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Mentalization and Metaphor,
Acknowledgment and Grief: Forms of
Transformation in the Reflective Space
Stephen Seligman, D.M.H.
This paper illustrates the clinical application of current theorizing about
mentalization and reflective functioning and shows how it can synergize with
established analytic concepts. The paper presents a single case, that of a mid
-
dle-aged woman patient with a moderate but significant history of trauma
and presenting with narcissistic/borderline and masochistic dynamics. Un-
like some applications of the new concepts, however, this paper does not fo-
cus the case presentation around them but instead shows how a number of
processes contribute to the development of mentalization. These include
corrective engagement in enacted repetitions of the patient’s past mistreat-
ment, the development of a central metaphor that allows for proto-reflection
and playing with painful affects, and a mourning process precipitated by the
death of a family member to whom she is ambivalently attached. In the
course of the presentation, then, a variety of psychoanalytic concepts are
applied, such that the paper works as a synthesis of mentalization theory
with them. Specifically, transference–countertransference dynamics are
tracked, projective identifications and containment processes are described,
interactions and interpretations lead to progressive change, and fantasies,
conflicts, and internal object relations are observed and analyzed. Such di
-
rect and detailed clinical application of the concept also makes it more vivid,
lucid, and experience near.
E
MERGING DEVELOPMENTS IN ATTACHMENT RESEARCH ARE
contributing to the psychoanalytic understanding of development
and psychopathology, as they have been augmented by them. Re
-
321 © 2007 The Analytic Press, Inc.
Psychoanalytic Dialogues, 17(3): 321–344, 2007
Stephen Seligman, D.M.H. is Clinical Professor of Psychiatry at the Infant-Parent Pro
-
gram at the University of California, San Francisco; Co-Editor-in-Chief of PsychoanalyticDia
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logues; Personal and Supervising Analyst at the Psychoanalytic Institute of California; and a
member of the faculties of the San Francisco Psychoanalytic Institute, the NYU Postdoc
-
toral Program in Psychotherapy and Psychoanalysis, and the Jewish Board of Family and
Children’s Services in New York City.
cently, this synergy has accelerated, as the concept of “mentalization” has
generated broad and intense interest (Coates, 1998; Seligman, 1999a,
2000; Chused, 2000; Main and Hesse, 2000; Slade, 2000; Fonagy et.al.,
2000, among others). In this paper I propose to illuminate and elaborate
this term through its application to a clinical case, which is presented after a
brief review of the concept.
However, in this paper I do not focus the case presentation around the
mentalization concept but instead describe a variety of change processes
that occur within the analytic relationship, which can be understood as
contributing to the emergence of reflective functioning. These include
corrective engagement in enacted repetitions of the patient’s past
mistreatment, the development of a central metaphor that allowed
for proto-reflection and playing with painful affects, and a mourning
process precipitated by the death of a family member to whom she was
ambivalently attached: Transference–countertransference dynamics are
tracked, projective identifications and containment processes are de-
scribed, constructive interactions and interpretations lead to progressive
change, and fantasies, conflicts, and internal object relations are observed
and analyzed. Overall, this integrative approach is an effort to make the
new concepts part of the analyst’s vocabulary rather than replacements
for it.
With this emphasis in mind, my primary use of mentalization theory
in approaching the case will be a retrospective one. Although it was
influential at times, the mentalization framework was not decisive in
shaping the technical decisions in the case. Generally, my interventions
combined a mix of various psychoanalytic clinical theories on one hand
and a more or less disciplined responsiveness under the various pressures
of the transference and countertransference and other elements of the
ongoing analytic process on the other. I present the back and forth of the
analytic process, tracking shifts in the patient’s psychological style and
her evolving relationships. What emerged was a mix of traditional inter
-
pretation, including of the transference, the past, and the patient’s
extra-analytic relationships; working out transference–countertrans
-
ference enactments; affect regulation; (as I have said) a particular meta
-
phor that facilitated a transition to more direct and mentalized function
-
ing; grief and mourning triggered by the death of the patient’s close
relative; and the progressive impacts of intercurrent extra-analytic life
events. The most important role of the “mentalization” model in the clin
-
ical report is to provide a series of retrospective touchpoints to follow the
322 Stephen Seligman
analytic progress, which in turn should clarify it and its clinical implica
-
tions.
Mentalization as a Milestone in Child Development
and Clinical Psychoanalysis
Mentalization refers to an emerging mental capacity, achieved in a crucial
process in development where the child comes to understand that her
immediate experience, “objective” as it may seem, is a personal experi
-
ence, which may well be different from that of other people. The
mentalizing child thus has a sense of her own subjectivity, a “theory of
minds,” including a theory of other minds, all of which implies that her
subjective experience is dependent on her mental state as well as what-
ever is occurring in external reality. This capacity thus implies a number
of distinctions: between one’s own mind and those of others, between in-
tentions and effects, and the ability to imagine that one’s own experience
of an external “reality” may be one among many. The child is coming to
know that she has a mind of her own, in a world of her own that includes
other people who have other minds which see the same world as she but
from a different perspective. Along with the term mentalization, other re-
lated conceptualizations have referred to metacognition (Main and
Hesse, 2000)and reflective functioning (Fonagy, 2000; Fonagy et al.,
2002; Slade, 2000).
A key feature here is that these all-important senses that there is an “ob
-
jective reality,” and other minds coexisting in that reality, are constituted
in relationships rather than being discovered. There are two correlated de
-
velopmental experiences: The child sees herself seen in the eyes (and
mind) of someone who cares for her at the same time that she sees that that
person has a view of her mind that is not the same as her own sense of her
-
self from the inside. In tandem with this, she can share attention to other
objects with such caregivers, coming to the complex experience that the
same object is seen from a more or less different vantage point by herself
and the others (Trevarthen, 1980; Stern, 1985; Seligman, 1999a; Fonagy et
al., 2002). When the child can apply this ability to take on multiple per
-
spectives about her own mind, she can grasp how her own internal experi
-
ence could be different from what someone else sees when he sees her. This
is the core of the fundamental organizing principles that comprise mentali
-
Forms of Transformation 323
zation—the theory of minds and the dialectic between objectivity and sub
-
jectivity.
