1978
DOI: 10.1080/00797308.1978.11822973
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Trauma and Affects

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Cited by 292 publications
(105 citation statements)
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“…For example, people other than parents, such as grandparents, siblings, teachers and peers also seem important for the emotional development of children [65], but there are almost no empirical data available on this subject. On clinical and theoretical grounds, Krystal [4, 66]hypothesized that alexithymia may be the result of traumatic experiences later in life, which were perceived as catastrophic. There is some empirical support for this hypothesis.…”
Section: Discussionmentioning
confidence: 99%
“…For example, people other than parents, such as grandparents, siblings, teachers and peers also seem important for the emotional development of children [65], but there are almost no empirical data available on this subject. On clinical and theoretical grounds, Krystal [4, 66]hypothesized that alexithymia may be the result of traumatic experiences later in life, which were perceived as catastrophic. There is some empirical support for this hypothesis.…”
Section: Discussionmentioning
confidence: 99%
“…Experience with severely alexithymic analysands who have courageously pursued their analysis for a number of years leads me to say that this absence o f affect results from a constant attack upon both the psychic and the somatic pole of the awareness of affective pain -and an equally violent struggle is also maintained against experiencing emotional pleasure. Krystal [1978aKrystal [ , b, 1980 named this latter symptom anhedonia and has studied its effects in relation to alexithymic and psychosomatic patients. Thus there is a continuing effort to cut affective links, whether these links are attached to instinctual promptings, emotionally loaded ideas, or relationships with other people.…”
mentioning
confidence: 99%
“…Cependant, il existe dans la littérature scientifique d'autres modèles tout aussi influents mais appartenant à d'autres orientations théoriques. Mentionnons, entre autres, les modèles biologiques et neurophysiologiques (KoIb, 1987(KoIb, ,1988van der KoIk, 1984van der KoIk, ,1985et de la Pena, 1984), les modèles d'orientation psychanalytique (Freud, 1956;Ferenczi, 1982;Horowitz, 1986;Krystal, 1978), psycho-sociale (Green et a., 1985), ou psychoformative (Lifton, 1988). Une analyse critique de la contribution et des limites de l'ensemble de ces modèles pourrait permettre de faire le point sur l'état de nos connaissances quant aux facteurs et mécanismes responsables du développement et du maintien du TSPT.…”
Section: Resultsunclassified