By Donald Meltzer, Martha Harris, Meg Harris Williams
This quantity features a consultant collection of talks and writings via Martha Harris and Donald Meltzer at the key developmental part of formative years, from their teachings either individually and jointly over decades. related books in this subject by way of those authors have existed for a while in Italian and in Spanish yet now not previously in English.
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Extra resources for Adolescence: Talks and Papers by Donald Meltzer and Martha Harris
Example text
So the adolescent who is able to tolerate being miserable and to suffer depressive anxieties with the sense of helplessness that these engender, will rediscover the object in his inner world, the object upon which he can depend to solve his problems. In other words you could say the adolescent rediscovers that his internal object can clear up his confusion and tell him the truth about things, provided he can put up with the pain of feeling once more dependent like a child. From the acceptance of his own impotence and from the renewed sense of dependence that he had experienced in his relationship with his own mother, the adolescent discovers an internal object with which he can identify in a different way.
If one thinks that for the adolescent sexuality consists principally in a search for sexual pleasure, then one puts oneself in a position of approval or disapproval. It is impossible really to understand the pressing need for sex, without an understanding of the stress caused by the confusion which the adolescent tries to solve through sexual activity. In other words, if you think that adolescent sexuality is principally driven by a search to satisfy desire, either you approve of it, saying that it is a good thing, or you disapprove of it considering it a bad thing, but you do not understand the essence of it, because the pressing need derives from the confusion that the adolescent is trying to sort out.
It may be worthwhile first of all to rehearse briefly some of the general points that he made, and which she seems to illustrate. First of all there is the adolescent’s disappointment about the latency child’s fantasy of knowledge as something concrete which he would be able to achieve, to have when he is grown up. Then there is the fading, in adolescence, of the young person’s belief in omniscience and omnipotence, as attributed to his parents and to grown-ups in general; and in particular the omniscience and omnipotence that is attributed to sexual relationships—which almost always contain elements of disappointment for the adolescent when he first embarks on one.