Happy Easter to all! In the midst of this joy that surrounds us, I want to bring a topic to the conversation. On the one hand, last March 30 we remember the day of the birth of Melanie Klein, in whose honor this column has been named “Love, Hate and Reparation.” She, in the words of Ernest Jones (1947), “[…] deserves the credit by having carried out psychoanalysis to the place to which it fundamentally belongs. ¡The heart of the child!” We named this column this way because it is the name of one of his works. I've probably already talked about this at other times but I want to mention it again. Melanie Klein was born in the year 1882, in Vienna (Tiefer Graben). His father was called Moris Reizes and his mother was Libussa Reizes. She is the youngest of four children: Emilie, Emmanuel, Sidonie and lastly, our author. As is to be expected in many cases, the life of Melanie was a great influence on the subsequent development of his work.
In the year 1902 at the Wednesday meetings, Freud instructs that the childhood sexuality. What we could say was Vo.Bo. to start the psychoanalytic research with children. Yes and no, because somehow Freud I did not consider it at all probable that analytical work with children could happen as such. Melanie came to know Freud through the publication of one of his works, “The interpretation of dreams”, from 1900. But it was not until the years 1914-1919 when he began his analysis with Ferenczi at a rate of five sessions per week. By the way, Ferenczi also encouraged her to start working with children. Thanks to this, in July 1919 she was able to present her first scientific work with which she had access to the category of member of the Hungarian psychoanalytic society. She titled it “The Development of the Child.”
In the biography “Melanie Klein, her world and her work” that Phyllis Grosskurth made, she explains the same Melanie Klein:
“During the analysis with Ferenczi, he drew my attention to my great gifts for understanding children and my interest in them and greatly encouraged my idea of devoting myself to analysis, especially the analysis of children. I had, of course, three children of my own at the time… I have not seen… that education could cover the whole understanding of personality and therefore have the influence that one would wish it to have. I always felt that there was something behind it that I never perceived.” Anyway, this space is brief. It is enough for the date of birth of this great author not to go unnoticed.
I want to give way to another piece of information. March 31 marks another year since the death of another great psychoanalytic author. Piera Aulagnier (March 31, 1990+).
Italian psychiatrist and psychoanalyst, was born in Milan and worked on his personal analysis on Jacques Lacan's couch. She is considered one of the most important and influential of her time within psychoanalysis, along with Laplanche, Pontalis and André Green. Honestly, I don't feel like I can get much flow telling you details about her. I need more cups of coffee and one-on-one conversations with the author. However, I am pleased to mention her since both her work, that of Mrs. Klein, and of course, many other colleagues from different schools provide us, the current generation, with a solid foundation on which to position ourselves in our theoretical reflections. and technical approaches in the psychoanalytic clinic.
To mention something. Last April 2nd we remembered the International Day of Awareness about the autism. Although it is a topic that can be approached from different angles, we can say that Klein was a pioneer in making us aware that many cases of childhood psychosis are not properly evaluated or treated. Her work with Dick and her contribution on the formation of symbols and the early development of the Self now provides us with valuable tools for addressing these current complex conditions. Many of the problems that we only consider as learning difficulties may have an underlying difficulty in the early development of the child's ego. Opening ourselves to this possibility allows us to see that not everything is resolved pedagogically and behaviorally, but that there is a background that can be seen more clearly in the hands of these authors and their clinical and theoretical legacy. Until next week. Peace and good.
More from the same author:
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