James Grotstein describes intimately the best way to comprehend and to interpret in an analytic consultation. medical classes are defined in stenographic element and demonstrate entire periods. the writer is going to nice lengths to element his deepest observations, reveries, and countertransferences in addition to his wondering how, while, and what may be interpreted.
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Extra info for "But at the Same Time and on Another Level...". Volume 2, Clinical Applications in the Kleinian/Bionian Mode
Gathering the transference— along with the countertransference and reverie Meltzer (1967), in his book on the technique for child analysis, recommends that the analyst should “gather the transference”. By this he means that the analyst should exclusively listen for and interpret positive and negative transferences as they appear—from the beginning of the analysis in the analysand’s associative derivatives. In this way the analysand’s unconscious learns to adjust its “language” to the new “language” it must speak in order to be understood by the analyst.
Bion (1962b, p. 15) varyingly calls this latter process “dreaming the session” or “becoming” the analysand. They belong to the broader concept of containment of the contained (Bion, 1962b, p. 91). The concept of “becoming” the analysand—a notion that I believe he borrowed from Plato’s Theatetus (Jowett, 1892, Vol. 2, p. 155)—requires some elucidation. It is my belief that many of Bion’s terms suffer from condensation and from being stated in veritable shorthand. When he says, for instance, that the mother must “become” her infant or the analyst must HOW TO LISTEN AND WHAT TO INTERPRET 31 “become” his analysand, it is my belief that what he really means is that the mother must allow her own pertinent, relevant, symmetrically (contingently) corresponding unconscious emotions and object experiences, which are her own O (native to her), to resonate with the O that she experiences to be present in her infant—after having introjectively partially counter-identiﬁed with the infant’s distress.
Although these roles overlap, there are important distinctions between them. The holding object can be thought of as a “background object” or “presence” (Grotstein, 1981a, 2000)—the sort of thing that happens in ﬁgure–ground perspectives. The sole purpose of the holding object2 is to foster and facilitate the development and maturation of the infant’s (analysand’s) self. What characterizes these objects is their function for the infant or analysand without the mother, or the analyst, being important as individuals in their own right.