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The boundary concept has been central to discussions on ethics and psychoanalysis over the past few decades. The main distinction has been between less malignant boundary crossings and more harmful violations. More recently, the concept has been criticized as not discriminating between technique and ethics. The author argues that these problems are connected to the way the boundary concept is defined. He suggests that it is specified to indicate a delimitation of an analytic area of conduct. In an analogous manner, an area of ethical conduct is framed by a boundary between ethical and unethical actions in the treatment situation. The analytic area has a narrower limitation than ethics and a stricter articulation of its concept of attitude; not all unanalytic actions are unethical. This simple model of interpersonally specified boundaries allows us to discriminate between different kinds of transgression in analytic work. In addition to violations and crossings, a third instance is described denoting a transgression of the analytic but not the ethical boundary. These can be called boundary stretchings, and are either intended or unintended deviations of method. The slippery slope mechanism of ethical misconduct is an imminent risk if boundary stretchings are ignored and not subject to scrutiny and analysis.
The centrality of the supervisory relationship to the professional development of supervisees may encourage dependency needs and regressive wishes. This process may undermine the delicate balance in supervision between an optimal didactic tension and an atmosphere of calmness and security. The present paper advises supervisors to take into account the gap in power and interests between their supervisees and themselves, and the temptation that may arise within them to use their supervisees' regression in order to avoid resistance. Such awareness will help them make controlled and appropriate use of such analytic powers and maintain the balance between supervisees' >regressive selves< and >mature selves.< In addition, a perception of supervisory relations as a space of mutual alternating regressive states is offered as an important aspect of supervisor–supervisee communication.
由作为每个人毕生所追求的理想生活状态,在不同的历史时期都受到研究者的关注。自由问题在马克思和弗洛姆的思想中同样占据着重要位置,但国内学者对二者自由观的关系关注较少。马克思的自由观立足于社会实践,经历了从>抽象自由<到>具体自由<的发展过程。他从现实生活中寻找>自由<的载体,在《关于费尔巴哈的提纲》中用>现实的人<代替了费尔巴哈意义上的>自然人<和某种超乎于人的神灵或绝对精神。在《德意志意识形态》中,马克思更加具体地把自由观建立在物质生产劳动的基础上,把自由看作随社会进程的推进而不断发展的动态过程。弗洛姆的自由观认为,当人们脱离母体这一>始发纽带<后便开始了个体化进程。个体化进程走得越远,个体受>始发纽带<的约束就越小,人们就会越自由。但随着人的社会化过程,社会的复杂性会对自由带来新的羁绊。在资本主义社会,人们表面上虽然摆脱了诸多束缚,但在心理上却陷入了空前的孤独与焦虑。人们为了逃避这种心理困境便选择了逃避自由。马克思在自由的内在规定性与研究方法方面都对弗洛姆产生了一定的影响。内在规定性主要包括马克思研究自由问题时所运用的异化理论,对自由载体的界定,以及在批判基础上对理想自由目标的规划及其自由的可实现性。这些都对弗洛姆研究中世纪与现代社会人类自由问题提供了可借鉴的视域。除此之外,弗洛姆在研究人类自由的历史唯物主义分析方法上对马克思也进行了评价与借鉴。弗洛姆认为马克思的历史唯物理论是人类思想史中对了解社会发展规律所作出的最持久最重要的贡献。当然,在受马克思研究方法的基础上,弗洛姆也有一定的创新之处,把自由纳入到了心理学范畴,从心理学的角度对自由予以了解读。