Zusammenfassung
Der Autor skizziert die wichtigsten Stadien in der Beziehung zwischen Melanie Klein und D.W. Winnicott, die von 1935 bis zu Kleins Tod im Jahr 1960 dauerte. Diese Dyade wird als eine generative angesehen, die sich mit vielen wichtigen Themen der heutigen Psychoanalyse beschäftigte. Klein akzeptierte Winnicott als Supervisanden, lehnte es jedoch ab, ihn als Analysanden anzunehmen, und überwies ihn an Joan Riviere, mit der er eine schwierige Beziehung hatte. Klein wollte, dass Winnicott ihren Sohn Eric (Erich) unter ihrer Supervision behandle, aber er lehnte es ab. Das führte zu ihrem ersten Konflikt. Die Ablehnung wird als Ausdruck einer Empfindsamkeit gegenüber der Auswirkung von Aufdringlichkeit angesehen. An solcher Empfindsamkeit mangeltees Klein, wie aus der früheren Analyse ihrer eigenen Kinder ersichtlich ist. Winnicott begann als ihr Schüler und Anhänger, wurde aber zunehmend kritisch gegenüber vielen ihrer Ideen und Aktionen, während sie ihm seine zunehmende Unabhängigkeit übel nahm. Seine Arbeiten „Hass in der Gegenübertragung“ und „Übergangsobjekte und Übergangsphänomene“ markieren wichtige Punkte in Winnicotts Wendung zu seinem autonomen Denken; dies fand später in sehr offenen Briefen an Klein und andere Ausdruck. Spiel und Realität fasste sein radikales Behandlungsmodell zusammen, indem es die Psychoanalyse als eine spielerische und begünstigende Umgebung hervorhob und damit in scharfem Gegensatz zu Kleins Behandlungsmodell steht. Das Verständnis der emotionalen Auswirkung „äußerer“ Realität wird als ein zentraler Aspekt ihrer tief greifenden Meinungsdifferenzen diskutiert.
Abstract
The author traces major stages in the relationship between Melanie Klein and D.W. Winnicott, which lasted from 1935 until Klein’s death in 1960. This dyad is seen as a generativedyad, which opened up many crucial issues in contemporary psychoanalysis. Klein took Winnicott as a supervisee, but declined to accept him as an analysand, referring him toJoan Rivierewithwhomhis relationshipwas difficult. Klein wanted Winnicott to treat her son Eric (Erich) under her supervision, and his refusal caused their first conflict. This refusal is seen as expressing a sensitivity to the impact of intrusion, which Klein lacked, as evidenced in her earlier analysis of herownchildren. Starting as herdisciple and supporter, Winnicott gradually became critical of many of Klein’s ideas and actions, while she resented his growing independence. His papers, “Hate in the Countertransference” and “Transitional Objects and Transitional Phenomena” marked major points in Winnicott’s transition into his autonomous thinking, which was later expressed in very open letters to Klein and to others. “Playing and Reality” summarized his radical treatment model,emphasizing psychoanalysis as playingand as a facilitating environment, in sharp contrast to Klein’s treatment model. Understanding the emotional impact of “external” reality is discussed as a central aspect of their profound differences.
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Der Beitrag ist die überarbeitete Fassung eines Auszugs aus dem 2. Kapitel von E. Berman (2004) Impossible training. A relational view of psychoanalytic education. Analytic Press, Hillsdale NJ London. Wir bedanken uns herzlich für die freundliche Abdruckgenehmigung. Aus dem Englischen übersetzt von Dipl.-Psych. Susanne Schäfer, Rostock.
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Berman, E. Die Beziehung zwischen Klein und Winnicott. Forum Psychoanal 22, 374–385 (2006). https://doi.org/10.1007/s00451-006-0296-3
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DOI: https://doi.org/10.1007/s00451-006-0296-3