To explain pathology disturbances and their manifestations entrenched early in child development. These disturbances may manifest as personality disorders (Axis II) such as borderline personality disorder, narcissist personality disorder and reactive attachment disorder or, pathology disturbances may manifest as obsessive, chronic and unusual behaviors such as transvestitism, infantilism, autism and pathological passiveness. We will see how the variables the child brings to the table, i.e.� his temperament, intelligence and etc, combined with his journey, assimilation and resolution though these critical milestones embedded in child development will shape the child�s sense of self.

We will explore how integration of the self is developed though oscillation of frustration and satisfaction. We will see how the good-enough mother regulates and modulates the infant�s anxiety to promote growth or on the flipside, maladaptive defensives. We will examine the difficult questions that appear elusive and grounded into the unknown. We will address the haunting questions of �why� and offer components to build structures so the equation may be articulated in terms that provide understanding and relief. We will attempt to connect to the �ahhhhhh�.� The �ah� can provide a sense of identity, of awareness and diminish guilt. The �ah� can provide a beginning point for growth that was lost in the abyss of the unconsciousness.

Source

This paper has applied widely accepted models grounded in object relations. The main source of this material was lifted from the observations, conclusions and scholarly work of Margaret Mahler and her dedicated collages. Mahler had secured grants that funded a major project that setup a natural framework to observe mothers interactions with their children as they moved through their developmental phases. Mahler�s carefully arranged setting for observations (one-way glass) included an infant�s room and a transitional hallway that led into the toddler�s room. �Thus, we had an observational situation that provided many opportunities for the observation of mother-infant separations and reunions. [4] Mahler arranged experiments to measure the infants and toddlers frustration toleration when separated from mother at different time intervals. Data was collected based on the degree of attunement in which mother and infant were able to communicate. Mahler and her collages observed passive separations as well as deliberate separations, i.e. when mother would leave the room for an interview with staff.

Terminology

Through observations Mahler et al hypothesize that satisfactory relationships (object relations) with the primary caretaker are parliament to (above the need for) food, clothing and shelter. Object relations is a powerful language. Since I will be using this language, I will review its basic foundation.

Object Relations � An internal object is a piece of psychic structure within the personality whereas external objects are those we relate to externally. Object relations theorists explain that an internal object that is affected by an external object will modify perception within the structure of the self (Interactions with our environment alters our perception of reality through validation�strengthens our perception � or � modification�alters our perception). There is a mix of object relating with the mind and environment. The manner external objects (family, cousins, friends, dog, cat, tree..etc) are organized in the environment affects the internal objects (psychic structures) through the modification of perception within the self. For example and to simplify,

The instructor (object) disciplined two of his students (objects). One student came from a military home and one from a street gang. The military student thanked his instructor for the discipline, whereas the street gang student clinched his fist.

Through investigation we may discover that the military student viewed discipline as �being noticed� and the discipline validated his family relationship with his idolized father. We could say that the military student had a strict father-son relationship (strict object relations) that modified his perception of his teacher, as the �good� teacher (the good object). Or we could say in more abstract object relation terms �Because of his strict object relations the student was able to identify with the ridged and demanding object without overwhelming frustration.� It is extremely helpful to work with objects when observing, constructing, deconstructing, analyzing and understanding the network of the mind.

Let's briefly talk about the �splitting�. As we have learned, an internal object is a piece of psyche structure. Therefore it makes sense that these objects can split-off or clump together to form complex objects or mechanisms (defense mechanisms). The formation of complex objects form how an individual relates, or reacts to self or the environment. Let's view how a toddler �splits� his internal objects as a defense to save his relationship with mother.

Mother disciplines her child by placing him in �time-out.� The child is brewing with anger and begins screaming. A different adult enters the time-out to investigate and soothe the child. The child�s mood escalates into a lock-in rage. This appears as a mystery. However, though object relations it is reasonable to hypnotize that the toddler viewed mother as the �all good object� and in order to preserve the all good relationship with mother, the child �split� the investigating adult as �all bad� instead of mother. In other words, the toddler took out his rage on someone else other then the all-good maternal love object.

