分离个体化的前三个阶段
作者:格丽特·马勒
翻译:柯晓燕 Leo Chen
Mahler M. S. (1972). On the first three subphases of the separation-individuation process. The International journal of psycho-analysis, 53 ( Pt 3), 333–338.
Freud—two pillars of psychoanalytic metapsychology. The first is that, at the time of his biological birth, the human being is brought into the world in an immature state. (This is due to the fact that the over-development of his CNS requires a large cranial cage.) Hence he is at first absolutely, and remains later on—even 'unto the grave'—relatively dependent on a mother.
I have based this presentation upon two thoughts of弗洛依德曾经有过两个说法,这两个说法也构成了精神分析的两大支柱。其一是,自出生起,人类就以不成熟的状态进入这个世界的(这主要是因为个体中枢神经系统发育需要一个过程)。因此,起初他对母亲是绝对依赖的,之后这种依赖会持续到死亡,但是之后的依赖会是相对的。
The second Freudian tenet, which is probably a result of the first, is his emphasis that object relationship—i.e. one person's endowing another with object libido—is the most reliable single factor by which we are able to determine the level of mental health on the one hand and, on the other, the extent of the therapeutic potential.
第二个说法,可能是第一种说法的结果,一个人将客体力比多投注在另一个人身上的能力,也即,客体关系是我们评估一个人心理健康水平及治疗难度的最可靠判断要素。
Object relationship develops on the basis of, and pari passu with, differentiation from the normal mother.infant dual unity, which Therese Benedek (1949) and I, independently of each other, have designated as the normal phase of human symbiosis(Mahler & Gosliner, 1955).
我和特丽莎.贝内德克(Therese Benedek)不约而同的提出了“人类共生阶段”这个说法(Mahler & Gosliner, 1955),我认为客体关系是是从母婴共生中分化出来的。
'Growing up' entails a gradual growing away from the normal state of human symbiosis, of 'one-ness' with the mother. This process is much slower in the emotional and psychic area than in the physical one. The transition from lap-babyhood to toddler-hood goes through gradual steps of a separation-individuation process, greatly facilitated on the one hand by the autonomous development of the ego and, on the other hand, by identificatory mechanisms of different sorts. This growing away process is—as Zetzel, Winnicott and also Sandler & Joffe indicate in their work—a lifelong mourning process. Inherent in every new step of independent functioning is a minimal threat of object loss.
情感和心理意义上,比生理意义上要缓慢得多。一个孩子从会坐到会走之间,经历了一个渐近的分离个体化过程,这个过程一方面被自我的自主功能发展所推动,另一方面是被不同的识别机制所推动。正如Zetzel,温尼科特以及Sandler & Joffe在他们的著作里指出的,而在独立/成长的道路上个体每往前迈一步,都会产生一个比较小的客体丧失威胁,成长是一个终身的哀悼过程。
“成长”意味着个体逐渐摆脱与母亲“融合”的共生状态。这个过程,就Following my work with a few psychotic latency children, whom I tried to help with the traditional child analytic method in Vienna back in the 1930s—and on the basis of engrams left in my mind as a paediatrician and head of a well-baby clinic, after having studied tics and early infantile psychosis from the early 1940s on—I decided to look more closely at the fountainhead—to examine the phenomena that those two Freudian thoughts I mentioned earlier entail. I decided to study the earliest average mother.infant and mother.toddler interaction in situ.
1930年代我在维也纳尝试曾使用经典儿童精神分析法治疗具有精神病风险的儿童,也担任儿科医生和儿童门诊负责人,20世纪40年代初我开始研究抽搐和儿童精神病时,我计划对前面提到的两个弗洛伊德说法开展更深入的研究。最后我将研究领域细化在在母亲-婴儿常规互动和母亲-学步期孩子的常规互动上。
The biological birth of the human infant and the psychological birth of the individual are not coincident in time. The former is a dramatic and readily observable, well-circumscribed event; the latter, a slowly unfolding intrapsychic process.
生物学意义上的人类婴儿出生与心理意义上的出生在时间上并不一致。前者是一个时间点非常明确、引人注目的、易于观察的事件,而后者则是一个缓慢的心理过程。
For the more or less normal adult, the experience of being both fully 'in' and at the same time basically separate from the 'world out there' is among the givens of life that are taken for granted. Consciousness of self and absorption without awareness of self are the two polarities between which we move, with varying ease and with varying degrees of alternation or simultaneity. This too is the result of a slowly unfolding process. In particular, this development takes place in relation to (a) one's own body, and (b) the principal representative of the world, as the infant experiences it, namely the primary love object. As is the case with any intrapsychic process, this one reverberates throughout the life cycle. It is never finished; it can always become reactivated; new phases of the life cycle witness new derivatives of the earliest process still at work (cf. Erikson, 1968). However, the principal psychological achievements in this process take place, as we see it, in the period from about the fourth or fifth to the 30th or 36th months of age, a period that we refer to—at Dr Annemarie Weil's helpful suggestion (personal communication)—as the separation-individuation phase.
