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Biomedical subjects

A Rothenberg

Publications and source records attributed to A Rothenberg.

8 recordsLinked to original sources
PubMed1992

Form and structure and their function in psychotherapy.

Psychotherapy is a creative process with the same types of effects and determinants as other creative activities in fields such as literature, visual arts, and science. In all of these activities, a focus on form and structure serves to generate new and valuable resultants or creations. As shown in the example of the poet Richard Wilbur's creation of a poem, his focus on rhyme and other formal features generated a new and valuable emotional tension in the poem. In psychotherapy, the creation consists of new and valuable aspects or structural features of personality. This creative result in therapy is produced in part by therapists' focus on form in terms of sequences, style of verbal and non-verbal presentation, and the phases of encounter, growth, and separation. As shown in the psychotherapy session excerpted, the therapist's lack of attention to the critical theme initiated by the patient at the beginning of the session (encounter) as well as to the meanings of connections between sequences in the following interactions (growth) led to a non-creative or destructive suicidal threat at the end (separation). The overall creative result arises also from therapists' attention to patients' approaches to the overall structure of psychotherapy as a regularly occurring timed experience in which the therapist does not directly intervene in the patient's life. This structural organization provides a trial domain for the patient in which creative growth and personal welfare can be facilitated. Both patient and therapist need to focus on any attempts to undermine the structural organization and its meaning. Similarly, in creative activities in other fields, writers, artists, and scientists characteristically focus on form, in a detailed as well as general way, in order to facilitate both aesthetic and social growth and welfare.

Adolescent↗
PubMed1990

Creativity in adolescence.

Findings from an empirical research project on creativity, including controlled experimental assessment, indicate that the development of creative capacity occurs primarily during the adolescent period. Defined as the production of entities that are both new and valuable, creativity necessarily involves two specific types of cognition designated as the janusian and homospatial processes. Although there are precursors to the development of creativity during earlier childhood, both the motivation and the capacity to create appear first in the adolescent period. Important motivational factors derive from adolescent conflicts and developmental tasks such as the impetus to solve and consolidate issues relating to identity, the return of oedipal conflicts, and the pressures toward autonomy and independence. Engaging in creative types of fields and outlets helps generally to establish coherent identity during adolescence and beyond; the beginnings of a specific creative identity in adolescence are a necessary foundation for creative motivation and ability to create throughout life. The return of the oedipal conflict at the onset of puberty motivates the dual compliance and competition of the creatively disposed adolescent with his or her same-sex parent. The pressures toward autonomy and independence provide the motivational and affective substrate for the development of the homospatial and janusian processes. The homospatial process arises from the vacillating and concomitant experiences of autonomy (or separation) and connectedness. In the creatively disposed adolescent, one who activates and uses cognition to express and explore affect, the creative aspect of those experiences begins to be manifested in the concomitant cognitive separation and connection involved in superimposition of mental images. The janusian process arises from the experiences of rebellious oppositionality and intense emotional ambivalence. The creative cognitive aspect of these experiences is manifested in conscious conceptualization and use of simultaneous antitheses and oppositions. The use of simultaneous opposition in the janusian process at any age necessarily involves the capacity to grasp and manipulate abstract relations. Evidence for the first development of this capacity in adolescence comes from the research on formal operations reasoning and on understanding of the null class. Regarding the onset near that age period of capacity to use and comprehend the relational nature of opposition, supporting evidence derives from experimental data on the syntagmatic-paradigmatic shift. With regard to the homospatial process, which is largely responsible for the creation of effective metaphors, both the late appearance of class inclusion behavior and the inability of younger children to comprehend and use relational metaphors preclude a preadolescent onset of this creative capacity.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗
PubMed1990

Adolescence and eating disorder: the obsessive-compulsive syndrome.