1
When mentalization is not consolidated, the developing child is
stranded in rather unwieldy and constrained mental states (Fonagy and
Target, 1996). Others cannot be relied upon, as they are not held as sepa
-
rate; they are protected from whatever psychic vicissitudes may perturb the
inner mind, because the internal anxieties and destructiveness bleed into
their representations. In constituting such psychic organizations, projec
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tions are both indispensable and perilous: Because the internal and exter
-
nal perspectives are not well differentiated, such projections are particu
-
larly problematic because they are taken as equivalent to objective reality;
but they cannot be avoided since the border between minds is so indistinct.
Thus, patients with mentalization deficits may well be prone to pathologi
-
cal idealization, paranoid projections of internal malignancies, and oscilla
-
tions between these. All of this leads to the widespread impression that
these deficits are implicated in much character pathology (Clarkin,
Kernberg, & Yeomans, 1999; Diamond et al., 1999, among others). In par-
ticular, there is significant empirical evidence of very significant correla-
tions between deficits in mentalization and borderline personality disorder
(Fonagy, 2000).
The crucial link between being understood and the sense of coherence
and security is thus explicated. Thinking reflectively and making meanings
that make sense are a crucial aspect of feeling secure in the world. When
such developments are impaired, basic psychopathology will likely ensue.
(In a related finding, Main and her colleagues [2000] have shown that
adults who have developed the ability to reflect on their experience are
more psychologically secure than those who have not, even when their actual
experiences are more traumatic. These findings provide basic support for the
therapeutic value of psychoanalytic exploration.)
324 Stephen Seligman
1
Suggestive links might be made with established analytic models. Freud’s (1911, 1923)
theories of the two principles of mental functioning and of the polarity between the ego and
the id are the essential points of departure for this theorizing, making a distinction between
the reality orientation and that which does not distinguish between the internal and the ex
-
ternal. Subsequent but essential conceptual developments elaborate this: These include the
essential Kleinian–Bionian (Bion, 1962) interest in the development of the depressive posi
-
tion and “thinking” along with the pitfalls of fixation in the paranoid–schizoid position;
Winnicott’s (1971) pivotal distinction between the “subjective object” and the more mature
“object usage”; and the central role in ego psychology of reality testing as an ego function
and, more broadly, the complex relationship between psychic and actual realities
(Hartmann, 1956; Erikson, 1964; Arlow, 1969; Wallerstein, 1988).
Despite the widespread interest in this innovative conceptualization,
however, much uncertainty remains among analysts about it, especially
about its direct application to clinical analysis (although there have been a
number of important efforts to clarify this, including Diamond, 1999; Dia
-
mond and Blatt, 1999; Chused, 2000; Seligman, 2000; Slade, 2000; Wein
-
berg, 2006)
This paper illustrates the emerging theories about mentalization and re
-
flective functioning by presenting an analytic treatment of a woman with a
chronic traumatic history and masochistic–narcisstic character trends. As
it does this, it renders these theories with the complexity that inevitably
emerges in the rough-and-tumble of analytic treatment and links them to
other theories and intuitions on which the working analyst relies in every
-
day clinical work.
The patient in this case started out in a nonmentalized state, character
-
ized by projective identification, psychic equivalence, teleology, and a
rather limited behavioral and emotional repertoire. As the case progressed,
she developed a more fluid psychological organization able to see others’
motives and imagine their states of mind, taking them into account with
greater flexibility and with a wider and more context- specific range of af-
fects.
This general evolution can be understood as converging in the develop-
ment of mentalization and evolving senses of subjectivity/intersubjectivity.
The markers of these developments included the patient’s becoming more
self-reflective, more aware of the difference between her own psychic real-
ity and external reality in general, and concurrently able to conceive of the
distinction between her own mental life and the others’ experiences. She
became more flexible, empathic, and less compelled by her past and the
correlated psychological rigidities. Her emotional range broadened, and
her practical experience became more varied and pleasurable. Similarly,
the transference became less rigid and more open to interpretation, and the
patient was more able to take advantage of the directly supportive aspects
of the analytic situation. As this all evolved, the analyst became freer and
more available.
Case Illustration
Harriet J, an administrator in an agency for emotionally disturbed children,
was in her 50s when we first met. She was pleasant in her demeanor and ap
-
pearance; I felt she was “a good person.” A bit nondescript, she seemed
Forms of Transformation 325
lively and articulate enough, interested but apprehensive. She was consult
-
ing a couple of analysts, and I was pleased that she chose me. We agreed to
meet twice weekly.
Ms. J had become disenchanted with an analyst that she had seen for
several months. She felt that he was cool and unresponsive. I was sympa
-
thetic, but Harriet’s presentation of herself as mistreated seemed exagger
-
ated. She could refer to her own internal experiences of frustration and
strong and romantic wishes to be close to him, and even appreciated his
plausible technical reasons for being restrained, but this was awareness
without reflection. Whatever she knew about herself was disconnected and
overridden by having an ax to grind.
This intimated a common dilemma with certain patients: Something felt
right about Harriet’s account of the analyst at the same time that her re
-
sponses were driven by her own internal rigidities. I managed to restrain my
-
selffromenactingeither ofthetwintemptationsof joiningherinblamingthe
analystor takingup theunderlyingsense ofgrievance, andthingswent along
well for a while. Ms. J had been in a submissive marriage with a man who
turned out to be a drug abuser and had ultimately died of a drug-related ill-
ness.Hardlyanyone hadappreciated how devastatingthis hadbeenfor Har-
riet, even thoughthe marriage had ended a decadeago. She told me that she
found my understanding this to be quite moving and helpful.
