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ADDRESSING THE PSYCHIC REALITY OF THE BORDERLINE CHILD

机译：解决边界儿童的心理现实

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The Chairman opened the session with the comment that: 'The children we see analytically usually do not understand subjectivity; even less do they understand how the world is created intersubjectively. For these children, the world is as they perceive it. So the first difficulty in addressing the psychic reality of the child, particularly the more disturbed child, is that it is often the only reality he knows'. In this context the central question is what kind of framework we use to attribute meaning to the way borderline children communicate, since they are often oriented only by their psychic reality. She said: 'every component of communication is a potential organiser of transference perceptions ... As an analyst joins a child in his play, he joins him in a symbolic representation of his world, in which dangers and pleasures are presented and represented, experienced and discussed, without dire consequences, until analyst and child can begin to understand why the world is seen as it is ... and how else it might be'.
机译：主席在会议开幕时说：“我们从分析上看待的孩子通常不了解主观性；他们甚至更了解主体间如何创造世界。对于这些孩子来说，世界就是他们所感知的世界。因此，解决儿童，尤其是较受困扰的儿童的心理现实的第一个困难是，这通常是他所知道的唯一现实。在这种情况下，中心问题是我们使用哪种框架来将意义归因于边缘儿童的交流方式，因为他们通常仅以其心理现实为导向。她说：“沟通的每个组成部分都是潜在的移情观念的组织者……当分析家将孩子加入他的游戏中时，他会与他一起象征着他的世界，在这个世界中，危险和快乐被呈现和表现，经历在没有可怕后果的情况下进行讨论并进行讨论，直到分析人员和孩子可以开始理解为什么将这个世界看成是……以及它可能会是什么。”

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