Language, Transference, and the Developmental Context in Child Analysis

Abstract

The meaning of silence and its effect on the transferential relationship in child analysis are examined through the analysis of a ten-year-old boy. Silence is treated as a multiply determined symptom whose origins can be found in the early parent-child relationship but whose meaning is reworked and intertwined with wishes, both libidinal and aggressive in nature, that are aroused during later developmental phases. Silence is conceptualized as a powerful linguistic communication, for once sound is united with meaning, there can be no blank silence. Although silence also serves to defend against the expression of forbidden wishes, it cannot be treated purely as resistance; it is a defining boundary of the arena in which the patient has to be engaged in order for the analysis to proceed. The question of whether the patient needs to speak for the work of interpretation to be mutative is also addressed.

Significant Factors in The Development of Elective Mutism: A Single Case Study of a 5 Year‐Old Girl

“…Spoken language plays a critical role in the process of separation–individuation. Speech develops at the point where the child's bodily intimacy with mother becomes less significant: ‘As noted, language advances the mastery of bodily states; it also connects the child with the world outside the primary maternal relationship’ (Weinstein, , p. 356). Speech also helps the child to master the loss of the accompanying feelings of omnipotence and safety.…”

“…As Weinstein summarized:

Silence is treated as a multiply determined symptom whose origins can be found in the early parent–child relationship but whose meaning is reworked and intertwined with wishes, both libidinal and aggressive in nature, that are aroused during later developmental phases. (Weinstein, , p. 354)

…”

Contemporary views on selective mutism

“…Kreiranje tretmana SM-a podrazumeva izbegavanje slobodnih asocijacija ili odgovore na pitanja, zbog inhibiranosti u govoru i verbalnom izražavanju. Pritisak da se komunicira je zamenjen aranžiranjem relaksirajuće, neobavezujuće atmosfere koja omogućava da terapijske intervencije budu efikasne (Weinstein, 2001). Psihodinamska shvatanja podrazumevaju da SM, odnosno tišina u komunikciji koju deca ispoljavaju, ima nesvesni simbolički smisao čijim otkrivanjem (kroz interpretacije terapeuta) poremećaj treba da nestaje.…”