Getting Snagged:
A Transference–Countertransference Bind
When Harriet returned from a vacation, she was shocked to see my charge
for her week away, although I believed that I had explained that this ar
-
rangement was standard in my practice. She felt hurt and angry: Indeed,
she insisted that I was betraying our avowed purpose of helping her enjoy
life, because I must be reminding her that she had to put me first even after
she had been able to “give herself” this special trip. She accused me of over
-
looking her conscientiousness and concern for our work together. I agreed
that my billing her might seem one-sided. But as I acknowledged that it was
a way of conducting business that worked better for me than any of the al
-
ternatives, I maintained that it was nonetheless not a matter of denigrating
her commitment to treatment. This, however, only served to intensify her
anger, and she became more harsh and one-sided in her criticism of me.
I tried different responses, including trying to explain myself further and
trying to confront, gently I thought, Ms. J’s difficulty seeing that I might
326 Stephen Seligman
have my own requirements without this reflecting my attitude about her. At
times, although I sympathized with Harriet’s sense of being mistreated, I
tried adding that the force of her reaction might have sources in her own
history and psychology. I had been hearing about her ongoing sense of
grievance with several friends, and I suggested that there might be a pattern
here from which we might learn.
But this too only served to amplify Ms. J’s anxiety and hostility, along
with a rather rigid and quite belligerent side of her. In retrospect, I see that
these attacks left me feeling quite pressured, annoyed, and guilty, and I be
-
came rather flatfooted. In addition, my efforts to help her see that her reac
-
tions might reflect her own past experience overlooked how difficult it was
for her to see realities other than those driven by her strong emotions. De
-
spite my having written on the dangers of premature interpretation
(Seligman, 1999b, 2000), I was overly persistent in taking this tack. Not
surprisingly, this hardened and intensified her feeling that I was pursuing
my own agenda, as she felt that I was keeping her talking about her bad ex-
perience with me when she wanted to “move on.” I was calling attention to
myself and insisting on running the show rather than helping her feel better.
In this atmosphere, my interpretations served as a form of reflexive
self-protection for me in the face of some persistent bewilderment and irrita-
tion. I became grumpier and more negative than I usually am with patients:
It felt like Harriet was boxing me in, keeping me from being the kind of ana-
lyst I want to be. I felt misdescribed and misrecognized, not so much be-
cause I felt criticized but because I couldn’t find myself in the rather nasty
account that she was offering—-try as I might. I was thus left with the com-
mon dilemma of either complying with projections that felt wrong or con
-
testing them in a way that left me an outsider and leaving someone whom I
had hoped to help stranded instead with her own helplessness and desper
-
ate anger. Indeed, Harriet felt much the same way.
Technical Implications of Conceptualizations About
Failures of Mentalization, Trauma, and Projection
There are many perspectives that we can bring to bear on this situation:
This is the kind of projective identification and mutual enactment that is so
common, especially with patients whom we end up calling sadomasochistic,
borderline, and narcissistic. The analyst is caught between identifying with
one or another side of the controlled–controlling, abuser–abused dyad that
is so constitutive of the patient’s object relations. It seems clear to me, again
Forms of Transformation 327
in retrospect, that Harriet was evoking in me her own sense of being pushed
around, minimized, railed at, and dismissed that resembled her own trau
-
matic experiences, present and past. I now believe that I was re-enacting
these relational patterns to a greater extent than I realized at that time.
Before going on to describe some of the subsequent evolution of the case,
I want to restate and elaborate four particular points that it illustrates,
which are illuminated by taking up the emerging thinking on mentalization
along with more established strands in the analytic lore and literature: the
compulsion to project; the emergence of transference as a state of mind
without reflective functioning; the dangers of premature interpretation;
and the pressure, and perhaps requirement, that the analyst engage in re
-
petitive enactments in the transference–countertransference, which most
often re-evoke some of the patient’s traumatic experiences (if not the ana
-
lyst’s). Having just discussed this last matter, I will briefly elaborate on the
other three.
The prominence of projection and the lack of a theory of other
minds.
Overall, Harriet could not allow that I had needs and require-
ments of my own, insisting on the peremptory reality of her idea that I was
punitive and considered her unworthy. As far as the part of her mind that
mattered, I simply was someone who was judging and punishing her. There was
no other possible reality. Although Ms. J could be quite an intelligent and
thoughtful person, her stance here was quite closed and impervious to new
information. She could not “play with reality” and was instead stranded in a
state of concrete, psychic equivalence, both embattled and alone (Fonagy
and Target, 1996).
Transference and the absence of reflective functioning. In the grip
of unmentalized, powerful affects of fear, longing, and danger, Harriet
couldn’t make use of everyday mental procedures for correcting
“misperceptions.” Under such conditions, patients take their subjective ex
-
perience as if it were entirely “real,” the whole story, without reflective
thinking: No matter what information the patient may have about the ana
-
lyst’s reliability, honesty, concern, and so on, the compelling reality of the
subjective experience overrides anything else that the patient might
“know.” So no matter what Harriet knew about my good intentions—even
when she felt, as she did, that I was a caring person—she couldn’t think of
me as having anything but cruel motives when it came to the fee, and this
dominated her experience. The theory of other minds no longer applied.
This transference was thus characterized by an impairment of reflective func
-
328 Stephen Seligman
tioning, of mentalization, of the reality sense. By thinking of the absence of objec
-
tivity as an aspect of a psychic state, rather than as a capacity for accuracy,
we can better differentiate transference as a metacognitive variant from its
other conditions—transference as distortion, as desire, as developmental
possibility, and so on.
For Harriet, only one affectively charged internal representation sys
-
tem—only one “emotional reality”—could exist at any given moment, and
the other had to be projected with great force and certainty. Although ap
-
parently a thoughtful and responsible person, she lacked a true theory of
mind in those areas where strong, self-related affects were involved. It was
either her or “them.” With Harriet, this was a ubiquitous pattern: She could
regale me with stories about friends who were mistreating her, denouncing
them while professing to be helpless to make any changes. She couldn’t bear
to be aware of her dependence on these friends, both as people whose com
-
panionship she badly needed and as necessary objects for the projection of
her own persecutory objects, without whom she would have to face her own
needs and fears of being humiliated and out of control. This pattern was re-
peated in the transference.
