학교 폭력 피해자의 무의식적 환상에 대한 정신분석학적 개입
Psychoanalytic Interventions for Unconscious Fantasies in School Violence Victims
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Objectives: Adolescent school violence is a serious issue in our society. The damaging effect of school violence is not limited to school life but also can adversely affect victims throughout their lives. Methods: We retrospectively reviewed the medical records of school violence victims who received treatment at the Department of Psychiatry, Konyang University Hospital, Daejeon, Republic of Korea. We sought unconscious fantasies through three case reviews and in an effort to prove the effectiveness of psychoanalytical intervention. Results: The experience of school violence beyond the scope of individuals’ resilience renders victims with intense feelings of shame, helplessness, and lives spinning out of control. Victims endeavor to escape from such suffering and incompetence. They create unconscious fantasies such as justifying situations or actually controlling this condition with a strong will, which renders them with power to endure such a circumstance. Such unconscious fantasies can temporarily facilitate in withstanding the painful reality. However, unconscious fantasies that continue to exist after one’s growth significantly impede social adaptation, the perception of reality, and coping with such challenges. Conclusion: We identified the unconscious fantasies generated by school violence and defined the effect it has on victims through the cases of patients who experienced the damaging effect of school violence in the arena of clinical phenomena. Through this, we want to identify paths of treatment in meeting the needs of victims of school violence.
Abstract
Objectives: Adolescent school violence is a serious issue in our society. The damaging effect of school violence is not limited to school life but also can adversely affect victims throughout their lives. Methods: We retrospectively reviewed the medical records of school violence victims who received treatment at the Department of Psychiatry, Konyang University Hospital, Daejeon, Republic of Korea. We sought unconscious fantasies through three case reviews and in an effort to prove the effectiveness of psychoanalytical intervention. Results: The experience of school violence beyond the scope of individuals’ resilience renders victims with intense feelings of shame, helplessness, and lives spinning out of control. Victims endeavor to escape from such suffering and incompetence. They create unconscious fantasies such as justifying situations or actually controlling this condition with a strong will, which renders them with power to endure such a circumstance. Such unconscious fantasies can temporarily facilitate in withstanding the painful reality. However, unconscious fantasies that continue to exist after one’s growth significantly impede social adaptation, the perception of reality, and coping with such challenges. Conclusion: We identified the unconscious fantasies generated by school violence and defined the effect it has on victims through the cases of patients who experienced the damaging effect of school violence in the arena of clinical phenomena. Through this, we want to identify paths of treatment in meeting the needs of victims of school violence.
참고문헌 (22)
- Arlow JA, "Fantasy, memory, and reality testing", Psychoanal Q, 38, pp.28~51 (1969)
- Arlow JA, "Unconscious fantasy and disturbances of conscious experience", Psychoanal Q, 38, pp.1~27 (1969)
- Arlow JA, "The psychoanalytic process", Psychoanal Q, 59, pp.678~692 (1990)
- Bergmann MS, "Reflections on the history of psychoanalysis", J Am Psychoanal Assoc, 41, pp.929~955 (1993)
- Breuer J, "Studies on hysteria", pp.255~305 (1895), Basic books
- Cole DA, "Targeted peer victimization and the construction of positive and negative self-cognitions : connections to depressive symptoms in children", J Clin Child Adolesc Psychol, 39, pp.421~435 (2010)
- Coloroso B, "The bully, the bullied, and the bystander" (2003), Harper Collins
- Copeland WE, "Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence", JAMA Psychiatry, 70, pp.419~426 (2013)
- Davies JM, "Linking the"Pre-Analytic"with the postclassical : integration, dissociation, and the multiplicity of unconscious process", Contemp Psychoanal, 32, pp.553~576 (1996)
- Gilbert S, "A field guide to boys and girls: differences, similarities; cuttingedge information every parent needs to know" (2000), Harper-Collins
- Herman J, "Trauma and recovery", pp.33~35 (2015), Basic Books
- Hinshelwood RD, "Clinical Klein: from theory to practice", pp.17~34 (1994), Basic Books
- Isaacs S, "The nature and function of phantasy", Int J Psychoanal, 29, pp.73~97 (1948)
- Kardiner A, "War stress and neurotic illness", pp.381~389 (1947), P. B. Hoeber
- "Act on the prevention of and countermeasures against violence in schools" (2012)[URL]
- Moon YL, "Prevention and counseling of school violence", pp.157~181 (2006), Hakjisa
- Park HJ, "An investigation of school violences in Korea and some possible solutions", pp.7~10 (2013), Korean Educational Development Institute
- Sadock BJ, "Kaplan & Sadock’s synopsis psychiatry", pp.1412~, Wolters kluwer
- Thompson M, "Best friends, worst enemies", pp.163~173 (2001), Ballantine Books
- van der Kolk B, "The body keeps the score", pp.51~73 (2014), Penguin Books
- van der Ploeg HM, "Being held hostage in The Netherlands : a study of long-term aftereffects", J Trauma Stress, 2, pp.153~169 (1989)
- Van Dyke C, "Posttraumatic stress disorder : a thirty-year delay in a World War II veteran", Am J Psychiatry, 142, pp.1070~1073 (1985)