#Selma Fraiberg

[coochiequeens]

Happy International Women’s Day to women who prioritize women, especially today.

This site gives the deeper dive about the Trans Identified Male who transitioned after his career in the military was over instead of a woman in medicine or a woman in science on International Women’s Day off all days? Fuck that.

Selma Fraiberg (March 8, 1918–1981) was an American child psychoanalyst, author and social worker. She studied infants with congenital blindness in the 1970s. She found that blind babies had three problems to overcome: learning to recognize parents from sound alone, learning about permanence of objects, acquiring a typical or healthy self-image. She also found that vision acts as a way of pulling other sensory modalities together and without sight babies are delayed. In addition to her work with blind babies, she also was one of the founders of the field of infant mental health and developed mental health treatment approaches for infants, toddlers and their families. Her work on intergenerational transmission of trauma such as described in her landmark paper entitled "Ghosts in the Nursery"[1] has had an important influence on the work of living psychoanalysts and clinical researchers such as Alicia Lieberman and Daniel Schechter Her seminal contribution to childhood development, "The Magic Years", is still in use by students of childhood development and early childhood education throughout the United States. The Magic Years, which deals with early childhood and has been translated into 11 languages, was written when she was teaching at the Tulane Medical School in New Orleans.

At the time of her death, Selma Fraiberg was a professor of child psychoanalysis at the University of California, San Francisco and a clinician who devoted her career to helping troubled children. She was also professor emeritus of child psychoanalysis at the University of Michigan Medical School, where she had taught from 1963 to 1979, and had also been director of the Child Developmental Project in Washtenaw County, Mich., for children with emotional problems.

Fraiberg's work is said to have paralleled that of Anna Freud, a pioneer in child psychoanalysis. Both were keenly interested in young blind people. For 15 years Professor Fraiberg studied the development of children who were blind from birth, and this led to her writing Insights From the Blind: Comparative Studies of Blind and Sighted Infants, published in 1977. In the same year, she wrote Every Child's Birthright: In Defense of Mothering, a study of the early mother-child relationship in which she argued that all subsequent development is based on the quality of the child's first attachments.

Lilia Ann Abron (born March 8, 1945[1]) is an entrepreneur and chemical engineer. In 1972, Abron became the first African American woman to earn a PhD in chemical engineering.

Abron was born in Memphis, Tennessee,was the second of four daughters.[5]She was born prematurely, at home, and had to be rushed to the hospital by her aunt in a cab, as ambulances were not available for African Americans at the time.[5]

Her parents were both educators who had attended LeMoyne College (now LeMoyne-Owen College). Her father, Ernest Buford Abron, had sustained an injury playing football in college, and was thus unable to serve during World War II. He worked as a Pullman porter and later was a teacher. Abron's mother, Bernice Wise Abron, was a typist from Arkansas. She typed briefs for Wiley Branton, the Little Rock Nine's defense attorney.

Abron's parents were Baptists and she was baptized at the age of 9. She participated in Girl Scouts and in the junior choir at her church.

Abron attended a public school and was placed in the school's math and science track. After graduating from Memphis High School, she decided to study medicine.

Abron was assistant professor of civil engineering at Tennessee State University from 1971. She was also an assistant professor of environmental engineering Vanderbilt University from 1973. In 1975, she moved Howard University as assistant professor of civil and environmental engineering, simultaneously working at Washington Technical Institute (now part of the University of the District of Columbia).[8][5]

Dr. Abron is a registered professional engineer, and a member of the Water Environmental Federation, the American Society of Civil Engineers, the American Water Works Association, the Society of Sigma Xi, and the American Association of University Women.[5][9] She also serves on the Engineering Advisory Board for the National Sciences Foundation.[5]

In 2004, she was elected fellow of the American Academy of Arts and Sciences.[10] She was elected to the National Academy of Engineering in 2020, for "leadership in providing technology-driven sustainable housing and environmental engineering solutions in the United States and South Africa".[11] She was inducted into Tau Beta Pi, DC Alpha Chapter as an Eminent Engineer, and she is a History Maker®.

She has been bestowed the highest honor - Distinguished Member, Class of 2021 - of the American Society of Civil Engineers (ASCE). As of January 2021, she became President of The American Academy of Environmental Engineers and Scientists (AAEES).  

PEER Consultants, P.C.[edit]

In 1978, Abron founded and became President and CEO of PEER Consultants, P.C. [3][5][12][13] She was the first African-American to start an engineering consulting firm focused on environmental issues and concerns relating to the physical and human environments. [14] PEER offers engineering and construction management services, environmental management and sustainability services, and advisory/consulting services.[15] With headquarters in Washington, DC and additional offices in Baltimore, MD, Burlington, MA, and Clearwater, FL, PEER is strategically located to serve its clients throughout the U.S. Since 1978, the firm is focused on providing transformative, appropriate, and sustainable solutions for its clients’ challenging environmental problems.