Premature interpretation, “narcissistic resistances,” and the
breakdown of metacognition: The dilemmas of interaction amidst
nonreflective projective identifications. This all well illustrates cer-
tain pained and angry reactions to apparently accurate interventions,
which we often think of as “resistance.” People lacking reflective function-
ing cannot conceptualize any alternative explanation of their subjective (if
actually reified) realities. Further, any suggestion that there might be alter
-
natives may well be experienced as abandonment, because it disrupts the
implicit assumption that everyone sees the world in the same way. Even
“correct” and tactful interpretations in such situations can lead to height
-
ened, self-protectively aggressive reactions despite their apparent accuracy.
The resistance is to the otherness of the analyst as much as to the content of
the interpretation.
In addition, the confrontation that is implicit in many analytic interpre
-
tations may also be taken as an accusation that the patient is “crazy,” or at
least has defective judgment about what is real. In this way, as in others, the
emerging sense of threat both amplifies and is amplified by internal,
persecutory objects, and a vicious cycle can ensue. Projective identifica
-
tions and other maneuvers often externalize the persecutory phantasies,
which may in turn be further amplified by the responsive, if potentially de
-
structive, actions of the analyst. In addition, further anxieties about the ex
-
Forms of Transformation 329
posure of underlying states of disintegration or loss of reality are also mobi
-
lized.
Overall, under such psychic conditions, trusting oneself or anyone else is
difficult, because there isn’t a sense of things persisting beyond the moment,
and there is no reliable sense that psychic reality is only that, which makes
bad feelings especially problematic. Under the meta-assumption that fanta
-
sies and feelings are as real as other people, painful experiences cannot be
conceived as something just in the mind; they are hyperreal and cannot be
contained as subjective experience. (Indeed, this category does not exist.)
Thus,assomanyanalystshavenoted,theyhavetoberelocatedoutward,and
splitting and projection are necessary to preserve psychic equilibrium in the
face of overwhelming affects and phantasies. Such projections may well fur
-
therreinforceparanoidstates,astheexternalworldappearsto behighlydan
-
gerous. At the same time, as she is left with her dependent feelings, the pa
-
tient may experience herself as especially vulnerable to the power of the
analyst,becauseshebadlyneedshishelp.Thepatientalsoneedstherelation-
ship with the analyst to provide an object for the projected psychic dangers,
such as abandonment, betrayal, and attack, all of which present themselves
in Harriet’s case. Thus, a vicious cycle may well ensue in which the attach-
mentintensifiesthesenseoffearanddanger,whichintensifiesthedependent
feelings, and so on. With patients who have been traumatized, especially
thosewith disorganizedattachments,there isalready apredisposition tolink
attachment and insoluble fear (Hesse and Main, 2000). Overall, the emerg-
ingconstellationislikelytoconstituteathreatoftherepetitionofthetrauma.
This was the case for Harriet.
Pitfalls and Progress with Ms. J
With all this in mind, I can now say that I was initially overly attentive to
the content of Harriet’s projections rather than attending to the danger of
her considering alternative views of reality. She was under such psychic du
-
ress that these interpretive comments would intensify the fear that her
sense of reality was being undermined by a punitive but needed caretaker,
from whom she could not extricate herself. This dynamic often stalls thera
-
peutic progress with patients with serious characterological problems who
have not developed the capacity of reflecting on their own internal reality
as anything other than the whole world.
In such situations, the self-protective, self-punitive, and fearful sources
of the disruptive, rageful, and withdrawing responses should not be ne
-
330 Stephen Seligman
glected: Life without metacognition is psychically risky. Often, understand
-
ing how the patient’s reactions do make sense from her perspective can be help
-
ful, along with acknowledgments that each of us has a different point of
view, each of which may have merits. This can have the effect of introduc
-
ing the possibility that there are two minds in the room, if only at a rather
concrete and halting level. Also, shifts into and out of affect regulation,
mentalization, and reflective functioning should be carefully tracked by the
therapist and noted for the patient when helpful.
Along these lines, it helped Harriet when I communicated my growing
understanding that my interpretations about the “content” of the transfer
-
ence were challenging her fragile sense of the authority of her own thinking.
I might say, for example, that I could understand how she might feel that I
was telling her that my view of things was better than hers and that would
leave her with the impossible choice of having to accept something that felt
wrong to her or having to give up on a therapy that meant a lot to her. Inter-
pretation-like comments will be helpful, if at all, when the patient begins to
shift from concretization to mentalization. Therapists will be well advised
to track the moment-to-moment ebbs and flows of such shifts.
In situations like these, Pine’s (1985) maxim about striking when the
iron is cold is a useful one. (When the iron is hot, that is, when the transfer-
ence is more fully engaged and the affects are intense and saturated, the an-
alyst’s interpretive formulations remain useful, but primarily for his or her
undisclosed thinking. Because the countertransference in these situations
is often very pressured and challenging, these thoughts may provide a regu-
latory antidote to our own feelings of helplessness, frustration, rage, loneli
-
ness, and guilt, if they are not abused in a self-serving way.)
Still, despite the slight gains that arose from my shift in timing inter
-
pretations, they were not going to untie the knot here. I came to feel, re
-
luctantly, that I would have to make what felt to me to be a concession
to protect the prospect of an ongoing therapeutic alliance. I proposed
that at this point that I would not charge for cancellations with sufficient
prior notice and that we might revisit this matter in the future if it
seemed timely. The sense of concession was neither about my authority
nor about my pocketbook but because I felt that I was acting in response
to pressure to comply with the projection that I had done something
greedy that had to be redressed rather than having come to feel that this
was the right thing to do. I have come to realize, sometimes regrettably,
that these matters may well have to be worked out in actions, rather than
reflection, at these stages of such cases; this may in fact be inevitable and
also may be useful at times.
