From Fragmentation to Coherence: Explaining Autism and Derealization/depersonalization in the Context of Child Development by Sacha van Rood

Author:Sacha van Rood
Language: eng
Format: mobi
ISBN: 9789059729322
Publisher: Eburon Academic Publishers
Published: 2014-11-22T22:00:00+00:00

Chapter 13

AUTISM

“The pattern of non-recognition, unresponsiveness, or detachment vis-à-vis the mother. This can be seen briefly after quite a short period of separation, but may develop into an established pattern of reacting to the mother after more prolonged separations. It is a very curious phenomenon that, could we explain it, might throw fascinating light on the child’s intrapsychic mechanisms.”

J. Bowlby (1971)

Daniel Stern (1985) writes that: “Freud assumed that visual perceptions of the environment such as the breast or face or tactile sensations or smells associated with pleasure (such as feeding) or unpleasure (such as hunger) become affect imbued. It is in this way that affective and perceptual experiences are yoked. On the surface it is an associationist’s view, but Freud’s view of this was slightly different. Affects not only make perceptions relevant by way of association; they also provide the ticket of admission for perceptions even to get into the mind.”

In an extraordinarily complex process, but playfully, ostensibly effortlessly, a child gathers pieces of the large ‘puzzle’ and fits them together, gradually creating a clearer and more nuanced sense of reality.

The small significance-creator may be compared to an artist. Both need to be mentally and physically capable of the act of creation. Both create, exerting themselves to satisfy their own needs. Both will have to find the material for their creation in the outside world. And in both cases, creation can take place only when they are able to concentrate; if their concentration is disturbed too frequently, the creative act cannot take place. Notwithstanding these similarities, there is a big difference between the young significance-creator and the adult artist. By retaining a satisfying goal in mind, a committed artist can generate his own positive affect, enabling him to sustain his exertions; very young children can do this only to a limited extent, and infants not at all. Infants, being unable to imagine any future happiness, must experience some form of satisfaction almost immediately if they are to sustain their exertions and remain connected to the outside world.

Meticulous observation of infants with their mothers clearly shows how much they try to sustain interaction with their mother, as soon as they are capable of doing so, for instance by eliciting interaction from her. But it also shows how rapidly they turn away from their mother and suspend interaction when it fails to satisfy them. (D.N. Stern, 1977; H. Papousek, M. Papousek, 1975; T.B. Brazelton, E. Tronick, L. Adamson, H. Als, S. Wise, 1975; E. Tronick, H. Als, L. Adamson, S. Wide, T.B. Brazelton, 1978).

H. and M. Papousek (1975) studied the problem-solving and learning ability of very young infants. Their experiments and observations led them to conclude: “If the infant cannot discover the correct solution in a problem situation, he usually continues to intensify his efforts, but his reactions soon become uncoordinated and signs of distress appear in his facial expression and vocalization. At the same time, intensified respiration, heightened pulse frequency, increased blood flow to the epidermis, or increased perspiration, all indicate that the autonomic system is active.

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