So, I have talked about this concept of Object Relations many times in my blog. But anyway, one of my fave thinkers on all of that is this guy:
That is incredibly simplified.
But, the whole concept of a “friendship circle” is kind of wrapped around some of Winnicott’s ideas. I can’t even believe some of the videos I have been watching about what is going on in the classroom.
I’ll show you a few.
So Winnicott was practicing during WW2 over in England and he was this really great guy. You just saw him in a nutshell.
Here comes Piaget, another guy with a great theory!
This one is REALLY IMPORTANT, because of these stages and my basic theory going on around here using the genograms.
So, you know I am very concerned with overmedication of kids? And teachers deciding that kids don’t fit… ahem. I see the ALCHEMY PROJECT as like this HUGE creative thing. Some of us were really lucky in school, especially if we grew up and had all kinds of fab things like music and art in our schools. Not all kids are THE SAME?
So back to Jung and that handy diagram.
So basically, we are just bypassing Meyers Briggs for now with all those labels. These four types in a kid.
1. Thinking kid. Incredibly smart. Reads. Maybe too smart for a classroom. Might bore easily. Inferior function: Feelings — this kid may not be aware of others feelings, as the first thing, because totally thinking all the time. Brilliant mind! High abstract skills with math, reading music, programming — that sort of thing.
2. Intuitive kid. Incredibly perceptive, watches (maybe quietly) the whole room! Scans room for moods. Is smart. Expresses self maybe through things like dance or? The arts. Inferior function: Sensate — this kid maybe the one not paying attention because staring at a butterfly and dreaming up a poem. Also up in “mind” but not same way as math. More associations? Could do things like cross street without looking, because not paying attention.
3. Sensate kid. This one is “Physical” — out in the world. They process through sensations, could be sports type? Like they would know if they were hungry, or too cold, or? Inferior function: Not good at intuiting situations. Probably no patience for reading a book, because would rather be doing sensate things (in physical world) — not the biggest thinkers, either. Very grounded, in the sense of being very physically grounded.
4. Feelings kid. Totally aware at all times of how things feel. (Emotionally). This kid will be very expressive of feelings, at all times. Inferior function — “Thinking” — This kid will not hesitate to get into a fight, because not “thinking” of consequences. They move through the world picking up on moods, moods of the crowd and so forth. Feels way in and out of things at all times. has really big feelings and shows those. All the time. “Expressive.” Not the biggest thinkers.
What Jung felt was that as people grew up, they move toward integrating the “inferior function.” So that is the theory. Behind all that. But you never really lose your basic template of those four.
So I watched this incredible vid yesterday, let me get it.
I am not going into topics of gender here? Because it doesn’t matter to me. I am looking at the kids in the films. So there is not an attached agenda of any sort. I ran across these films as reflections of kids in culture yesterday.
So at about 8 minutes in you are seeing the phone, and the texts as part of the “electronic spine” we have been talking about that these kids have to deal with on a daily basis. Just take in and consider what it must be like in their generation now.
This next one I had up the other day. The MASK you see? Is what Winnicott called THE FALSE SELF.
So — going back to the concept I have of the GENOGRAM TIMELINES
*note — in 1974, teens were not chastised for wearing pants if they were girls. In fact in my Jr. High we petitioned to wear them because we wanted Levi’s 501’s that were the style. So, dress code. There was bullying, sometimes? But NOT TO THAT LEVEL YOU SEE ABOVE. The kids themselves would help intervene if a kid was being bullied.
Another difference I want to talk about from back then. We only had 13 television channels. So America was watching the same shows. We really did. Let me get you one of the most famous ones: ROOTS!
We all saw it. We all learned from it.
So there is more of a shared experience in terms of MEDIA SURROUND as a culture in that genogram in 1974.
The difference now?
Is SO MANY CHANNELS. It’s almost like for these kids they have to find a path? That path? Where is it if they are getting BULLIED like that?
Now, nobody that I knew ever took medications in school. I am not kidding. A teacher would NEVER have been able to do that. Kids took an aspirin if they had a headache. Not kidding. I am going to show you some things I just saw in terms of thinking of the SURROUND as an environment for these kids. I have never seen anything like this out of teachers. Not ever!
So we talked about an INTROJECT. (Positive and Negative) — what an introject is, is a statement.
Think of the human heart as being like an old fashioned pincushion. This is a very simple metaphor for what this is, but, will suffice.
Let’s call what we see here, as a kid? Who is being bullied and filled with negative introjects like we saw in the films above.
Those introjects are like darts going in — into the personality. I think this is why we are seeing that intense suicidal ideation? And the pictures in all those EMO HEARTS.
So, what are we not seeing?
#1 = COLOR. Why are all the drawings based in black and grey and red. My sense of this is that we do not know what the programming has been? Or the medications. But what we can know is that the internet (and attendant games and spin offs) are pretty much pre-scripted for these kids born at later gens.
WHAT THE ALCHEMY PROJECT IS BASED ON?
Is helping to remove some of those pins you see above.
#1 HEROIC AVATAR CONCEPT (as safe in WordPress) — builds immediate strength through PLAY THERAPY from day 1.
The psychology of self is the study of either the cognitive, conative or affective representation of one’s identity or the subject of experience. The earliest formulation of the self in modern psychology derived from the distinction between the self as I, the subjective knower, and the self as Me, the object that is known.
Current views of the self in psychology position the self as playing an integral part in human motivation, cognition, affect, and social identity. It may be the case that we can now usefully attempt to ground experience of self in a neural process with cognitive consequences, which will give us insight into the elements of which the complex multiply situated selves of modern identity are composed.
The self has many facets that help make up integral parts of it, such as self-awareness, self-esteem, self-knowledge, and self-perception. All parts of the self enable people to alter, change, add, and modify aspects of themselves in order to gain social acceptance in society. “Probably the best account of the origins of selfhood is that the self comes into being at the interface between the inner biological processes of the human body and the sociocultural network to which the person belongs.”