Obsessional phenomena and the development of imaginative competence

Holmes, Jeremy

doi:10.1111/j.2044-8341.1982.tb01493.x

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…He viewed 'true symbolism' as the product of repression -so this would be revealed in the transference symptoms and dreams; while poetry would be an instance of sublimation, symbolism only in what Jones calls`its widest sense'. In line with this, I would argue that the capacity to respond to poetry and comprehend transference depends on the development of 'imaginative competence' ( Holmes 1982). In line with this, I would argue that the capacity to respond to poetry and comprehend transference depends on the development of 'imaginative competence' ( Holmes 1982).…”

Section: Metaphor and Transferencementioning

confidence: 86%

“…In Rycroft's (1968) discussion of the Jones paper he proposes that symbol-formation be seen as a general psychological function, not as an expression of psychopathology. In line with this, I would argue that the capacity to respond to poetry and comprehend transference depends on the development of 'imaginative competence' ( Holmes 1982). This faculty evolves in the course of childhood, starting with the linguistic and imaginative freedom of the toddler and young child in which phantasy and reality are not yet separated, and continuing into adolescence with the development of the autonomous imagination.…”

Section: Metaphor and Transferencementioning

confidence: 95%

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The Language of Psychotherapy: Metaphor, Ambiguity, Wholeness

Holmes¹

2004

Brit J Psychotherapy

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Psychoanalysis is approached from the perspective of linguistics. It is argued .hat analysis is concerned with a type of communication different in nature and logic from that of the natural sciences. The characteristics of analytic language are illustrated by comparing poetry and psychoanalysis. Transference is discussed as a special type of metaphor; ambiguity is seen as an intrinsic aspect of aesthetic language; wholeness is held to be a goal of both therapy and the arts. The relevance of this view to recent findings in neurophysiology and ethology is discussed. IntroductionPsychoanalysis has two faces. One is public, outer, claiming a place in the mainstream of scientific-rational medical culture. The other is the reverse: private, inner, courting the arts rather than the sciences, but conscious as it does so that this may, by the procrustean rules of our cultural divide, disqualify its outer aspirations. This ambiguity has internal and external repercussions. Critics have seized on the outer surface of psychoanalysis and sought to show that it does not measure up to the rigorous standards expected of a true science. Farrell (1981), for example, in a recent book, invokes a psychology of common-sense like Jane Austen's as an antidote to Freudian metapsychology. Psychoanalysts and their supporters often feel confused by this miscomprehension and have been tempted to retreat into their esoteric world, claiming as they do so that critics such as Farrell, with little direct analytic experience, have missed the point. They might, before disappearing into their consulting rooms, also remark that it is the very breakdown of commonsense solutions to their problems that drives people to seek help; that what we call`common-sense' is a complex and mature psychological state, one certainly not possessed by infants and small children; and that Freud's stated aim of therapy, 'where it is, there ego shall be', might be seen precisely as an attempt to replace the uncommon and unbridled sensation of neurosis with the common-sense of normality.The main internal repercussion of this ambiguity in psychoanalysis is that it n longer has an agreed and secure theoretical base. For Freud this was biological

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Section: Metaphor and Transferencementioning

confidence: 86%

Section: Metaphor and Transferencementioning

confidence: 95%

The Language of Psychotherapy: Metaphor, Ambiguity, Wholeness

Holmes¹

2004

Brit J Psychotherapy

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“…E, pelo fato da instância moral estar em formação nesse período da vida, a culpa pode atingir o nível inconsciente e se manifestar por meio de sintomas. Holmes (1982), por sua vez, afirma que a manifestação dos sintomas obsessivos se configura como um fenômeno comum entre oito e doze anos de idade e, inclusive, alguns casos de neurose obsessiva propriamente ditos também começam a aparecer por volta dessa idade. Lembra-se que o "Homem dos lobos" passa da fobia à obsessão justamente nessa idade.…”

Section: Origem E Desenvolvimentounclassified

“…É nessa fase, também, que a linguagem se desenvolve, o que possibilita à criança entrar em contato direto com outras pessoas, sem que a mãe faça o papel de mediadora. Holmes (1982) traça um paralelo entre esta fase e aquela que Piaget (citado por Holmes, 1982) define como a responsável pela perda do egocentrismo, por volta dos dez anos, quando a criança consegue ver a si mesma e a sua família sob diferentes pontos de vista.…”

Section: Origem E Desenvolvimentounclassified

Neurose obsessiva na infância - contribuições psicanalíticas

et al. 2014

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“…This, in my view, follows from the general aim of psychotherapy which is to enhance the autonomy of the patient (Holmes & Lindley, in preparation). The imaginative leap required for discovery contributes to the development of imaginative competence (Holmes, 1982) which is a precondition of autonomous action. This is not to argue that any act of discovery is necessarily therapeutic.…”

Section: Discoverymentioning

confidence: 99%

Teaching the psychotherapeutic method: Some literary parallels

Holmes¹

1986

British Journal of Medical Psychology

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There is a need for a theoretical account of the psychotherapeutic process or method, as distinct from psychotherapeutic or psychoanalytic theory itself. A four-stage model is presented which attempts to delineate the elements of the psychotherapeutic method: structure, space, discovery and description. This account puts discovery as the central theme in psychotherapy. The psychotherapeutic method as described is compared first with Medawar's account of the scientific method, and then with two literary versions of creativity. The conditions under which psychotherapeutic discovery occurs, scientific hypotheses arise and artistic activity takes place are structurally similar. The implications of this for teaching psychotherapy are discussed, especially in relation to the establishment and recognition of transferential experience.

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Obsessional phenomena and the development of imaginative competence

Cited by 4 publications

References 3 publications

The Language of Psychotherapy: Metaphor, Ambiguity, Wholeness

The Language of Psychotherapy: Metaphor, Ambiguity, Wholeness

Neurose obsessiva na infância - contribuições psicanalíticas

Teaching the psychotherapeutic method: Some literary parallels

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