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Developing the internal observer in professionals in training
Author(s) -
Trowell Judith,
Rustin Margaret
Publication year - 1991
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/1097-0355(199123)12:3<233::aid-imhj2280120309>3.0.co;2-t
Subject(s) - unconscious mind , observer (physics) , psychology , mental health , function (biology) , process (computing) , psychotherapist , computer science , psychoanalysis , evolutionary biology , biology , operating system , physics , quantum mechanics
Fonagy (Fonagy, Steele, Steele, Moran, & Higgitt, 1991) defines the “self” as the immediate experience of life and the “reflective self” as the internal observer of mental life that knows the “self” and reflects upon mental experience, both conscious and unconscious. Developing this internal observing self has been found to be an extremely valuable skill that enhances the capacities of those working in the caring professions and with relationships. The technique that has been developed is called Infant Observation because it began with those training in the Child and Family Mental Health field. It has, however, grown and expanded and can involve observing infants, young children, older children, families, and institutions. The evolution in the child of the “reflective‐self function” (Fonagy et al., 1991) is seen as an essential step in emotional development. Refining and sharpening this skill in those working with the effects of relationships on relationships is, we would suggest, an equally essential step in the professional development of workers. What we hope to achieve is something akin to the internal observing self, but this internal observer is an aspect of the self, the individual who is capable of self‐observation as a professional tool. This paper describes, in two parts, the process by which the skills of trainees in the caring professions can be developed. In the first part, the training experience and the working of the seminar are described. In the second part of the paper, the process of identification with the observing function of the infant observer is explored by presenting a case of a 7‐month‐old baby girl.