DIVISION or EDUCATION UNIVERSITY OF SHEFFIELD ANNA FREUD & EDUCATION Studies in

277 Pages·2015·10.78 MB·English

DIVISION or EDUCATION
UNIVERSITY OF SHEFFIELD
ANNA FREUD & EDUCATION
0-0-0-0-0-0-0
Studies in the History, Philosophy, Science
and Application of Child Psychoanalysis
Ph.D
May. 1980
Raymond Dyer
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(i)
Sur-1MARY OF THESIS
Title: Anna Freud & Education: Studies in the History, Philosophy,
Science & Applications of Child Psychoanalysis.
Author: Raymond Dyer
0-0-0-0-0-0-0-0-0-0-0-0-0-0-0
This is a study of the central role of the child's ego in the
educational process as seen through the life-work of the subject
Anna Freud.
A brief general introduction and survey of methods (Chapter 1) is
followed by an outline of the historical emergence of an ego frame
work in twentieth-century child analytical science (Chapter 2).
A detailed account with interpretative comment is then given
(Chapters 3 to 7) on the biographical and professional background
of our subject - Anna Freud - whose work has contributed massively
to the field of ego psychology.
Special consideration is g!ven to ego defence and adaptation
(Chapter 8) and to ego development (Chapter 9). The main educational
implications of the subject's work are reviewed chronologically
(Chapter 10) and this applied approach is then developed into a
rigorously-based philosophy of teaching (Chapters 11 and 12).
With regard to the 'essential thesis' of this work it is recommended
as having the following three central themes:
(i) to demonstrate Anna Freud as one of the great
paedagogues of the twentiath century,
(ii) to assert and substantiate a central role for the
ego, and further for 'the personal and inter
personal' as the organising framework par
excellence in child education and development,
(ii)
(iii) to justify and illustrate the potential role of
fully practising teachers in establishing a
tmiddle ground' between on the one hand academic
theorising upon, and on the other hand actual
professional involvement in that complex and
crucial human activity often referred to simply
as 'Teaching'.
Behind each of these may be detected a further theme,one altogether
wider,more integrative and unifying. This - the quintessential thesis -
concerns the power and efficacy of tA Philosophy of The Middle WQ1 and Its
Practicet,which is herein illustrated both in the external life and work
of our subject and in the psychological role of the ego as mediat0r.
Dyer 1980. Anna Freud And Education. PhD
Corrections
p.38 n3 Janes(1922),IeView.J0urnal 3:359.
p.49D4 Roazen(1975),Note 17 to chap.2(4).
p.T :7 11 Wiener(aot Weiner)
p.98 n3 Anna Freud(1928a)
p.106 letter of 28th July 1929
p.112 n4 Roazen(1975),pp.416-417
p.115 n2 ibid,p.220
p.128 110 Freud(not Frued)
p.141 112 Forward(n6)instead of Preface{n6)
p.157 Susan Isaaos(1885-1948)
p.161 n1
PSC(1975),30,pp.xi~v
p.t6514 entants(not infants)
F1g.IX(opp.p.122) ool.3,ref.3 is (1935a)
Oct.1952,col.2 delete n!homson 1968"
J1g~{opp.p.176)
p.189.1 .Anna Freud(1966h)
p.194 118 roll of hODOur{not role of honour)
121 after "seniont y" add "together with Imre Hermann of Budapest".
p.301 n1 Freud(1923B),Part 5
p.365 17 developmental concept
p.38'Tt' incl. Epenck,H.J. et al(Eds){1972) .Encyclopeadia of Psyohology,
Vols.1-3.New York:Herder & Herder.
p.393 Jones(1938) Jourpal(1938),19, 115-116
p.396 incl. LoDg,C.E.(1917).Psyohoanalysis in relation to the ohild.
