Margaret Rustin 文
mints 编译
Esther Bick’s best-known contribution to psychoanalysis is her discovery of the potential of infant observation undertaken within the home over the first year or two of life to underpin the growth of a psychoanalytic perspective within the observer. Her interest in very early infantile states of mind and in the relationships between babies and their primary carers also led her to clinical concepts which enrich the psychoanalytic understanding of infantile anxieties and defences.
埃丝特·比克(Esther Bick)对精神分析最著名的贡献是她发现了在婴儿出生的头一两年在家中进行婴儿观察的潜力,可以巩固观察者发展其精神分析视角。她对婴儿早期的精神状态以及婴儿与其主要照顾者之间的关系的兴趣也给她带来了许多临床概念,这些概念丰富了精神分析对婴儿焦虑和防御的理解。
Early life and career
早期生活和职业生涯
Esther Bick (1902-1983) was born to an orthodox Jewish family in Poland. Her unusual intelligence and energy enabled her to continue her education in Vienna, where she studied with Charlotte Bühler and completed a doctorate. This background in systematic observation of young children was very important in her later creative invention of a new form of naturalistic observation of babies.
埃丝特·比克(1902-1983)出生于波兰的一个正统犹太家庭。她不同寻常的智慧和精力使她能够在维也纳继续接受教育,在那里,她师从夏洛特·布勒( Charlotte Bühler)并完成了博士学位。她接受的这种对幼儿进行系统观察的背景,对于她后来创造性地发明了一种新的婴儿写实主义的观察形式而言,是非常重要的。
She came to Britain as a refugee just before the Second World War. Almost all her family died in concentration camps and the psychoanalytic community gradually became her replacement family. She settled in Manchester, working in wartime nurseries, and began an analysis with Michael Balint. She completed her psychoanalytic training in London and then started a second analysis with Melanie Klein. In 1948 she was invited by John Bowlby to head a child psychotherapy training at the Tavistock Clinic, which had just joined the new National Health Service. The training started the following year and she continued to run it until 1960. She remained an active supervisor of child psychotherapists in training in subsequent years, alongside teaching at The Institute of Psychoanalysis.
她在第二次世界大战前夕以难民来到英国。她的家人几乎都死于集中营,精神分析界逐渐成为她的替代家庭。她定居在曼彻斯特,在战时托儿所工作,并开始接受迈克尔·巴林特(Michael Balint)的分析。她在伦敦完成了精神分析训练,然后与梅兰妮·克莱因开始了第二次分析。1948年,她应约翰·鲍尔比的邀请,在刚刚加入新的国家卫生服务局的塔维斯托克诊所领导儿童心理治疗接受培训。训练从第二年开始,她一直坚持到1960年。在随后的几年里,她一直是活跃的儿童心理治疗师的督导,同时在精神分析研究所任教。
Contribution to psychoanalytic training
对精神分析训练的贡献
Although she worked for so many years primarily as an analyst in private practice, Bick’s long-term influence is most visible in the field of psychoanalytic training. Her discovery of the potential of infant observation, as she defined its method, has led to its inclusion in a great number of psychoanalytic trainings worldwide. In relation to the development of child psychotherapy, her legacy is enormous. The Tavistock child psychotherapy training was shaped by her original adaptation of psychoanalytic training for the special context of NHS work with children, adolescents and their parents. The emphasis on observing an ordinary baby at home for two years grounded child psychotherapists in an understanding of normal development, and put their subsequent encounter with pathology in a developmental trajectory. This is true of all UK child psychotherapy trainings (now five) and many in other parts of the world.
青少年及其父母工作的特殊背景)特殊背景的调整。她的培训强调,儿童心理治疗师需要在家观察一个普通婴儿两年之后,就会对正常发育有更多的了解,并且让他们能够在随后遇到的病理学问题时有相同的经验。所有英国儿童心理治疗培训以及世界其他地区的许多培训都是如此。
尽管比克多年来的工作身份主要是私人执业的分析师,但她在精神分析培训领域的长期影响力是有目共睹的。她发掘了婴儿观察的潜力,正如她所定义的方法一样,这使得婴儿观察被纳入了世界各地的大量精神分析培训之中。就儿童心理治疗的发展而言,她的遗产是巨大的。Tavistock儿童心理治疗培训成型于她最初对精神分析(针对NHS儿童、A remarkable teacher
一位杰出的老师
Bick gathered an unusually talented group of students in the early years of the Tavistock training including Mary Boston, Martha Harris, Frances Tustin, Irma Pick, Isca Wittenburg and Edna O’Shaugnessy. The combination of Bick’s inspirational teaching and her intuitive grasp of talent achieved a great deal.
比克最初在塔维斯托克接受训练的那几年,塔维斯托克聚集了一群才华横溢的学生,包括玛Mary Boston, Martha Harris, Frances Tustin, Irma Pick, Isca Wittenburg 以及 Edna O’Shaugnessy。比克在她的鼓舞人心的教学中结合了其天赋的直观把握,成绩斐然。
Her contributions to psychoanalysis are not properly represented by her few published papers for two reasons. She was not a natural writer, despite the fact that her two best-known papers have classic status. Rather her forte was as a teacher. Her imaginative sensitivity to the forms of infantile experience were vividly communicated through her teaching of infant observation and her clinical supervision, especially of severely disturbed children. Her acute mind, love and grasp of relevant detail, and her unflinching directness made her a remarkable, if at times alarming, teacher. She could bring to life the psychosomatic experience of a baby and the overwhelming anxieties evoked in new parents with memorable eloquence. She conveyed a passion for enquiry, in which close observation was the tool and theory was to be put to one side. Detailed notes were therefore of the essence and devotion to the task was expected.