Winnicott's famous sentence: "Hiding is fun, but never being found is a disaster." (cited in Chabert, 2008); Winnicott tells us that the adequate and appropriate interventions of the mother, who will accompany the play that the child plays in his potential field, and that, in fact, all these games help the child to find and reveal what is perhaps hidden within himself and his parent through various games, and that the interaction between these two subjects provides an appropriate resonance for the child and that it is still being formed in the child. It may also provide guidance regarding the development of the real self, which is present but not revealed, and the interaction processes regarding character formation.
In the context of Masterson's studies, Freud's structural model refers to it as "ich", translated into English as "ego". The word meaning “I” in German has a broader content than ego; He claims that the "I", the ego and the self, realize the parallel and mutually supporting potentials and create the self and the ego functions. On the other hand, the self defined by Jung is the primordial image or archetype that has existed from the beginning and emphasizes the person's need for uniqueness, integrity and maximum desires. Here, Jung's definition of self is more accurate (Masterson, 1988).
However, Freud wrote little about the nature of "character" formation. He was generally interested in symptom formation and neurotic conflict. The three-part organization of the mental apparatus, the basic structure of structural theory, presupposes the existence of a stable, coherent and functional self-identity or self-structure; In psychopathological situations, this structure is superimposed by a series of neurotic defenses and conflicts that manifest themselves clinically in the form of symptoms, inhibitions and psychoneuroses. Therefore, the ego or “I” of the structural theory is built on the basis of a complete (solid) and functional self (Klein, 1989, p.30).
The understanding of the development of personality disorders does not accept or accept such a structure. It does not rely on structure. Indeed, for object relations and self theorists, it is the failure to form a stable, consistent, separate and individuated self that defines the problem that lies at the heart of personality disorders (Klein, 1989, p. 31).
Erikson (1968) stated the dual inseparable nature of the self-ego as follows: “It can be said that identity formation has a self attitude and an ego attitude. What might be called self-identity emerges as a result of experiences of temporarily obscured (secondary) selves that are successfully reintegrated into a set of roles and at the same time secure social acceptance. When discussing the synthesizing power of the ego in its central psychosocial light, you can talk about ego identity. Likewise, self-identity can be mentioned where the integration of one's self-role designs is a matter of discussion (cited in Masterson, 1985, p. 32).
Erikson, (1968) talks about the dual and inseparable nature of the self-ego. Ego identitypoints to the synthesis power of the ego in the light of its central psychosocial function.Self identity is the integration of the individual's own role images. When he tries to perceive himself as "uniformity" in matter and "continuity" in time, he talks about his "self" identity rather than his ego identity (cited in Masterson, 1985, p. 33).
"The Real Self", published by Masterson in 1985, added one of the most basic foundations to the main executive elements of Masterson's approach and led to a broad expansion on this subject. At this point, it was seen that the developmental processes that Masterson emphasized sensitively shifted from issues around the ego to issues related to the self. Here, he was talking about self-processes that do not exclude the ego but will only guide the functionality of the ego and proceed together with the ego in a dominant process.
Similarly, while Winnicott's false self covers all forms of social-self interaction, Masterson's false self is the parent. It emerged as a result of interaction between children. So much so that when the child was creating his own self, he put the needs of his parents instead of his own needs. In this case, the true self of the child, whose harmony between the caregiver and the baby is disrupted and damaged by neglect and abuse, is no longer experienced as an effective platform on which to negotiate the relationship. where this is e, the child begins to rely on internalized, false self-defensive object relations units as modes of functioning necessary to establish a relationship with the other. In fact, the creation of these false self-constructions is present in all self-disorders, but the representational contents of the internalized object relations units of each disorder are different, each disorder reflecting the consequences of its own unique caregiver/child relationship modes. What kind of self disorder the child will experience in the future depends on the internalization of these attachment models as well as the child's innate temperament and what life brings (Klein, 1989, p. 31).
Object relations theorists generally focus on the mature object design of the self and the libidinal object. They focused on ways to separate from the object and maturely connect to the object while moving towards continuity. Self theorists have focused on the ways in which the self becomes individuated and autonomous as it moves toward mature self-object relationships and the libidinal self-continuum. From a developmental object relations perspective, these perspectives appear to be two sides of the same coin (Klein 1989).
