition to reduce anxiety, they experience as a result of the conflict produced by the forces of the life instinct and the power of the death instinct.

A

Psychic Life of the Infant

20
Q
  • Psychic representations of unconscious id instincts; they should not be confused with the conscious fantasies of older children and adults.
  • They are physical sensations that are perceived as relationships with things that create those feelings. They are the mental representation of the somatic occurrences in the body that make up the instincts.
A

Phantasies

21
Q
  • humans have innate drives or instincts, including death instincts
  • relations are with the mother’s breast, but very soon interest develops in the face and in the hands which attend to his needs and gratify them.
A

Objects

22
Q
  • Klein pointed out that children always struggle with the inherent conflict between their life and death urges.
  • how newborns organize their experiences
  • Internal and external things
  • represent regular social growth.
  • two types
A

Positions

23
Q

● An infant has a connection with both the good and poor breasts throughout the first few months of life.

● The infant’s impressionable ego is in danger of dying out due to these alternating feelings of satisfaction and displeasure.

● The infant’s desire to control the breast by consuming and protecting it coexists with dreams of ruining the breast brought on by the infant’s destructive instincts.

● The ego splits itself, keeping some of its life and death impulses while diverting some of both instincts onto the breast in order to endure both of these feelings toward the same thing at the same time.

  • come into focus during the period of three to four months of the child’s life. The ego’s experience of the outside world is at this point personal and imaginative rather than factual and realistic.
A

Paranoid Schizoid Position

24
Q

● Infants begin to learn about the world in general and are aware that a person can be both good and bad.

● The infant’s ego is starting to develop and is able to control its own negative
emotions instead of projecting them outside.

● As the ego of infants mature, they will also have come to realize that their mothers will be gone forever.

● Infants often sense the urge to shield their mothers from getting harmed, but they also recognize that they lack the physical strength to do it.

● The fear of losing a loved one and the guilt associated with wanting to destroy something an infant possesses during their fifth or sixth month of life.

A

Depressive position

25
Q

Mechanisms to protect their ego against the anxiety aroused by their own destructive fantasies.

A

Psychic Defense Mechanisms

26
Q
  • Infants imagine incorporating their perceptions and experiences of external objects—originally the mother’s breast—into their bodies.
A

Introjection

27
Q
  • The fantasy that one’s own feelings and impulses actually reside in another person and not within one’s body.
  • It allows people to believe that their own subjective opinions are true.
A

Projection

28
Q
  • Infants can only manage the good and bad aspects of themselves and of external objects by keeping apart incompatible impulses.
  • Infants develop a picture of both “good me” and “bad me” that enables them to deal with both pleasurable and destructive impulses toward external objects.
  • Can have either a positive or negative effect on the child.
A

Splitting

29
Q
  • Infants split off unacceptable parts of themselves, project them into another object, and finally introject them back to themselves in a changed or distorted form.
  • Exerts a powerful influence on adult interpersonal relations.
A

Projective identification

30
Q
  • incorporating (introjecting) aspects from the external world and organizing those introjections to form a psychologically meaningful framework or concept.
A

Internalization

31
Q
  • reaches maturity at an earlier stage than Freud had assumed
  • senses both the destructive and loving forces and manages them through splitting, projection, and introjection
  • the most unorganized at birth, yet it is strong enough to feel anxiety, use defense mechanisms, and form early relations in both phantasy and reality.
  • evolve with the infant’s first feeding experience when a good breast fills the infant with milk, love, and security. Infants also experience bad breast—the one that does not give milk, love, and security.
A

Ego

32
Q
  • differs from Freud’s in three aspects— first, it emerges much earlier in life; second, it is not the outgrowth of the Oedipus complex; and third, it is much more harsh and cruel.
    ● Children have destructive instincts, which are experienced as anxiety.
    ● To avoid this anxiety, the child mobilizes libido (life instinct) against the death instinct.
    ● Klein did not agree with Freud’s concept that the superego is a consequence of the Oedipus complex. Instead, she insisted that it goes along with the Oedipus complex and emerges as a realistic instinct after the Oedipus complex is resolved.
A

Superego

33
Q
  • begins in the early months of life, overlapping the oral and anal stages, and reaches its peak at the genital stage around ages 3 to 4.
    ● Klein believed that the most essential part of the this is children’s fear of relationships with their parents and of the fantasy of emptying the parent’s body.

● Klein emphasized the significance of retaining positive feelings toward both parents during the these years.

● Klein suggests that during its early stages, this serves the same need for both genders: to form a positive attitude toward the gratifying object (breast or penis) and avoid the terrifying object (breast or penis).

● At this point, either gender can give their love alternately or simultaneously to each parent. Thus, children are able to have both homosexual and heterosexual relationships with both parents.

● Like Freud, Klein also assumed that girls and boys would later develop this.

A

Oedipus complex

34
Q

● Under less ideal circumstances, the girl will see her mother as a rival.

● Klein believes penis envy comes from the little girl’s wish to internalize her father’s penis and receive a baby from him. Contrary to Freud’s theory, Klein had no evidence that the little girl blames her mother for bringing her to the world without a penis. Instead, Klein suggested that the little girl would have a strong attachment to her mother throughout the period.

A

Female Odepius complex

35
Q

● Like the little girl, the boy also sees his mother’s breasts as “good and bad.” And then, during the early months, the boy will shift his oral desires from his mother’s breasts to his father’s penis. This time, the little boy is in his “feminine position.” The boy must have a good feeling for his father’s penis first, before he can value his own.

● As the boy matures, he develops oral-sadistic impulses towards his father and wants to bite off his penis and murder him. These feelings result in castration anxiety that his father will retaliate against him by biting off his penis. This fear will convince the little boy that sexual intercourse with his mother will cause him harm. The boy also sees his parents as whole objects, which helps him to make it through a depressive position. At this point, through castration anxiety, the Oedipus complex is resolved.

A

Male Odepius complex

36
Q

● A technique used by Klein for children to express their conscious and unconscious thoughts to playing

A

Play therapy