Forms of Transformation 331
As all of this proceeded, things softened somewhat. Although still ag
-
grieved, Harriet began to recall how ignored she had felt as a child. Har
-
riet’s mother married her father after his first wife died, leaving him to care
for their 3-year-old son. Although the courtship was romantic, things
changed dramatically after the marriage. By the time Harriet was born, her
mother was bereft of her earlier pleasures, and the romance gave way to de
-
pression in the drab workaday. The brother was always getting into trouble
and then persecuting Harriet, but her pleas for help were ignored. Her own
wishes and talents were not acknowledged, and she was rarely allowed to
feel that her own perceptions and feelings mattered. When she came home
with a good report card, for example, her brother would tease her in front of
friends and family, sneering that “she liked school.” No one protected her.
Whatever emerging pride remained was squashed, and she became a meek,
self-effacing “good girl,” without a voice of her own, retreating into numb
compliance.
A very vivid, even gory, memory emerged poignantly. One day, Har-
riet came home to see her beloved cat dying on the street after having
been hit by a car. The horrific image of his still-breathing body remains
fixed in her mind. Still, even as she stood watching, she was discouraged
from saying anything. Subsequently, she was never given an opportunity
to grieve or even talk about what had happened, including her inchoate
suspicion that her brother had coaxed the cat into the street. We gradu-
ally appreciated how Ms. J had felt completely, even brutally, discounted
in the past, as in the transference. This led to halting insight about how
she felt that she had to dramatize her suffering as the only way to justify
her wishes and perceptions, because she otherwise believed that neither
her own thinking nor her anger could be justified. We also, slowly,
thought about how her harsh self-criticism, her criticism of others, and
her feelings of deprivation worked together. High-volume complaint and
hard-edged grievance were the only form in which she could imagine be
-
ing heard.
Here, Harriet was beginning to become more aware of her own motives,
including those implicated in her compensatory and defensive character
style. This synergized with the historical reconstruction. Coming to see
one’s experiences as having a history, with patterns and continuities over
time, is a step in the development of a personal sense of subjectivity. Re
-
flecting on one’s own mind as other than “objective” reality is a central fea
-
ture of feeling like a separate person with a mind of her own (see, e.g., Stern,
1985; Britton, 1992; Caper, 1997; Coates, 1998; Seligman, 1999a, 1999b,
2000; Fonagy, 2000; Slade, 2000; Fonagy et al., 2002).
332 Stephen Seligman
The following detail, apparently minor, shows the emergence of the ca
-
pacities that are crucial to mentalization (as well as to the Kleinian “de
-
pressive position”)—the sense that mental phenomena are not the same
as external realities, the recognition that facts may indeed be more com
-
pelling than projections, and the like: Ms. J had called to accept an invi
-
tation to a party for an old friend who had recently become ill. She asked
the friend to call back. When the call was not returned promptly, Ms. J
felt miffed, imagining that her friend was being vindictive because he felt
snubbed by her prior to the illness, even though she knew that he was
preoccupied by his condition. She then said, “I believe this, and I don’t
believe this.” Harriet’s declaration of self-reflective doubt about a projec
-
tion (supported by powerful emotion) that she had been treating as a fact
illustrates the emergence of capacity for mentalization, or in the contem
-
porary Kleinian terms of Britton (1999), an ability to distinguish between
beliefs and facts.
Metaphor, Communication, and Metacognition
Let me now return to the further flow of the case so as to illustrate another
aspect of this emergence of Ms. J’s sense of subjectivity and inter-
subjectivity, this time in a transitional process supported by the fortuitous
emergence of a metaphor that helped us look at her uses of suffering.
Harriet came into one session holding a biography of Joan of Arc. When
I noticed it, she told me how she had immediately grabbed it in the book
-
store, because she had chosen Joan as her confirmation saint as a teenager,
aware that it was unconventional, although without an explicit sense of the
resonance of her own suffering to her heroine’s. She was quite affected by
this now. At the time, however, no one in her family had displayed the
slightest interest in her originality or self-expression. She now tearfully re
-
counted how crushingly disappointed she felt.
I was intrigued by this all, seeing how the story of Saint Joan captured the
important themes of redemptive and heroic suffering that were so impor
-
tant for Harriet, along with the fate of a pure and misunderstood woman
who was betrayed by a powerful man, here the King of France, who first sup
-
ported her and then abandoned her (just as, she felt, I had). As we began to
talk about how suffering was a key part of her identity, I also let her know
that I believed that her choice of Joan must have expressed her own sense
of decency and creativity. I felt this quite spontaneously, and it was touch
-
ing to both of us for me to say it.
Forms of Transformation 333
This helped us talk about her experience in a way that, for better or for
worse, circumvented some of the onus that Harriet associated with the
usual analytic attention but very much had the feeling that she was speak
-
ing from inside herself, in her own voice. In addition, Harriet’s projection of
her self-representation into the Saint Joan story gave me a way to commu
-
nicate my respect for her struggle and my appreciation of her suffering in a
displaced and affirmative way that touched her longings but neither over
-
whelmed her nor exacerbated her predisposition to feel patronized. This
was all at some distance from the cycle of idealization and disillusionment
that had prevailed in the transference. In addition, my attention to the pos
-
itive affects was useful here. Analysts are sometimes unnecessarily con
-
strained and neglect the progressive possibilities in appreciating positive af
-
fects associated with key internal representations of self and other.
Contrary to what some have taken for granted, this does not have to pre
-
clude attention to the threatening and overwhelming negative ones.
