School Phobias 学校恐惧症 Another important area of childhood phobias is the so-called school type. In her excellent review of school phobias, Melitta Sperling (1967) indicates that such phobias lie midway between obsessive-compulsive and hysterical neurosis, and that they involve mechanisms closer to the obsessive, namely, displacement, isolation, and projection. Separation anxiety in these cases is a central issue. Acute school phobias are often related to traumatic events which usually represent a danger to the child's ability to control reality, particularly a loss of control over a given situation or a particular object, especially the mother. The fear of the illness or death of the parent represents an acute separation threat. This is usually related to fixations at an anal-sadistic level and reflects itself in the ambivalent object-relationship and persistence of narcissistic fixations and magical thinking by which the child equates unconscious death wishes with reality. 儿童恐惧症的另一个重要领域是所谓的学校型。Melitta Sperling(1967)在她对学校恐惧症的出色评论中指出，这类恐惧症介于强迫症和癔病性神经症之间，它们涉及的机制更接近强迫症，即置换、隔离和投射。这些病例的分离焦虑是一个核心问题。急性学校恐惧症往往与创伤性事件有关，这些事件通常代表着对儿童控制现实能力的危险，特别是对特定情境或特定客体的失控，尤其是对母亲的失控。对父母生病或死亡的恐惧代表了一种急性分离威胁。这通常与肛虐层面的固着有关，并反映在矛盾的客体关系和持续的自恋固着和魔幻思维中，通过这种魔幻思维儿童将无意识的死亡愿望等同于现实。 These traumatic phobias are usually related to precipitating events which unconsciously signify the traumatic loss. The induced school phobia, however, usually manifests itself in the absence of such a precipitating event, and reflects instead a less dramatic, but more insidious, traumatization of the child on account of a more pathological parent-child relationship. Such children usually show a history of phobic behavior prior to coming to school. Thus the school phobias seem to form a complex set of reactions in which the actual phobic symptomatology forms a sort of common pathway for the expression of a variety of mechanisms. The role of separation anxiety must be taken into account, since it is a prominent feature of such phobias, and in any number of early animal phobias, as for example with Bornstein's two-and-a-half-year-old child, where the threat may involve the loss of a significant object. We will have occasion to return to the role of separation anxiety and its relationship to the paranoid process later on. 这些创伤性恐惧症通常与诱发事件有关，这些事件不自觉地表明了创伤性损失。然而，诱发的学校恐惧症通常是在没有这种诱发事件的情况下表现出来的，而是反映了儿童因更病态的亲子关系而产生的不太戏剧化但更隐蔽的创伤。这样的孩子在来学校之前，通常会表现出恐惧症的行为史。因此，学校恐惧症似乎形成了一套复杂的反应，在这套反应中，实际的恐惧症症状形成了某种共同的途径，以表达各种机制。必须考虑到分离焦虑的作用，因为它是这类恐惧症的一个突出特征，在任何一些早期的动物恐惧症中也是如此，例如Bornstein的两岁半的孩子，其威胁可能涉及失去一个重要的客体。我们以后会有机会再谈分离焦虑的作用及其与偏执过程的关系。