对于正常的成年人来说,完全“融入”“外部世界”,同时保有“世界”与自己是分开的体验,被视为生命理所当然的馈赠之一。“沉浸在自我感受中“与“忘我的专注”以共存或交替的方式存在于我们身上,伴随着程度的变化。这也是个人心理逐渐发展的结果。特别是,这种发展过程发生在(a)自己的身上和(b)自己关注的人上,比如婴儿主要关注对象是母亲。与任何心理过程一样,这种交互影响贯穿 “我们”一生。它永远不会结束,它总是可以重新激活,生命的每个新阶段都会见证了这个过程的重复(参见埃里克森,1968)。然而,正如我们所见,这个过程的主要模式主要形成在孩子4、5个月到2岁半至三岁之间,在安妮玛丽·威尔医生(Annemarie Weil)的建设性提议下,我们将这个阶段称为分离个体化。
In the course of our rather unsystematic naturalistic pilot study, we could not help but take note of certain clusters of variables at certain crossroads of the individuation process, insofar as they repeated themselves. This strongly suggested to us that it would be to our advantage to subdivide the data that we were collecting on the intrapsychic separation and individuation process, in accordance with the repeatedly observable, behavioural and other surface referents of that process. Our subdivision was into four subphases: differentiation, practising, rapproachement, and 'on the way to libidinal object constancy'. (The timing of these subphases is still inaccurate, and we are still working on the timetable as we go along with the processing of our data.)
意识到世界并不如意、和建立客体恒常性期。(目前划分这些子阶段的时间节点还不明确,我们还努力处理数据以求划出清晰的时间节点。)
在我们相当不系统的以观察为主的研究过程中,个体化开始出现分岔的时候,有一些变量总是会重复出现,导致我们不自觉地留意到这些变量。这有力地向我们表明,依照行为上的和其他可重复观察到的现象,对我们收集到的分离个体化的数据进行细分会是一件非常有价值的事情。我们最后将分离个体化细分为4个子阶段:分化萌芽期、探索期、I should also mention in passing that I have described an objectless phase: the phase of normal autism, and the phase corresponding to Anna Freud's 'need-satisfying' and Spitz's 'pre-object' phase—which I like to call the symbiotic phase. Both these precede the first subphase of separation-individuation—that of differentiation.
在过去我提到的一个无客体的阶段—正常自闭期,这个阶段对应着与安娜∙弗洛依德的“需求满足”、斯皮茨的“前客体”阶段,我倾向于将之称为共生阶段,不论是我的还是安娜等人所指的所有这些都是指分离个体化的第一个子阶段,即分化萌芽期。
第一个阶段:分化萌芽期
At about four to five months of age, at the peak of symbiosis, the behavioural phenomena seem to indicate the beginning of the first subphase of separation-individuation—called differentiation. It is synonymous in our metaphorical language with 'hatching from the mother.infant symbiotic common orbit'. During the symbiotic months, through that activity of the pre-ego, which Spitz has described as coenaesthetic receptivity, the young infant has familiarized himself with the mothering half of his symbiotic self, indicated by the unspecific, social smile. This smile gradually becomes the specific (preferential) smiling response to the mother, which is the supreme sign that a specific bond between the infant and his mother has been established.
在大约在孩子4、5个月大,共生高峰期时,一些行为显示了分离个体化的第一个子阶段,即分化期开始出现了,代表着于“从母婴共生状态中孵化出来”。在共生的这的几个月里,通过前自我的活动,Spitz称之为感觉接受能力,婴儿借助共生中被母亲照料的那一半熟悉了自己,表现出不特定的社交微笑,渐渐的变成(优先)对母亲产生了特定的微笑反应,这是婴儿和母亲之间建立特定联系的最好证明。
When inner pleasure, due to safe anchorage within the symbiotic orbit—which is mainly entero-proprioceptive and contact perceptual—continues, and pleasure in the maturationally increasing outer sensory perception stimulates outward-directed attention cathexis, these two forms of attention cathexis can oscillate freely (Spiegel, 1959); (Rose, 1964). The result is an optimal symbiotic state, out of which smooth differentiation—and expansion beyond the symbiotic orbit—can take place. This 'hatching' process is, I believe, a gradual ontogenetic evolution of the sensorium—the perceptual-conscious system—which leads to the infanttoddler's having a more permanently alert sensorium, whenever he is awake (cf. also Wolff, 1959).
在共生的安全氛围中,主要是肢体接触带来的感知和肠本体感觉所带来的愉悦在个体内部持续存在,以及外部刺激逐渐成熟的外部感官给个体带去的愉悦,所导致的注意力投注,这两种形式的专注可以自由振荡((Spiegel,1959;Rose,1964)。结果是一种最佳的共生状态,在这种状态下,共生状态之外的分化被拓展出来,并且平稳发展。我认为,这一“孵化”过程是一个个体的感觉-知觉-意识系统逐渐发育的过程,这也预示着婴儿-学步期儿童,在醒着时,有一个持续存在的敏锐感官系统(参见Wolff,1959)。
In other words, the infant's attention—which during the first months of symbiosis was in large part inwardly directed, or focused in a coenaesthetic and somewhat vague way within the symbiotic orbit—gradually gains a considerable accretion through the coming into being of a perceptual activity that is outwardly directed during the child's increasing periods of wakefulness. This is a change of degree rather than of kind, for during the symbiotic stage the child has certainly been highly attentive to the mothering figure. But gradually that attention is combined with a growing store of memories of mother's comings and goings, of 'good' and 'bad' experiences; the latter were altogether unrelievable by the self, but were predictably relieved by mother's ministrations.