Object relations� theorists often times debate the �exact� formula that applies to a word or complex. In some cases a theorist�s will debate as to whether an object is introjected �onto� or �into� the target. Theorists can have slightly different views. For example: �selfobject, internal object, and introject� (Kohut, Winnicott, Mahler, Kernberg, Bion & Fairbairn) to name a few, can be used loosely or with tight restriction depending on the author. However, for this paper, the differences are slight and we will not delve into the different arguments that beg for further clarification. To do so would be beyond the scope of this work.

Lets clarify another word. Libido. We are not talking so much about sex drive here as we are talking about the force of life (Vaknin). When we are talking about �libidinal separations from mother,� we are talking about the child�s separation from mother�s essence of love, or perhaps the child�s feelings of abandonment due to being libidinally separated.

Topographical Model

Object relations are a supplement to psychodynamic theory to understand current behaviors and relationships deriving from the mother-infant dyad. The emphasis of this work is framed in Margaret Mahler�s et al developmental phases, primarily the emerging Separation �Individuation phase out of the powerful regressive force of the Symbiotic phase. Settlage states �Separation-individuation theory places the primary love object, the mother, in the central position in human development.� [1] We will see how the separation-individuation dynamic acts as the �training wheels� for the infant to move beyond the delusional and blissful state of �oneness with creation,� (fantasy-regressive) into an independent �oneness with self� (reality-mature).

Scope

I. Nature vs. Nurture

II. Overview of Mahler�s Developmental Stages

III. In Depth on Rapprochement Behaviors and Complexes

IV. Separation-Individuation Disturbances

V. Symbiotic Magnetic Pull (SMP) and Manifestations

VI. Conclusion

I. Nature vs. Nurture

The objective of this material is not to project absolute responsibility on the parent or the child. Each contributes to the evolving development of the self. Settlage states, �The child�s contribution includes the innate givens, such as temperament, tendency toward activity or passivity, affective intensity, anxiety tolerance, and the intelligence and fantasy potential [1]. Rather, this material is offered to bring a sense of �awareness� to explain with reasonable, and accepted models how the product of child pathology is derived from the reverberation of nature vs. nurture. Many individuals are in constant bewilderment as to why they are different, or chronically neurotic, or lacking identity, or defective because they are seeking maternal equilibrium, or self-destructive, or vacillating with confusion without any �center� or �point of reference.�

The question of nature vs. nurture is important because with good road maps we can analyze and reconstruct psychopathology with objectively rather then projecting inappropriate blame. For instance, insight would be helpful for these questions: �I had the perfect childhood, what�s wrong with me?� or �I know that I was abused, but why can�t I get over it?� or �My brothers and sisters turned out okay, why do I feel so different?

These questions and more will be addressed as we reconstruct the dynamics of nature vs. nurture as observed in infants and toddlers by Margaret Mahler and her collogues. We will also investigate attachment, bonding, trauma and object phenomena as explain by object relations theorists and psychodynamic theorists.

II. Overview of Mahler�s Developmental Stages

Mahler�s Stages can be outline as thus:

Normal Autistic Phase (about 1 month)
Symbiotic Phase (1 / 4-5 months)
Separation-Individualization Phase (four subphases � begins about 4 to 5 months)
- Differentiation (4-5 / 10-12 months)
- Practicing (10-12 / 16-18 months)
- Rapprochement (16-18 / 22-24 months)
- On the Way to Object Constancy (22-24 / about 3 years�)

The two forerunners of Mahler�s 4-part Separation-Individualization phase are the normal autistic phase quickly followed by the powerful symbiotic phase. The autistic phase is more or less a 30-day period in which the mother�s duties lend more toward the physical care of her infant. Think of the autistic phase as sort of waiting period until the infant gains a slight perception of the environment. During the autistic phase the infant�s perception is one-with-self, a sort of closed psychological membrane (less mother � therefore autistic). Then, though an accumulation of experiences with mother, there is a shift out of one-with-self into one-with-mother, the symbiotic phase. Now materializes another confusing word, narcissism. Narcissism at this stage of development is a sense that one is more powerful then one really is. This is natural because mother is perceived as a more powerful extension of the infant. It may be helpful to view the symbiotic phase as infant-mother = infant-powerful = narcissistic infant (healthy narcissism). As you can see, viewed from the infant�s perspective, this is a natural progression, and healthy toward a normal development.