With this consulting firm, Abron succeeded in proving that by enacting sustainable practices in poverty-stricken parts of the world, living conditions there can drastically improve.[16] In 1995, Abron co-founded PEER Africa Pty. (Ltd.), with the mission of building energy-efficient homes in post-apartheid South Africa.[8] Abron was presented with a United Nations award for her work in developing low-cost energy-efficient housing.[5] The company carried out projects all over Africa, including in Mali, Uganda and Nigeria.

Personal life

Abron is a member of Delta Sigma Theta sorority.[9] She gives talks and presentations related to energy and the environment.[17][18] She is particularly active in promoting science education, and through her company, offers financial support to science fair participants. PEER staff are encouraged to work with students in their neighborhood schools, and Abron herself mentors students.[5]

She cites the book Silent Spring by Rachel Carson as an inspiration for entering the environmental movement.[2]

Abron is a Christian who began her three-year term serving as deacon at The First Baptist Church of the City of Washington, D.C. on June 17, 2018.[6] She previously served as president of the Washington D.C. chapter of Jack and Jill for America.[5] She also plays the hand bells in the Angelus church choir.[

Honors

William W. Grimes Award for Excellence in Chemical Engineering from the American Institute of Chemical Engineers, 1993[5]

Admission to the Engineering Distinguished Alumni Academy at the University of Iowa, 1996[5]

Hancher-Finkbine Alumni Medallion from the Finkbine Society of the University of Iowa, awarded for learning, leadership and loyalty to the university, 1999[5][8]

Induction into the National Black College Alumni Hall of Fame, 1999[5]

Magic Hands Award by LeMoyne-Owen College, May 2001[8]

Alumni Achievement Award, Washington University School of Engineering and Applied Science, 2001[5]

American Academy of Arts and Sciences, 2004[8][19]

Superior Achievement from American Academy of Environmental Engineers & Scientists, 2012[20]

[kisiligingucu-blog]

3. Bölüm

                                                        OYUNCU MERAK:

                                                              HİÇ KİMSENİN                                      

ÖĞRETEMEYECEĞİNİ

                                                                  ÖĞRENMEK

Çoğu Psikolojiye giriş kitabı, öğrenmeyi ‘’Tecrübe sonucu davranışlarda sağlanan sürekli değişim’’ tanımlar. Sürekli değişim içinde olan bir dünyada değişimin öğrenme ile sağlandığını bilmek gerekiyor. Bu iki kavram, değişim ve öğrenme birbirinden ayrılamaz.

 Kötüyü iyiye çevirmeyi sağlayan öğrenme, kişinin kendi başına edindiği tecrübelerle mümkün olur. Bu küçük çocukların oyun oynarken edindikleri tür öğrenimdir. Oynamak doğanın kendi yoluyla--- öğrenmektir.

 İŞLERİN NASIL YÜRÜDÜĞÜNÜ ÖĞRENMEK:

HAYATLA TECRÜBE ETMEK

Selma Fraiberg, yemek zamanı küçük bir bebeğin ellerini sallayarak süte vurmasını ‘’genç bir bilim adamının deney yapması ‘’olarak tanımlıyor. Bebek, bir kez daha hayatını kontrol eden o deb yaratıkların gürültüler içinde gelerek beyaz sulu şeyle ortaya çıkıp çıkmayacağını görmek ister.

 Oynamak ve tecrübe etmek insanın hayatta kalmasıyla yakından ilintilidir. İnsan yavruları diğer türlerde olduğu gibi tek başına hayatta kalabilme becerisiyle gelmezler dünyaya.

[hoursofreading]

One of the best things people can do as parents is examine the emotional residue of their own upbringings. If we don’t, we tend to either project these old feelings onto our children or become terrified of taking on the parental role. Half a century ago, the psychoanalyst Selma Fraiberg wrote beautifully about these lurking feelings in a paper called “Ghosts in the Nursery.” Using observations from her work with families, Fraiberg described the ways in which issues from our childhoods—what she called ghosts—come unbidden when we become parents (or, in your case, when you contemplate parenthood). If we felt criticized, unseen, unsupported, controlled, or neglected growing up—and we haven’t worked through these feelings as adults—these ghosts will cause us to re-enact our pasts (or freeze in our tracks for fear of re-creating them).

