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Chapter Fourteen - Mindfulness and Meditation in the Consulting Room: Dialogue with Ricky Emanuel

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Dialogue with Ricky Emanuel

There are only two days when things are impossible—yesterday and tomorrow.

—Dalai Lama

References

Bick, E. (1968). The experience of the skin in early object relations. International Journal of Psychoanalysis, 49: 484–486.

Emanuel, R. (2001). A-void—an exploration of defences against sensing nothingness. International Journal of Psychoanalysis, 82: 1069–1084.

Epstein, M. (1996). Thoughts without a Thinker: Psychotherapy from a Buddhist Perspective. London: Duckworth.

Hahn, A. (1994). Sincerity and Other Works: The Collected Papers of Donald Meltzer. London: Karnac.

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CHAPTER TWELVE The smug Buddha

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CHAPTER TWELVE

The smug Buddha

Dialogue with Caroline Helm, whose Tibetan name is Gakyil Shenpen, which translates as

Coil of Joy Benefiting Others

mp: My idea of this conversation, Caroline, is to explore together certain issues, which are dear to my heart and part of a struggle to integrate them. First of all, I’d like you to tell me how you first got interested in both Buddhism and psychoanalytic psychotherapy; whether you started as a Buddhist first, and then came to psychotherapy or vice versa; whether you come from a family tradition of meditation or other forms of spirituality. ch: I have a Church of England background and was educated at an

Anglo-Catholic school. I was quite a devout little girl: used to go to chapel, to confession, but I got disillusioned about, I suppose you might call it my Christian faith, in my late teens, when I was very unhappy. mp: The healthy teenager’s rebelliousness? ch: Exactly. I remember praying like mad and, I remember, it wasn’t doing anything at all. There wasn’t anybody there and, if there

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CHAPTER SIXTEEN Jung and the Buddha

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CHAPTER SIXTEEN

Jung and the Buddha

Dialogue with Jackie Van Roosmalen

Grant me the courage to change that which can be changed

The strength to endure what cannot be changed

And the wisdom to know the difference.

—Reinholt Niebuhr

mp: Jackie, I am delighted that we can talk on the phone and at such short notice just before Christmas. I am particularly intrigued by your experience as a meditator and one of the last child psychotherapists trained at the Society of Analytic Psychology i.e. the

S.A.P., the Jungian training, just before it was discontinued. jvr:

Yes, I trained in the nineties and I qualified in 2006. My peers were Joanna Goldsmith and Alessandra Cavalli. And yes, I did have a Jungian analysis.

mp: I believe there is not a huge difference from the other training originated by Anna Freud and Melanie Klein, is that right?

213

214 jvr:

T H E B U D D H A A N D T H E BA B Y

The main difference is that Michael Fordham’s model of the primary self is central. This is the idea that each individual is first and foremost a Primary Self, a psychosomatic unity, a whole. This

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CHAPTER ELEVEN: The borderline child and the establishment of internal reins

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Introduction

I found myself in a quandary, once again, in thinking of cases to include in this chapter. Alistair, the boy I discuss, could have easily been included in the chapter on hyperactivity. Equally, children presented in other chapters, such as Pilar in the chapter on hyperactivity or Craig in the chapter on parental guidance, could be diagnosed as borderline children. The difficulty in categorizing borderline children is shared amongst clinicians, who find that many features of the borderline group are similar to those of a range of psychological disorders in childhood. Lubbe writes that the current profile of borderline children is “loaded down as it is with descriptions of conduct disturbance, attention deficit, impulsivity and emotional disregulation” (Lubbe, 2000, p. 6). In his review of the literature on borderline personality disorders, he quotes authors who have outlined some diagnostic features in this type of childhood disorder. He mentions a “rapid shift between psychotic-like and neurotic levels of reality testing; a lack of ‘signal anxiety’ (Freud, 1926) and a proneness to states of panic dominated by overwhelming concern of body dissolution, annihilation and abandonment” (Lubbe, 2000, p. 41). We also find idiosyncratic thinking and disruption of thought processes, impairment in relationships, and a difficulty in distinguishing self from others. There is a lack of impulse control, of the capacity to modulate destructive tendencies and to contain intense feelings. These characteristics are generally thought to define borderline personality in children.

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Chapter Sixteen - Jung and the Buddha: Dialogue with Jackie Van Roosmalen

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Dialogue with Jackie Van Roosmalen

Grant me the courage to change

that which can be changed

The strength to endure what cannot

be changed

And the wisdom to know the difference.

—Reinholt Niebuhr

Reference

Sinason, V. (2010). Mental Handicap and the Human Condition. London: Free Association Books.

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