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7 - The developmental school

from Part 2 - Analytical psychology in practice

Published online by Cambridge University Press:  28 May 2006

By
Hester McFarland Solomon
Edited by
Polly Young-Eisendrath  and
Terence Dawson
Polly Young-Eisendrath
Affiliation:
University of Vermont
Terence Dawson
Affiliation:
National University of Singapore
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Summary

Introduction

Analytical psychology as elaborated by Jung and his immediate followers did not focus on the depth psychological aspects of early infant and childhood development. Neither was there much attention paid to the usefulness of understanding the varieties of relationship that can occur in the consulting room between patient and analyst. Moreover, whilst Freud and his followers began to make the imaginative leap required to link both areas of investigation - the early stages of development and states of mind on the one hand, and the nature of transference and countertransference on the other - and to include them in psychoanalytic theory, analytical psychology was slow to follow suit despite Jung's early and continued insistence on the importance of the relationship between analyst and patient (for example, CW 16).

These areas of analytic research were not a prime attraction for Jung or the group that had formed around him, who were much more taken up by the rich and attractive field of creative and symbolic activity and collective and cultural pursuits. Nevertheless, in certain respects it could be said that the sources of such activity could be located within exactly these areas, and could be seen rightfully to belong to the examination of the relationship between primary process (that is, the earlier, more primitive mental processes with infantile foundations) and the later secondary mental processes.

Type
Chapter
Information
The Cambridge Companion to Jung , pp. 119 - 140
Publisher: Cambridge University Press
Print publication year: 1997

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