J.exp.PaedJl tr.Coll.Reoord,4:57-70
'P.404 SUBohi'blq,W.(c.1943/44).'l'.b.at Bab;w:Tbe story ot Peter ad His llew
Brother(not Mother)
p.415 (1g67d.).Doctoral award address.Writings V:5Q7-516.(1g64 '\Jnpubl.)
{1967f)Jorn.rd to H.Nagera's Vincen't Van Gogh:A Psychoanalytio studS
p.418 (1979c).Obituar.1,Agi Ben~oses(not Bebe)
p.419" dele. PiDe(1974)
p.pa.ge n.footnote l=U.ine col=colllDlll incl=include
(iii)
Acknowledgements
A great many living persons have contributed personal-biographical
and other material for this study, and all are warmly thanked.
The subject herself permitted this writer to add to an already
immense daily work-load and correspondence which a life-time's
work and fame had inevitably brought her, and that gesture in
particular was gratefully appreciated,
My tutor and guide, Professor Harry Armytage, has the great merit
of encouraging 'independence with a safety net:', and to him I am
especially grateful. As an 'academic Noah' salvaging for others
what others have not yet seen fit to properly value, Professor
Armytage was instrumental in encouraging the present study's
archive or 'information ark' approach!
The writer's fees and expenses were met by North Yorkshire County
Council. Library facilities were granted by a number of University
Libraries and also by a number of private libraries.
(iv)
CONTENTS
PART ONE: INTRODUCTION
Chapter 1: Origins and Hethods
The teacher as researcher
Previous Literature
Direct Studies of Anna Freud
Methods Co-respondents
Archive-Index Card-Files
Archives of Psychoanalysis.
Chapter 2: Early History: Psychoanalysis and
Education (1905-1926)
Early pioneers (1905-1914): Vienna, Zurich,
Budapest, London.
The First World War
Constance Long of London
Kinderheim Baumgarten & Other Ventures.
Play Analysis
Early Educational Misapplications
1926 onwards: A Preview
Summary of Chapter 2.
PART Tl-1O: VIENNA
Chapter 3: Early Biographical Outline (1895-1922)
Introduction
Birth to Early Adulthood
First Career as Schoolteacher
Transition Period, 1918-19221
1918, 1919, 1920, 1921, 1922.
Chapter 4: Membership of Vienna Psychoanalytic
Society (June 1922-June 1938)
Induction and early colleagues
Jean Piaget
Early child cases, 1923-26
Early Vienna Educational Group
1927-1933:
'Children's Seminars'
Psychoanalytic Training of Teachers
1933-1938:
Vienna 'School' of Child Analysis
Defence Theory, Ego and Adolescent Work
The Jackson Prototype Nursery.
(v)
PART THREE: LONDON
Olapter 5: & War Work (1938-45)
Emi~ation
Early London Lectures to Teachers
Hampstead War Nursery
Early Maternal Deprivation Studies
Prototype training-scheme: systematised observations
of infancy and childhood
Wartime Kleiniar.
Controvers~
Chapter 6: London Post-Har Developments
I: General Professional Activities (1945-c.l980)
'The Psychoanalytic Study of the Child'
Kleinian RapprOchement
Psychoanalysis and Education
U.S. Visits and wider international recognition
Educational Conferences, 1960's
Studies of Normality in Childhood
1970's Onwards
'Vienna Re-visited.
Chapter 7: London Post-Har Develooments
II: Ham stead Chi1d-Th~ra Course
and Clinic 1947-c.19S0)
Origins: Pioneers and child-evacuee workers (1947-49)
The Hampstead Index Project
Child-Analysis Training: Conflict & Resolution
(1967-1972)
Observations of early infancy: recent developments
Visiting the Hampstead Centre (1977-78)
Adolescent Seminar & Case Conference
Meeting Anna Freud
Educational Unit & Montessori
Nurser~
PART FOUR: THE CANON APPLIED AND DEVELOPED
Chapter 8: Defence Theory of the Ego
Introduction
Precursors
Defence Mechanisms per se - A misplaced priority?