Normal Autistic Phase � 4 Weeks

At birth the physiological event was dramatic and witnessed. However, the newborn�s psychological awareness outside his autistic orbit, his awareness of �other� as separate being does not exist at this point. The primary nature of his inborn instincts are his discharge of tension from thirst, hunger, elimination, temperature regulation and other physiological requirements that are maintained through reflexive modes of sucking, grasping and crying. The task of the normal autistic phase is to establish homeostatic equilibrium (base line) from physiological tension. Mahler et al quotes Ribble �As Ribble (1943) has pointed out, it is by way of mothering that the young infant is gradually brought out of an inborn tendency toward vegetative, splanchnic regression into increased sensory awareness of, contact with, the environment. [4] In other words, through interaction with mother and the growing awareness that mother relives tension, the infant slowly becomes conscious that relief comes from a partnership, which the infant and mother are joined in together, the dual-unit operating as self (delusional). This dim awareness is the beginning of the symbiosis phase (or the dual-unit delusional phase).

Symbiosis Phase

Symbiosis in the real sense is a mutual beneficial relationship between two different organisms. Mahler�s symbiosis is a metaphor to explain the infant�s innate perception that he resides within the nuclear orbit with mother, and that their mutual beneficial relationship is omnipotent, from which he is the center. We now see a new and powerful (delusional and onset of narcissist perception) dual-unit of infant-mother. The autistic shift into symbiosis granted the infant upgrades! The infant now perceives mother as a powerful extension of self. Mahler explains the symbiotic relationship between mother and infant in this way �The infant behaves and functions as though he and his mother were an omnipotent system � a dual unity within a common boundary [4]. The infant�s delusional concept suggests that he is much greater and grandiose then really he is. In other words, the infant cannot conceptualize mine from not mine, and I from not-I. It is as though there is a fusion that reverberates between mother and infant. For example: The infant�s feels tension and cries. The cry is routed though the symbiotic system (mother-infant dyad) from which he is the center, and the tension is relieved by his �wish� (mother is an extension of himself) and this validates, was it called, his primary narcissism (Ferencizi�s stage of absolute or unconditional hallucinatory omnipotence.� [4]). Narcissism is facilitated though the delusion that mother is an extension of self, which of course would appear that his is greater and more powerful then he really is. However, during the symbiosis stage, primary narcissism (healthy) is a phenomenon that helps relive the infant of anxiety until he has the psychological structures to activate more sophisticated defense mechanisms. In the meantime, the dual unit of infant-mother would be much like an analogy of a dream in which one �wishes� the pencil to rise, and magically, it rises.

(Note: it is this nexuses dream like state, this blissful belief of tranquility that imprints a powerful symbiotic magnetic pull (SMP) in the newly formed structures within the infant�s pathology. Gradually this pathology is repressed into the unconscious, but remains a force, a regressive pull to return to oneness-with-mother (a magnetic pull to be one-with-creation).

Separation � Individuation

Separation � individuation consists of four subphases that begin about 4 to 5 months through 30 to 36 months. During this complex phase the infant �hatches� out of the symbiotic orbit of the mother-infant dyad. This is achieved through progressions and regressions, frustrations and satisfactions, conflicts and resolutions between the infant and the �good-enough� (Winnicott) mother. In other words, until now, the infant�s primitive cogitation and limited experiences allowed the infant to reside within the all-nurturing membrane. However, though the accumulation of experiences and the increasing sophistication of internal structures (cogitation), the membrane can on longer contain the infant, and the infant �hatches� out into the world of separation individualization.

(1) Differentiation

Onset at 4 to 5 months. In the holding environment (Winicott) of mother�s arms, the infant softly becomes aware of self. This is observed when the infant stiffens and pushes away from mother as if to see mother (as other) and the environment from a different perspective. This is the launch of the distancing process with the increasing awareness of his autonomy. Mahler et al states �As soon as the infant�s apparatuses mature sufficiently, he may slide down from mother�s lap, thence he crawls, paddles, and sill later walks away from mother [4].