There is another quite important and more personal element that I must
now add. I had a special interest in Saint Joan, spurred by two extraordinary
films, one by Robert Bresson (1962) and one by Carl Theodor Dreyer
(1928). I didn’t mention this in the first session when Harriet brought the
book, but she may well have seen the gleam in my eye or heard the enthusi-
asm in my voice. After a session or two and some mulling it over, I told her
about the silent Dreyer film, which is quite extraordinary. Some time later,
Harriet watched it. It includes an utterly stunning performance by Antonin
Artaud as a rock-hard, imperious judge and a protracted scene of Joan
burning at the stake, in which her ecstatic agony is remarkably conveyed by
the facial expression of the great French actress Arletty. Harriet and I
talked about this scene, sharing our awe of it, especially of the suffering that
was embodied. The aestheticization of this extraordinary pain, excruciat
-
ing, masochistic, and noble, served to help Ms. J approach and regulate her
own such affects and fantasies. Thinking about these images together of
-
fered the possibility of a containment of something primitive that might
well have been the most suitable way to approach it at this point. The nar
-
ratives and metaphors functioned something like language might in an
-
other case. (See Ferro, 2002, for a contemporary Bionian elaboration of this
kind of analytic activity and, of course, Winnicott’s, 1951, 1971, concep
-
tions of the transformational potentials of play and the transitional space.)
We did in fact talk about such themes, as for example how Joan was com
-
pelled to choose to suffer, that were quite immediate and personal for Har
-
riet in a way that would not have been possible without the background of
the Saint’s story.
334 Stephen Seligman
Thus the Joan of Arc metaphor served both to evoke and organize Ms. J’s
inner life, providing a position from which she could take a self-observing
perspective that was otherwise precluded in the more psychically threaten
-
ing arena of direct interpretation. The metaphor played a transitional func
-
tion, a kind of “me-not me” language, that allowed for a dialogue of subjec
-
tivity without Ms. J having to be fully explicit that she was talking about
herself to me. As she was able to do this, she could take further steps toward
reflective collaboration in the analytic process.
Overall, two dynamic change processes were proceeding simultaneously:
the explicit process of reflecting together on the patient’s psychology, and
the implicit process of building a sense of her subjectivity amidst the
intersubjective world in which one person has an interest in the other’s
mind. At the same time that direct themes were mediated in the content of
the Saint Joan story, there was an ongoing process of emergent inter
-
subjectivity proceeding in our shared interest. The use of the metaphor pro-
vided the opportunity for us to talk about a Harriet-like character as a third
person, in a transitional space that supported symbolization and self-reflec-
tion (Winnicott, 1951; Ogden, 1994; Benjamin, 2004). It was a bit like
playing with a child or sharing enthusiasm about some object on the street
with a younger baby. (Everyday examples abound, as when a toddler and his
father stop on the street and the child tentatively pets a dog and the father
says, “Nice doggie!” while looking at the boy, who fully understands that his
dad is talking about the animal.)
Such shared enthusiasm about a third object is part of the normal pro-
cess of infant’s coming to experience her own subjectivity. Trevarthen
(1980) called this process “secondary intersubjectivity,” in which the de
-
veloping sense of having one’s own mind in a field of others is supported
when two people share attention to a third object: The infant knows that
the father is seeing the same dog but from a different vantage point. Harriet
and I were quite involved in such a dialogue, in which her mind was a focus
of our attention but in which my own subjectivity was marked by my inter
-
est, in a generally affirmative atmosphere globally defined by my overall at
-
tentiveness in the analytic effort. In the presence of my own distinct but
linking interest, my own recognition of Ms. J’s experience underlined the
novel experience of being understood from someone else’s perspective
while staying involved with that other person.
It may be that it was an exceptionally fortuitous convergence that led
Ms. J’s interest in Saint Joan to converge with my own, but I do believe that
many analyses progress through similar creative processes that may not be
so obvious but are nonetheless variations on such formats for transitions to
Forms of Transformation 335
an emergent intersubjectivity, often proceeding implicitly and in the back
-
ground. I would add that I could not have offered this account while I was
talking with Harriet about Joan of Arc, and I sometimes wondered if I were
just passing the time.
Thinking About Reality: Looking at Others
With a Shared Perspective
As this evolved, Ms. J was continuing to talk about her interpersonal entan
-
glements.Shecontinued tooffer stories ofhow particular“so-called friends”
weremistreatingandexploitingher.Iwasoftenabletoelaborateandappreci
-
ate her viewpoint, but she was nonetheless disappointed when I wasn’t en
-
thusiastic about her sense of grievance. In listening to her, I found myself in
the familiarbind, sympathetic toher distress butrendered unable tooffer my
perspective on how she was exacerbating, if not causing, her difficult posi-
tion.I wasaware thatshewouldsometimesrespond withdemanding andan-
grilyanticipatingrejectionsofeven thesmallestrequeststhatherownwishes
be accommodated rather than making those wishes known.
Eventually, we could find some common ground by talking together
about her friends’ psychologies. I would notice how her friend Sarah, for ex-
ample, called only when she needed something, and Ms. J felt acknowl-
edged and a bit relieved. Over time, I might add that Sarah seemed to be a
very nervous person who couldn’t think of other people because she was so
preoccupied with her own needs. In addition to the direct value of these
ideas, this lending of my mind helped Harriet because she could become
more dependent on me in actuality and also helped to build a constructive,
idealized sense of our evolving relationship. It also engaged us further in the
emergent intersubjective format of thinking together about a third person,
one with which Harriet had very little experience. There was a softer and
more collaborative quality to this talk, as it hovered on the edge of aggres
-
sive criticism and empathic understanding, with projection now more con
-
tained and less compelled.
In this atmosphere and mode of relating, there were new opportunities to
think about how Harriet’s behavior was evoking others’ reactions. As we
were joined in critiquing her friends and colleagues (fairly, I hope), we
could talk with greater freedom about Ms. J’s own role—a process that ex
-
panded her sense of agency as it developed some insight. She also got to
practice a kind of observation of others’ minds, which provided some alter
-
native to her more solipsistic, paranoid reversal of her own persecutory
336 Stephen Seligman
self-criticism, dominated as it was by projection. Overall, this further ex
-
panded the sense of an authentically dyadic process rather than a closed
and persecutory and depriving interpersonal world. Things were getting a
little less binary, a little more intersubjective, a little less projective and
alien. The space of the Joan of Arc metaphor was migrating toward current
reality so that we could really talk about Harriet.
