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Fuente: http://es.wikipedia.org/wiki/Donald_Woods_Winnicott
Early life and education
Winnicott was born in Plymouth, Devon to Sir John Frederick Winnicott, a merchant who was knighted in 1924 after serving twice as mayor of Plymouth,[4] and his wife, Elizabeth Martha (Woods) Winnicott.
The family was prosperous and ostensibly happy, but behind the veneer, Winnicott saw himself as oppressed by his mother, who tended toward depression, as well as by his two sisters and his nanny.[1] He would eventually speak of 'his own early childhood experience of trying to make "my living" by keeping his mother alive'.[5] His father's influence was that of an enterprising freethinker who encouraged his son's creativity. Winnicott described himself as a disturbed adolescent, reacting against his own self-restraining "goodness" acquired from trying to assuage the dark moods of his mother.[6] These seeds of self-awareness became the basis of his interest in working with troubled young people.
He first thought of studying medicine while at The Leys School, a boarding school in Cambridge, when he fractured his clavicle and recorded in his diary that he wished he could treat himself. He began pre-clinical studies at Jesus College, Cambridge in 1914 but, with the onset of World War I, his studies were interrupted when he was made a medical trainee at the temporary hospital in Cambridge. In 1917, he joined the Royal Navy as a medical officer on the destroyer HMS Lucifer.
Later that year, he began studies in clinical medicine at St Bartholomew's Hospital Medical College in London. During this time, he learned from his mentor the art of listening carefully when taking medical histories from patients, a skill that he would later identify as foundational to his practice as a psychoanalyst.
Playing and reality
A central theme running through Winnicott's work was the idea of play. Departing radically from orthodox psychoanalytic thought at the time, which held that analysis helped patients mainly by making them more aware of and insightful about their unconscious beliefs and wishes, Winnicott thought that playing was the key to emotional and psychological well-being. By "playing," he meant not only the ways that children of all ages play, but also the way adults "play" through making art, or engaging in sports, hobbies, humor, meaningful conversation, et cetera. At any age, he saw play as crucial to the development of authentic selfhood, because when people play they feel real, spontaneous and alive, and keenly interested in what they're doing. He thought that insight in psychoanalysis was helpful when it came to the patient as a playful experience of creative, genuine discovery. Winnicott saw a danger in psychoanalysis as it was being practiced in his time: Patients could feel pressured to comply with their analyst's authoritative interpretations, whether or not the patient experienced them as useful or enlivening or true to their own experience, and in this way analysis could end up merely reinforcing a patient's false self disorder. Winnicott believed that it was only in playing that people are entirely their true selves, so it followed that for psychoanalysis to be effective, it needed to serve as a mode of playing.
Playing can also be seen in the use of a "transitional object," For Winnicott, one of the most important and precarious stages of development was in the first three years of life, when an infant grows into a child with an increasingly separate sense of self in relation to a larger world of other people. In health, the child learns to bring her spontaneous, real self into play with others; in a false self disorder, the child has found it unsafe or impossible to do so, and instead she feels that when she's with other people she must hide her own self, and pretend to be whatever others want or need her to be. A "transitional object" is an early and important bridge between self and other, and helps a child develop the capacity to be genuine in relationships, and creative. : 'In health there is an evolution from the transitional phenomenon, and the use of objects, to the whole play capacity of the child'.[30]
Such 'playing with a "transitional object"...a transitional object to help him cope with separation'[31] was for Winnicott a vital aspect of healthy development into independence. The alternative which he saw was the imitative leap forward to 'a rather ludicrous impersonation. Such incorporation of one person by another can account for that spurious maturity that we often meet with....There is the child, for instance, who, unconsciously fearing and fleeing from sex play, jumps right over to a spurious sexual maturity'.[32] The result, for Winnicott, could be the creation of what he called 'the False Self....Other people's expectations can become of overriding importance, overlaying or contradicting the original sense of self, the one connected to the very roots of our being.[33]
LOS APORTES DE WINNICOTT A LA PSICOLOGÍA DEL NIÑO.
K
-psicoanalista inglés mencionado en el Congreso de Cívica, Sociología y Derecho. Setiembre 2013
-centró sus estudios en la relación madre-hijo y el self (yo).
-habla de la madre "suficientemente buena" que ayuda a crear la identidad del hijo
W
-aspectos que influyen en la relación madre-hijo
-cómo contener a un futuro adolescente
-el rol de madre o referente
L
-La madre debe "ilusionar"al niño (ofrecerle alimento, seguridad) para luego desilusionarlo, que perciba que no es uno con la madre y lo pone en contacto con la realidad.
-El niño logra independizarse mediante espacios, fenómenos y objetos transicionales que sustituyen ilusoriamente a la madre, ej un objeto preferido.
-La función de la madre es el comienzo de la autonomía , logro que toda educación debe propiciar.