(2) Practicing 10-12 / 16-18

At this point there is a shift into the beginning of a partnership between the infant being secure in the remnants of the symbiotic orbit with mother AND the infant practicing exploration into his exciting new world. It is a marvelous combination! It is as though the toddler projects a magnificent aural of �I am invincible! (Primary narcissism is at its peak!) Not only do I have these new autonomy skills and the onset of upright locomotion (like the teen that gets a new set of wheels) but I also have mother�s essence to keep me safe!� Mahler points out that �During the practicing subphase mother continues to be needed as a stable point � a �home base� to fulfill the need for refueling through physical contact. We see seven to ten-month-olds crawling or rapidly paddling to mother, righting themselves on her leg. The phenomenon was termed by Furer �emotional refueling.�

As practicing subphase evolves, the toddler gets caught up in the excitement of his investigations and discoveries. This distraction gives the impression that he is more resistant to frustration. For example, if a toy is taken away, no problem, there is a huge reservoir of other adventures waiting. In addition, the toddler is not as concerned with mother�s whereabouts for longer durations of time. But of course, as in our analogy with the teen, any new set of wheels requires fuel from time to time. The toddler, like the teen, will �emotionally refuel� by tagging home base (mother) until his reservoirs are temporally replenished for another excursion. For now, the toddler is much to busy to realize that his physical distancing from mother is also creating an emotional separation from her as well. In other words, the symbiotic orbit is losing ground to his cognitive awareness that the delusional dual unit of �we� does not exist, but rather a �me� and �not me.� Yet for now, the toddler is much like a pendulum with the upswing into the clouds, that is, until the accumulation of gravity (reality) forces the pendulum into a different direction.

(3) Rapprochement (16-18 / 22-24 months)

This is perhaps the most critical stage of the separation individuation process. Settlage states �The relative lack of separation anxiety and obliviousness to the mother�s presence characteristic of the practicing phase is, in the rapprochement phase, replaced by an acutely heightened separation anxiety and active approaches to the mother, along with a seemingly constant concern with her whereabouts. [2] The toddler is becoming acutely aware of his separation from mother; compared to his early delusion that mother was an omnipotent extension of himself. As the symbiotic safety net diminishes, his separation anxiety gains momentum. The toddler is more concerned with mother�s whereabouts and demonstrates his anxiety through active approach behavior (rapprochement). To make things for difficult for the toddler, he is not able avail himself as easily to his �contact supplies� in mother as he was in the past. There is a mutual realization between mother and toddler that he can do more and more for himself. Consequently, mother�s response to the toddler�s anxiety and frustrations are at greater and greater intervals, and the toddler�s defense to this crisis is an active approach. We call this rapprochement.

Separation is more pronounced due to the onset of verbal progress. Separation becomes further apparent due to nouns �mine� and �me� and especially �no.� Of course the pervasive and intrinsic component of �no� is �my way and not your way, which establishes a continual awareness �self� that is splitting away from the symbiotic orbit of �us�, the dual unit. In other words, repetition of �no� is a way of practicing the individuality of �I am.� What seems negativistic may actually be positive process toward developmental growth.

Often theorists suggest that rapprochement is specifically vulnerable in the separation individualization sequence because of possible unaligned growth spurts. For example, if the toddler�s gains access (growth spurt) to his upright locomotion (individualization through new experiences) before he is developmentally ready to emotionally separate from mother (separation) then the toddler is at risk for overwhelming anxiety. Because mother is not as available to metabolize and modulate the toddler�s intolerable affect (mood, feelings), he is subject to the perils of abnormal pathology. This observation suggests that is helpful and a benefit to the toddler when individualization is aligned with separation from mother. A considerable acceleration or lag in either environment can manifest as disturbances throughout the life cycle.

(4) Object Constancy

As the child ushers into this phase of object constancy, his intervals through the rapprochement crises began to wax and wane. Through the repeated comings and goings of mother (establishing consistency), AND through the toddler�s genetic ability to adapt (ego endowment), a new image begins to shape internally. The toddler�s capacity to internalize mother through memory traces serves as a source of comfort and security when she is not available. The essence of the nurturing and soothing mother is gaining ground and is internalized as a constant object. We call this object constancy.

New tools are quickly becoming available to aid the senior toddler to cope with anxiety. His verbal communication skills are rapidly expanding. He has a growing sense of time and the meaning of �now� and �later� to aid with frustration delay. Time is not as narrowed or pressured through the relief of the internalized constant object.

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