Abstract Contemporary clinicians have access to a kaleidoscope of worlds of theory, research and thought on trauma and dissociation, but often feel in the dark in their ability to integrate the ideas into their day to day work. In this paper, the author offers a mix of theory, research and clinical process that can help clinicians along this often tumultuous journey. The author stands in these spaces, offering a link between parent and child dissociative processes while exploring the impact on the developing child from a combination of contemporary neurobiological research findings, trauma theory, psychoanalytic thought as well as an experience-near lens. Specifically, the author aims to illustrate the ways in which early trauma and dissociation may inhibit the child’s development of object constancy, or to shatter what sense of object constancy a child may have already developed. Like a Wrinkle in Time, without a protective other or caring guide, the author imagines a child who is tessered - or thrown - through the self-with-other dimensions of dissociated affective worlds - alone, disoriented and afraid. Clinical illustrations are presented in order to illustrate the experiential essence of such dissociative tessering, both for the patient, as well as for the therapist, often founded in the potentially disorienting ways in which some patients attempt to find a tether, or sense of safety. In these contexts, the therapist's countertransference, while potentially offering useful information about the therapist's relational and affective world, and perhaps some empathic resonance with the patient's experience, may also add to the disorientation, leading to challenges in basic clinical understanding and responsiveness. Finally, dignity is explored as an essential therapeutic concept, stance and action, by way of a variety of interdisciplinary thinkers and is presented as both a pathway to and outcome of achieving safety in self and relationship.
Learning Objectives:
At the conclusion of this session participants will be able to:
Define object constancy and its role in developing a sense of safety in self with other relations
Identify the three types of dissociative processes and their developmental impact on object constancy
Recognize the neurobiological and affective overlap underlying dissociation and related problems in object constancy
Assess and manage their own countertransference feelings in relation to patients with early trauma, dissociation and difficulties with object constancy
Recognize behavioral manifestations and enactments as signals for problems in object constancy, and consequently be better able to relate to patients in ways that promote dignity and to plan for therapeutic action that increase felt sense of safety