How Do I Know When I'm Ready to Have Kids? - The Atlantic

[psicologiascienza-delle-emo-blog]

IN BREVE: La madre di Mary si era rivolta al servizio adozioni per dare sua figlia in affidamento, ma il marito non acconsentì. La signora soffriva di una grave depressione e ad un’analisi psichiatrica si dimostrò affetta d auna grave depressione e quindi insensibile ai bisogni di sua figlia. Attraverso le tecniche del transfert, la ripetizione del passato nel presente e l’interpretazione venne fatto riemergere il  passato della signora: essa sfogarsi ed essere ascoltata. E’ in questo modo che prese avvio il processo di guarigione, che le permise di ascoltare, a sua volta, i bisogni della figlia.

CASO MARY, di Fraiberg, Adelson e Shapiro.

Mary aveva 5 mesi e mezzo d’età quando le terapeute la videro per la prima volta. Portava sul proprio corpo le stigmate di un bambino deprivato dalle cure materne.

A sua madre, la sig.ra March, era stata diagnosticata una grave depressione. Era una donna tanto sofferente da poter a stento affrontare i più comuni compiti quotidiani.

La madre sembrò da subito totalmente sorda, insensibile alle richieste della sua bambina, tanto che il caso richiese un’intervento tempestivo e si optò per spostare la terapia a casa della famiglia. Il metodo divenne celebre con il nome di “Psicoterapia in cucina“.

Il metodo, una variante della psicoterapia psicoanalitica, utilizzava il transfert, la ripetizione del passato nel presente e l’interpretazione.

Parimenti importante il metodo includeva continue osservazioni dello sviluppo del bambino e interventi, discreti e non didattici, volti ad aiutare la madre a riconoscere i bisogni e i segnali della bambina. Gli occhi e le orecchie della terapeuta erano sintonizzati sulle comunicazioni non verbali del bambino e sulla sostanza delle comunicazioni verbali e non verbali della madre. Il dialogo tra la terapeuta e la madre era centrato sulle preoccupazioni attuali e si spostava avanti e indietro tra il passato e il presente, tra questa madre e la sua bambina e un’altra bambina e la sua famiglia, nel passato della madre.

Mentre la madre raccontava la propria storia Mary, la nostra seconda paziente, stavaseduta appoggiata allo schienale del divano, o distesa su una coperta, e il volto triste e distaccato della madre si rispecchiava nel volto triste e distaccato della figlia. Era una stanza affollata da fantasmi.

La storia di abbandono e trascuratezza della madre veniva ora psicologicamente fatta rivivere con la propria bambina.

Mentre la storia della sig.ra March si muoveva avanti e indietro tra la sua bambina -«Non posso amare Mary» – e la propria infanzia – «Nessuno mi voleva» – la terapeuta apriva dei sentieri all’espressione dei sentimenti. La sig.ra Adelson ascoltava e traduceva in parole i sentimenti della sig.ra March bambina.

La terapeuta stava dando alla sig.ra March il permesso di sentire e di ricordare i propri sentimenti. Doveva forse essere stata la prima volta per la sig.ra March che qualcuno le dava questo permesso. E, lentamente, come potevamo aspettarci – ma solo dopo poche sedute – iniziarono ad emergere il dolore, le lacrime e l’angoscia inesprimibile per se stessa, bambina rifiutata. Alla fine fu un sollievo riuscire a piangere, una consolazione sentire di essere capita dalla propria terapeuta. E ora, ogni seduta, la sig.ra Adelson assisteva al verificarsi di qualcosa di veramente incredibile tra madre e figlia.

Ora, appena la sig.ra March cominciò a ottenere il permesso di ricordare i propri sentimenti, di piangere, e di sentire il conforto e la simpatia della sig.ra Adelson, la madre, a sua volta, iniziò a sentire, fisicamente ed emotivamente, la sua bambina.

Venendo ascoltata, la madre potè iniziare ad ascoltare.

Quello che p stato ottenuto nel corso dei primi quattro mesi di lavoro non era ancora una cura della malattia della madre, ma una forma di controllo sul disturbo, in cui la patologia che era giunta ad abbracciare la neonata era stata ora in gran parte allontanata; gli elementi conflittuali della nevrosi della madre venivano ora riconosciuti dalla madre così come da noi come «appartenenti al passato» e «non a Mary». Il legame tra la madre e la bambina era emerso. E la bambina stessa stava rafforzando questi legami: A ogni gesto d’affetto della madre ricambiava con generose risposte d’amore. Era forse la prima volta che la sig.ra March sentiva di essere adorata da qualcuno.

Tutto questo costituisce ciò che potremmo chiamare «la fase di emergenza del trattamento».