(vi)
Chapter 8: Eriksorts critique & rappr8chement
(Cont'd) Denial: Examples from normal schoolchildren
Defensive avoidance in normal child behaviour
Ego restriction and School Curriculum
Ego Synthetic Function & Adaptation
Later observations on defence theory.
e~o
Chapter 9: The Developmental Analyst
C~ild
The 'Principal Task' of Child Analysis
Early emergence of Developmental Vieus
Sequence of libidinal development (c.1905-c.1945)
Object-Relations developmentally considered
Anna Freud and W. Ronald D. Fairbairn: A
COOlparison
The Developmental Profile
Play & Games considered developmentally
Ego regression in development: examples from school
A note on aggression and 'death instincts'.
Chapter 10: 'Basic Educational Applications
Introduction
Father-figures & teachers: The pupil's super-ego
Early views on general educational processes
The 'l1iddle Road view
t
The Village School as a centre of applied study
Unpleasure as motivation: The Problem of Anxiety
Summarising applied psychoanalytic perspectives
Mothers, mother-substitutes and infant-nursery school
'Widening Scope' of psy~~oanalytic education
Alternatives to psychoanalysing teachers
Teacher Role and Relational Sets
Emotional Involvement & Physical Contact: Indications
and contra-indications
Gymnastics - A preliminary application of the 'profile'
approach
'Real relationships' between teacher and pupil
Addenda: 'School failures'
Summary of Chapter 10.
(vii)
Chapter 11: -versus-
Sub1imation-Neutrali~ation E~o
Regression - A NeH Look at an Old Problem
The problem and a false detour by student-teachers
The problem restated after 'First Teaching Practice'
Psychoanalysis and the problematic Id
Expressionism in modern education: A philosophy of
excess?
Unacceptabili ty of ego regression in learning
situations
Sublimation-Neutralisation: An ego-directed alternativ~
The current synthetic viewpoint.
Chapter 12: The School as Psychic Organiser: A Philosophy of
Approach
Introduction
'Auxiliary Egos' and 'Caretaking Mothers'
Developmental Organisers
A Model of lUnd
The School as Psychic Organiser
An educational philosophy
Comparison with others.
Page 380 Suggested areaa of future study.
Bibliography: rr.381-+07
Appendices pr.408-/r80.
(viii)
List of
Fi~res
I: Map of International Spread of PsychoAnalysis, 1902-1914.
II: Papers Presented to Hague International Psycho-Analytic
Congress, September 1920.
III: Membership List of Vienna Psychoanalytic Society, 1923.
Summary of Anna Freud's Ten Earliest Child Cases, 1923-1926.
~:
V: 'Gesamme1te Schriften von Sigmund Freud', edited by Anna
Freud & A. J. Storfer, c.1924.
VI: 'Zeitschrift fUr Psychoanalytische Padav,ogik', Vol.5,
(1931- ), co-edited by Anna Freud.
VII: 'Psychoanalytic Quarterly', with Anna Freud (Vienna) as
contributing editor.
VIII: Summary of Anna Freud's Official Appointments, Vienna 1925-1938.
IX: Synopsis for Historical Development of 'The Ego & The
Mechanisms of Defence', 1936.
X: Temporary Freud Residence, 39 Elsworthy Road, North London.
XI: Anna Freud's Permanent London Residence: 20 Maresfield Gardens,
Hampstead.
XII: 'The Psychoanalytic Study of the Child', with Anna Freud as
5.
co-editor, (1945-
XIII: Visits to the U.S.A. Undertaken by Anna Freud, 1950-1970.
XIV: International Psychoanalytic Congresses Attended by Anna
Freud, 1950-1970.
XV: Synopsis for Historical Development of 'Normality and Pathology
in 1965.
C~ildhood',
XVI: Major Research Projects Initiated at the Hampstead Chi1d
Therapy Clinic, c.19S7 onwards.