Page - 74 - in Psychoanalytic Perspectives on Puberty and Adolescence - The Inner Worlds of Teenagers and their Parents

74 Psychosexual development in puberty When overwhelmed by intense feelings, he cannot concentrate on his task and often must leave the room. Since James has already tried once to strangle another student, it is important to give him the chance to physically remove himself from the class. One of H.’s important tasks is to make her fellow teachers understand that James’ withdrawn behavior is neither a sign of disinterest nor a rejection of the teacher, but instead expresses his desperation and unhappiness. His resistance to learning is linked to an inner pressure that floods him with images or affects. There are other times when James can work well for hours; he is actually a very fine student. Now an excerpt from a Work Discussion paper: Today, James is working in shop/crafts class in an exemplary fashion. He accepts suggestions, asking what to do with the piece he is making. He can bear my physical closeness. He looks in my eyes as I approach him and I think he shows interest. He does not shrink away when my fingers touch his as we must hold the piece tightly. He listens attentively when I give him instructions about how to use the tool, and then tries to follow my instruc- tions. James seeks my gaze and seems to expect my confirming nod. There is no friction between the boys, they are well -motivated and are pleased with how the work is proceeding. . . . We compare the pieces the boys have made and I praise various aspects of them. . . . The two hours go by quickly, and James works without being made to do so. Discussion H. seems surprised that James now works independently, without being pressured to do so. He makes contact on his own initiative by looking at her. Although he ordinarily avoids body contact, he can now tolerate the teacher’s fingers touching him. This constitutes a huge step in development, yet it is often astonishing how casually such a development manifests itself after a long period of struggle. Let- ting himself be touched symbolically expresses that he feels emotionally touched by H. and has developed trust. His rock -solid conviction that he is unwanted, has been abandoned by his father and removed from his family has been supplanted by a cautious confidence. It is of great significance that James once again is living at home with his mother, stepfather and brother, and feels accepted by his family. James has altered greatly in his outward appearance. Instead of black clothes, he now has a light grey pair of pants on with a black -blue -white sweater. In the last two years, he has grown 13 cm and looks well – athletic and energetic of gait. James’ development is nevertheless not as straightforward as it might seem from reading these examples. In spite of all the positive developments, danger- ous affects are lurking in the background, with their peaks and valleys. In the Work Discussion Group, the participants hypothesize what massive aggressions James must be fighting against when he refuses to cooperate or lays his head on the desk. The group suggests encouraging James to work on the assignments