This was now elaborated as Ms. J became involved as a successful and
well-respected leader in a reorganization at her workplace. Sometimes with
my help, sometimes on her own, she strategized about adversaries whom
she anticipated might denounce her rather than engaging in purely projec
-
tive, masochistic protestations. Although I usually fell short of providing
strategic advice, I did help her sort out the tactical questions, along with
paying careful attention to how her own tendency to feel aggrieved in a
self-referential way—“to take things personally”—might get in her way.
Overall, she was less beset by the pressure to project and then respond an-
tagonistically to her own harsh self-criticism, of which she was becoming
somewhat more aware.
Grief, Differentiation, Integration
As Ms J became freer to think about her friends’ and colleagues’ foibles
along with her own, she also became more able to assert herself effi-
ciently—both in pursuing some long-deferred pleasures and in taking more
direct and explicit positions with others. She eventually got a more appeal
-
ing job that allowed more personal freedom and where her own skills gave
her more leverage to negotiate a better deal for herself. She took longer and
more imaginative vacations and started some new friendships in which her
wishes were respected. She celebrated her newfound agency quite enthusi
-
astically; at times, she would self-reflectively take the risk of alienating oth
-
ers with whom she had been friendly. This meant, in practice, that she went
too far sometimes, and when she asked me, I let her know that I did indeed
think this. She now could tolerate criticism without feeling compelled to
attack the critic. In this climate, it became more possible to link this exag
-
gerated assertiveness to her anxieties, to her sense that she could not find a
response to her own wishes anyway, because she never had. This insight
built a synergy with her increasing success at negotiating interpersonal and
professional situations.
Although there were many such situations, this was most poignant and
powerful in her evolving relationship with her brother. Excluding some
Forms of Transformation 337
other developments, I now describe this in some detail, making some obser
-
vations about the linkage of grief, internalization, personal integration, and
the development of mentalization. Although Harriet had long felt hurt and
angry with her brother, she had kept in touch, visiting whenever she re
-
turned to their home city, where he still lived. When he became ill with a
potentially life-threatening illness, she offered advice based on expertise
that she had acquired when a friend had a similar condition. Although her
brother and his family signaled that they had a different approach, she per
-
sisted, and he eventually stopped returning her phone calls and e-mails, as
did his children, to whom she had been close. She was informed that his ill
-
ness was not immediately fatal, but she was otherwise cut off from the rest
of those who represented her last blood ties to her original family.
She was quite hurt and angry, so much so that she never considered that
she might have taken some liberties or that she might have done better to
take her brother’s obstreperous character, of which she was well aware, into
account in approaching this matter. But as time went on, she did wonder
that her own pride had gotten in her way. Some time later, she learned that
her brother’s condition had worsened, and she called him to say that she
would be in their area and that she hoped that she could visit.
Surprisingly, he called back quite promptly and tenderly thanked her for
calling. Stunning Harriet, he told her how much he had missed her, despite
how much pain there had been between them. He added that he always
thought that she would call and apologize and that he didn’t realize how
strong she was. They were both really stubborn, he said, and he guessed “it
ran in the family.” Harriet was equally forthcoming and did travel to see
him. Mr. J continued to soften as he contemplated death, and in later talks
he told Harriet that he was remembering some of the cruel things that he
had done to her and that he regretted it. This extraordinary turn of events
was quite moving, providing acknowledgment, reparation, and an even fur
-
ther amplified sense that interpersonal relationships might work out with
some justice and reconciliation.
As Mr. J became more ill, things became even more poignant. Memory
and gratitude mingled with grief, anger, and regret, both about the current
loss and the ways that the past limited who Harriet could become and who
she had been. She made a number of unexpected links between the present
and the past, including wondering, in an emotionally convincing way, that
she had sought in her roguish and cruel husband an echo of her brother,
from whom she always fruitlessly sought protection. Over time, the tone of
her talk about her brother and his family was marked with an appropriately
subdued satisfaction, as the mutual recognition and reconciliation pro
-
338 Stephen Seligman
ceeded, but always mingled with a resignation and melancholy about what
was not to be—a complexity of emotion hardly ever seen in Harriet. (See
Mitchell, 2000, and Dent, in preparation, for an exploration of analysts
who have neglected sibling relationships.)
There were parallel developments in the transference. Ms. J, for exam
-
ple, without my prompting, told me that she had come to see that my way of
handling the fee policy didn’t mean that I didn’t care about her. She still felt
that I hurt her and that I had showed her my worst side, but also that I had
since changed. Mostly she was angry and sad that it couldn’t have been dif
-
ferent, that there was so much time wasted. She added that her own way of
seeing herself as exploited made it impossible for her to see that maybe that
it was my own way of handling things rather than something that had to do
with her; speculating about my mental life, she thought that maybe this was
a sensitive area for me. Although I suppose I could say that this account
doesn’t fully capture her own projections and the like, I’m not sure whether
this isn’t as accurate a description as any other, and it does, in any case,
show the development of a two-person sense of how things were unfolding,
marked by disappointment and even grief, rather than the ever-present and
closed system of persecution.
Some months later, Harriet’s brother died. After the funeral, Harriet told
me about how things had gone, noting how she was approaching things in a
new way. She started the session saying that she had “borrowed a page
from” my book; she finally understood about how to use silence. At a family
dinner after the funeral, her niece brought her one of her brother’s shirts,
which she had requested as a memento. But the young woman brought it
into the restaurant right before the dinner, which put Harriet in the posi
-
tion of having to carry it around, rather than waiting until afterward. She
found this thoughtless and was offended. She responded, however, by not
saying anything, noting that she would have, in the past, complained and
gotten nasty, which, she said, would have just made her hate herself for the
rest of the week. After a moment, her niece offered an apologetic response
and took the shirt back to her car, where Harriet picked it up after the din
-
ner.
