Seite - 73 - in Psychoanalytic Perspectives on Puberty and Adolescence - The Inner Worlds of Teenagers and their Parents

Psychosexual development in puberty 73 In the following school year, James attended class and did well academically. He was often ill, with strong headaches, bladder infections and colds. Whenever he felt he could not stand being in class, he was allowed to leave. He was often emotionally incapable of fulfilling the assignments, instead laying down his head on the desk. H. managed – often through unconventional means – to motivate him to do his schoolwork: for instance, in drawing class, where he professed to do “nothing”, she encouraged him to draw the work “nothing” (Figure 2.2). The drawing was then given an A and hung up for viewing (Diem -Wille 2018, 104). H. was always available for a talk with James and maintained close contact to his mother. The stepfather took a close interest in James; they did sports together, and the stepfather even went with the class when they went hiking and climbing, mak- ing it easier for James to participate. James as an adolescent James’ condition is much improved, yet he experiences mood swings and depressed feelings. Just as with disturbed young children, James finds physical contact threat- ening; he can hardly maintain eye contact, not only with his parents but also with H., who often feels she must be careful not to come too close to him. He avoids physical proximity and shrinks back when someone approaches him too closely. Figure 2.2 James’ drawing: NIGGS (NICHTS)