Developmental Lines and Psychopathology
Anna Freud, in conceptualising the developmental lines was aware that children could not be expected to proceed evenly across all lines. As the forces determining the child's development are external as well as internal and largely outside the child's control, minor 'developmental disharmonies' are to be expected. However, gross disharmony can predispose to severe psychopathology, neurosis and non-neurotic personality disorders. Anna Freud outlines several examples of phase specific developmental disturbances with reference to the basic line delineated above. As such, in phase 1, an infringement of the biological mother-infant tie for whatever reason, for example through death or neglect, can lead to separation anxiety proper. Similarly, a serious failure on the mother's behalf to be reliable, need fulfilling and comfort-giving in phase 2 will cause breakdowns in individuation. Unsatisfactory libidinal relations to unstable love objects during phase 4 will disturb the balanced integration of libido and aggression which can lead to uncontrollable aggressive behaviour and destructiveness.
The framework of developmental lines has been very helpful in allowing us to track 'normal' and 'abnormal' development and has led to some interesting practical lessons. For example, Anna Freud writes that the clinging attitudes at the toddler stage (phase 4) are the result of pre-oedipal ambivalence, not of maternal spoiling as was thought. Further, in the pre-oedipal period (end of phase 4) parents cannot expect a mutuality in object relations as this belongs to the next phase and similarly, no child can be fully integrated in school before libido has been transferred from the parents to the community (phase 6). Developmental lines can also be useful in making predictions as to when particular events will have the greatest impact. For example, she lists the later part of phase 6 as one in which reactions to adoption would be particularly severe. This being because with the normal disillusionment with the parents, all children feel as if adopted and feelings about the reality of the adoption merge with the occurrence of “the family romance”.
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