This moment, minor as it was, reflected an important change in Harriet’s
psychology, including fairly sophisticated self-reflection and new capacities
to regulate and think about feelings (Schore, 1994; Jurist, 2005). The “bor
-
rowing a page” from the analyst’s book marks a shift from projective identifi
-
cation to the more constructive introjective identification, in which the at
-
tributes of the other can be used to enhance the self rather than overridden
in the compulsion to protect the self from its own destructive demons.
Forms of Transformation 339
Later in the session, Harriet described her sister-in-law’s growing de
-
pression. The widow was complaining that no one was respecting her
own Judaism on this awful occasion. However, although her father had
been Jewish, she had no religious training and had adopted Harriet’s
brother’s Christianity practice. After the funeral, the family just went
home and put on the ball game and sat around watching, without even
talking about her dead brother. “If they’re such big Jews,” Harriet said,
“why not sit shiva?”
After a while, I wondered aloud whether Harriet might consider her own
admonitions, that she was putting other people down but not thinking
about her own loss; maybe she was still in shock, or it was hard to be on her
own with all of this. She mostly got mad at me and told me more about how
I didn’t understand how problematic her sister-in-law was.
But after the session, she left a message with a very different tone:
I know that I was busy fighting with you today. What I said did matter
to me, but the thing is I wanted to thank you at the end for bringing
me to a much better place, which was talking about what I didn’t get,
which was uhhhm… like you said, to sit shiva with, wouldn’t it have
been nice if that had happened, and I could have done that for my
brother with my family. It brings me to a better place inside of myself.
And perhaps now that you’ve articulated that for me, it’s something
that I can do for myself at least, a little better than I’ve been doing it.
… So thank you, that’s a very big gift … [At this point, Harriet paused
with a friendly, sardonic, and somewhat anxious chuckle.] … I won’t
fight with you in my mind for at least a few hours (emphasis added).
The general tone of this message is one of grief, affection, and self-reflec
-
tion. In particular, the jocular, ironic reference to fighting with me “in her
own mind” is the clearest indicator of Ms. J’s developing orientation to her
own thinking as distinct from the actuality of the external world, which
permeates this passage. It announces her knowledge that her getting mad is
a mental matter rather than something that belongs in the “objective”
sphere of actuality: She has a theory of her own mind in interplay with the
world outside. This occurs along with the recognition of the defensive pur
-
pose of her annoyed rejection of my interpretation and the subsequent
sense of being a needy, sad, and mournful person. These are all correlated
aspects of the development of subjectivity, of which mentalization is a cru
-
cial aspect.
340 Stephen Seligman
Conclusion
The primary purpose of this paper has been to illuminate and elaborate the
concept of mentalization and suggest some links to other analytic clini
-
cal–developmental theories. I hope that the material presented so far has
accomplished that. With regard to the ongoing analytic treatment of pa
-
tients with character pathology such as Ms. J’s, two intertwined points may
be added in conclusion. First, the development of mentalization is itself a
substantial achievement in such treatments; second, it is a precursor for the
effectiveness of many of the more established modes of psychoanalytic ther
-
apeutic action, notably those dependent on insight.
Mentalization is a precursor of insight: When a patient cannot distin
-
guish psychic reality from actuality in a meaningful way, the usual interpre
-
tations of the internal roots of thoughts and behavior are unlikely to be ef
-
fective, as they rest on the assumption that it will be meaningful to contrast
the inflexible internal world of motivations, fantasies, defenses, and anxi-
eties with the variety of the external environment. Once this capacity is in
place, such interventions are more likely to make a difference. Although
there may be some controversy among analysts about whether interpreta-
tion-based insight is a necessary aspect of successful analysis, it thus seems
clear that mentalization is a necessary condition for such therapeutic ac-
tion to occur.
Subsequent developments in this case illustrate this. As Ms. J began to
develop a sense of her own mind, she was now in a position to talk more
freely and with a sense of agency about her own motivations. For example,
she came to an explicit understanding of what had been an unconscious
preference to suffer rather than to risk actual disappointment or the guilt
that might come with the angry impulse to protest when she could not be
certain that either her wishes or her hatred could be justified. Similarly, she
became more directly aware of her conflicted identification with her dead
mother’s emotional distress and desolation as an active, personal motiva
-
tion of her own, all with feeling and a progressive sense that her uncon
-
scious hopes for a better, more caring relationship with her mother could, in
fact and of course, never be realized. With trepidation, she began to con
-
sider that she might, after all, make herself available to a relationship with a
man, even if it meant that she would have to recall the disaster with her
husband and risk disappointment and rejection. Even as more analytic
work remained to be done, Ms. J was now able to identify, and identify with,
her own subjective motivations to a greater extent than had been previ
-
ously possible. Along with this, her own sense of both internal and external
Forms of Transformation 341
worlds had become both more spacious and secure for her, and she could,
overall, think and act more clearly.
Overall, Ms. J seemed sadder but wiser, but also happier and more flexi
-
ble. She was capable of optimism, gratitude, and even humor amidst grief.
She still struggled to keep herself from succumbing to the influence of oth
-
ers, or to feeling abandoned and aggrieved, and then, ultimately, quite bad
about herself. But this was less peremptory, and her emotional and behav
-
ioral repertoire had expanded and become more flexible and efficient.
Grief marks a space between oneself and one’s objects. As Freud (1917)
declared, mourning is the antidote to a state of absorption in another with
whom one has an unsatisfactory relationship, where the other haunts the
inside of the self, hated but needed, persecutory but invisible, blocking ac
-
cess to the actual world. Mentalization—having one’s own mind—is both a
source and an outcome of the often painful, but potentially exhilarating,
process of becoming available to other people, to one’s own history and in-
terior life, to one’s voice and one’s actual body, and consequently of life’s
opportunities and pitfalls.
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3667 Sacramento Street
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stephen.seligman@ucsf.edu
344 Stephen Seligman