Although Mahler's clinical contribution is centered on the examination of the child's development as he progresses towards libidinal object permanence, the subject at the heart of Kohut's clinical contribution is It was the study of the development of the individual moving towards the continuity of the libidinal self. Kohut was the first to look at the other side of the coin, thus turning attention away from the capacity to love and hate the object and towards the development of self-regulatory, autonomous functions and capacities of the self (Klein, 1989).
Managing emotions and the art of soothing oneself. is a basic life skill. Psychoanalytic thinkers consider this one of the most important psychic tools. According to the theory, emotionally healthy babies; They learn to apply the self-soothing styles of their caregivers to themselves and are less damaged by the emotional ups and downs of the brain (Kohut, 2004, p. 107). Kohut's interest is focused primarily on the origins and evolution of the capacities for self-calming, self-acceptance, self-activation, self-assertion, creativity, and self-esteem regulation. A more general In other words, self-psychology focuses on the achievement of libidinal self-continuity, that is, the entire self-experience that remains stable, predictable, autonomous and continuous over time and despite changing emotional valences (Klein, 1989, p.32).
The concept of "true self", which Masterson points out when examining the entire identity of an individual, is a healthy personality development and development that includes mature separation, attachment, individuation and autonomy skills, that is, the experience of the self with others and alone, and the integration of these skills into the general personality structure.
From time to time, a mistake has been made as if Masterson's "real self" is the same as Winnicott's "true self" concept, but in fact, the concept of real self has been used in both clinical studies and clinical studies. It can also be applied more broadly clinically in treatment interventions. Winnicott's concept of the "true self" refers to the subjective experience in which the individual recognizes his own individuating needs, desires and actions as distinct from the needs, desires and actions of others, that is, other people in general and society, and gives them the right weight. Masterson's true self places this concept within an integrated theory that determines the specific developmental tasks that must be fulfilled and learned on the way to libidinal object and self continuity. In this comprehensive model, the true self, or healthy personality base, relates to the world through an alliance with a healthy, reality-based ego structure. Clinically, the individual feels a sense of continuity, stability, and reciprocity in his or her experience of self with others or alone; His commitment to others is mature and he self-regulates comfortably (Klein, 1989).
At this point, it will be useful to explain the self-capacities and to detail the essential contributions of each item in the development of the true self in Masterson's approach below. The Self passes through the following stages and reaches wholeness and autonomy, acquiring all of the vital capacities or self-functions.
The Self of Affect Equanimity and Affective Vividness:The capacity to feel emotion deeply, vividly, enthusiastically, strongly, excitedly and spontaneously.
Self Entity:Perception as a result of early experiences strengthened by the parents' acceptance and support of the emerging self; The self is convinced that it has acquired the appropriate experiences of authority and will and the right to acquire the environmental bond necessary to acquire these objects. It is the acquisition of the will to reveal the self with all its being.
Self Activation and Self-Approval and Support: One's own unique individuation The capacity to use independence, initiative, and power of consent to identify and define desires and to take autonomous initiatives to express them in real life, to support them, and to defend them when attacked. This approval is a tool to ensure adequate self-esteem.
Acceptance of Self-Activation and Ensuring Self-Confidence: The person's self is an affective state and/or or identifies and acknowledges that he/she has dealt with both environmental issues or interactions in a positive and harmonious manner. This acceptance is a driving force for appropriate self-confidence to act independently.
Self-Competence Capacity; 'Emerging self' support and parental support This perception, emerging from early competence experiences based on acceptance, enables the self to gain competence in distinguishing experiences of pleasure and mastery, as well as the environmental inputs necessary to acquire these objects. This perception is severely deficient in borderline and schizoid patients and is pathologically formed in narcissistic self disorders.
Confirmation of Self-Activation and Maintenance of Self-Esteem; In two senses, it is the individual's self-determination and acceptance of his/her self-state, and overcoming an emotional state, an environmental problem or a task in an adapted positive attitude.
Relieve Sad Emotions
Read: 0