Ci è voluto un anno intero a partire da questo punto per dare qualche soluzione ai gravi conflitti interni della sig.ra March, e che in questo anno sono emersi diversi problemi nella relazione madre- bambino. Mary era però fuori pericolo, e anche i conflitti della bambina nel corso del secondo anno di vita non erano né eccezionali né patologici.

Una volta formato il legame, quasi tutto il resto poteva risolversi.

Il caso in versione integrale,

dal libro “Psicologia clinica dell’età evolutiva” di Renata Tambelli. Fonte: Fraiberg, Adelson e Shapiro, 1975 – trad. it. 1999

Per maggior approfondimenti,

 La concezione della patologia psichica per Selma Fraiberg: Ghost in the nursery – I fantasmi della stanza del bambino

Cosa e quali sono i Sistemi motivazionali e Stili di Attaccamento

Riferimenti:

Psicologia clinica dell’età evolutiva, Renata Tambelli, Il Mulino, 2012

Fraiberg Selma, Adelso, Edna and Shapiro Vivian. “Ghosts in the Nursery: A Psychoanalytic. Approach to the Problems of Impaired Infant-Mother, 1975 – trad. it. 1999

CASO MARY, di Fraiberg, Adelson e Shapiro IN BREVE: La madre di Mary si era rivolta al servizio adozioni per dare sua figlia in affidamento, ma il marito non acconsentì.

[thesabconscious]

On Freud and “Ghosts in the Nursery”

I have to admit, everything I knew and understood about Freud and his theories are because of memes and jokes online. The first time I encountered his theories formally was through my social sciences class in senior high school. But because we were tackling so many other theories, we didn’t get the chance to delve into his theory deeper and we just stuck with the basic concepts (id, ego, superego). It was only through this week’s discussion that I was able to understand Freudian psychology and how he was able to come to his conclusions.

With the discussion about the id, ego, and superego, I am reminded of that time last week when I was debating whether or not to attend my 7 am class. I was already dressed and ready to leave when I had the urge to stay at home. I had slept late the night before and so the id was telling me to use the time to rest and prepare for an exam I had later that day instead. The ego, on the other hand, was telling me don’t, because I was already ready, I don’t have a cut yet for this class and sessions will be over soon anyway. The superego was also telling me not to, because if I don’t go to class, I would be missing out on a day of learning. I would not be able to gain new knowledge, which is the whole reason why I am in college. It would seem like a waste of the money my parents are spending on my tuition if I skip.

I spent a good 10 minutes standing in my room facing the door thinking about this. In the end, it was the id that prevailed and I stayed at home until my next class. Even though the ego didn’t win this round, I rationalised my decision by telling myself that I spent my time being productive anyway; I was able to review my lessons and relax before an exam. Because of this, I felt calm while taking it which resulted into me feeling that I did well. Also, because I was so tired, I think I would not have been able to focus on the class as much as I would like to and it would’ve been a waste of time. Until now, I still think it was the right decision at the time. But if the circumstances were if I was just lazy and didn’t want to deal with school and just stayed at home, I think that is when I would feel really guilty about skipping class.

Using the id, ego, and superego framework while I was reflecting on decisions I’ve made during the past few weeks, allowed me recall how I felt at the time as I tried to make sense of my thought process.

I think this experience is one my peers also know too well. I’m curious to know the percentage of people who end up following their id, ego, or superego when faced with this dilemma. I feel like there would be a lot of people who would opt to stay at home and rest or make time for other things because there is an allowed number of absences. That is, if they haven’t maxed out their cuts already. However, I have met people who really didn’t have it in their nature to skip classes, even if they are so tired or they didn’t like the class. I am also curious to know their reasoning behind this because college is a different dynamic than high school. I never skipped a class in high school because I knew my parents would find out. But now in college, with a number of allowable absences, I sometimes skip class mostly to make time for other things.

Apart from Freud, what struck me  and disturbed me most, however, was the discussion about ‘Ghosts in the Nursery’. Reading the case studies about Mary and Greg, my heart broke for them and even more for their parents’ stories. I am glad that they were treated and were able to break the cycle of their circumstance.

Kudos to the women behind this - Selma Fraiberg, Edna Adelson, and Vivian Shapiro for not giving up on their patients and staying by their side even though there were times when they would reject their help.

I have yet to figure out what I really want to focus on with my career but I aspire to have the same level of commitment as these women in their field and have a positive impact in society.

[daughter-of-clovers]

It can be fairly argued that the highest priority for mankind is to save itself from extinction. However, it can also be argued th at a society that neglects its children and robs them of their human potential can extinguish itself without an external enemy.

Selma Fraiberg