Although it is widely recognized that eating disorders primarily begin during the adolescent period, the centrality of obsessive-compulsive symptomatology and dynamisms and their relationship to adolescent conflict and development has not been generally accepted or understood. Social pressures toward conformity with the ideal of feminine thinness, which are especially influential during the adolescent period, combine with obsessive-compulsive predispositions to produce eating disorder symptoms and patterns of behavior. Obsessive preoccupation with images of food as well as ruminative calorie counting, and ritualistic behavior regarding food, use of laxatives, and vomiting, together with an underlying focus on control, undoing and other obsessive-compulsive defenses, and a sado-masochistic orientation to the body all point to an essential obsessive-compulsive disorder. The presence of dysphoric affect and the erratic success of antidepressant medication with eating disorder patients has led to a belief in an underlying affective disorder. However, careful assessment of eleven studies presenting differential diagnostic data regarding anorexia nervosa reveals that noneating related obsessive-compulsive patterns and symptoms are second overall in incidence to depressive patterns and symptoms. With critical re-evaluation of data presented, the obsessive-compulsive condition equals or supersedes the depressive one in many samples. Moreover, given the intense achievement orientation of persons with obsessive-compulsive illness, along with other psychodynamic factors, depressive symptoms could well be considered a secondary breakdown effect. If the all-pervasive obsessive-compulsive nature of eating-related symptomatology discussed here is taken into consideration, depressive symptoms must be considered either secondary or incidental. As patients with eating disorders are notoriously secretive and oftentimes misleading about their symptoms and themselves, a diagnostic assessment of such patients in intensive treatment at a long-term hospital facility was carried out. Compared with a control group randomly selected from the remainder of the hospital patient population, obsessive-compulsive manifestations of rumination, ritualistic behavior, excessive cleanliness, excessive orderliness, perfectionism, miserliness, rigidity, and scrupulousness and self-righteousness were all significantly associated with the eating disorder patient group. The current eating disorder picture, therefore, appears to be a modern form of obsessive-compulsive illness beginning during the adolescent period.

Adolescent↗
PubMed1985

A novel method for estimating killing ability and digestion of Paracoccidioides brasiliensis by phagocytic cells in vitro.

We describe a novel method by which phagocytosis, digestion and killing of Paracoccidioides brasiliensis yeast cells by polymorphonuclear leukocytes or other phagocytic cells may be estimated simultaneously. Suspensions of P. brasiliensis (yeast-like phase) were sonicated, counted and incubated at 37 degrees C with known numbers of phagocytes. Control preparations contained no phagocytic cells. At given intervals samples were incorporated into gelatin nutrient medium and droplets of the mixtures were incubated at room temperature. Live yeast-like P. brasiliensis germinate in vitro and produce filaments. After incubation, droplets may be melted and examined under phase contrast optics, or the cells may be washed and stained by a variation of Papanicolaou's method. Digested P. brasiliensis, intact but non-germinating yeasts and filamented (viable) yeasts may be identified and counted. Killing and digestive abilities of phagocytes may be estimated by the difference between values obtained from phagocyte-containing and control preparations.

Cells, Cultured↗
PubMed1979

Einstein's creative thinking and the general theory of relativity: a documented report.

A document written by Albert Einstein has recently come to light in which the eminent scientist described the actual sequence of his thoughts leading to the development of the general theory of relativity. The key creative thought was an instance of a type of creative cognition the author has previously designated "Janusian thinking," Janusian thinking consists of actively conceiving two or more opposite or antithetical concepts, ideas, or images simultaneously. This form of high-level secondary process cognition has been found to operate widely in art, science, and other fields.

Creativity↗
PubMed1976

Homospatial thinking in creativity.

"Homospatial thinking" consists of actively conceiving two or more discrete entities occupying the same space, a conception leading to the articulation of new identities. Homospatial thinking has a salient role in the creative process in the following wide variety of fields: literature, the visual arts, music, science, and mathematics. This cognitive factor, along with "Janusian thinking," clarifies the nature of creative thinking as a highly adaptive and primarily nonregressive form of functioning.

Art↗