Separateness 分离性 If the practicing period achieves a sense of thrill in the exercise of autonomous function, complemented by the toddler's feeling of his own magical omnipotence—a state which Joffe and Sandler (1965) refer to as "the ideal state of self"—it is inevitably followed by a period of retrenchment in which this ideal state is modified by the child's increasing experience of and contact with reality. The phase of rapprochement which follows on the practicing phase thus becomes a period of relative vulnerability in which the child's self-esteem may be at stake. The basic question is whether the child can surrender and modify some of his narcissistic overestimation of his powers without suffering an excessive sense of depletion or defeat. 如果在实践期对自主功能的锻炼达到了一种兴奋感,辅以幼童对自己魔法般全能的感觉——这是一种被Joffe和桑德勒(1965)称之为“自我的理想状态”的状态——它也不可避免地跟着一个紧缩时期，在紧缩时期，这种理想状态被孩子与现实增加的经验和接触所修改。在实践期之后的紧缩阶段因此成为一个相对脆弱的阶段，在这个阶段孩子的自尊可能受到威胁。最基本的问题是，孩子是否能在不遭受过度损耗或挫败感的情况下，放弃并修正一些对自己能力的自恋性高估。 He begins to learn that there are obstacles that stand in the way of his omnipotent domination of the world. In the face of frustration and pain and limitation, his need for the protective and powerful mother increases, and along with it, his separation anxiety becomes more intense. His behavior is increasingly characterized by an attitude of active approach and increasing concern with the whereabouts of the mother. There is an increased need for the mother to share each new acquisition and each new experience. The earlier "refueling" is replaced by a constant seeking of interaction with the mother, and also at this stage increasingly with the father and other significant adults. 他开始认识到，在他统治世界的道路上，有许多障碍。面对挫折、痛苦和限制，他对母亲的保护和强大的需求增加，他的分离焦虑也随之加剧。他的行为越来越表现为一种积极接近，并越来越关心母亲去向的态度。对母亲分享每一项新获得和每一项新经验的需求增加了。早期的“加油”被不断寻求与母亲的互动所取代，在这个阶段也越来越多地寻求与父亲和其他重要成人的互动。 The contact is more and more cast in progressively higher levels of organization of function and symbolization. Physical contact is increasingly replaced by the use of language and other communications. The toddler is essentially confronted with the fact that the world is not his to have on his own terms, but that he must come to cope with it increasingly on his own and increasingly without support and protective intervention of his parents. He begins to feel a sense of smallness and relative helplessness and to become aware of the limitations of his strength and his fragile capacities (Mahler, 1972b). 这种联系越来越多地被铸造为组织层次日益增高的功能和符号化。身体接触越来越多地被语言和其他交流方式所取代。幼童基本上面临着这样一个事实:这个世界不是他可以按照自己的意愿来拥有的，他必须越来越多地依靠自己来应付它，而越来越多地没有父母的支持和保护干预。他开始感到渺小和相对的无助，意识到自己力量的局限和脆弱的能力(Mahler, 1972b)。 Separateness from the powerful protecting figures is thus a more critical issue in this phase, and the child exercises himself to resist it. The realization becomes increasingly relevant that the objects of his love and dependence are indeed separate individuals, even as he himself has increasingly become a separate individual. The woeful struggles which the child engages in with both parents have very much to do with not only the stabilization of autonomy and a resistance to reengulfment, but have also to do with the child's unwillingness to recognize and tolerate the individuality of his parents. The threat in this phase, then, is not simply that of object loss, but more specifically that of loss of object love. The child experiences this state of separation and the periods of maternal absence or unavailability as rejections (A. Freud, 1970). The child's separation anxiety at this stage reflects the underlying sense of impotence and vulnerability as well as the sense of continuing dependence on the powerful yet separate parents. 因此，在这个阶段，与强大的保护人物分离是一个更关键的问题，而孩子们练习自己来抵制它。认识变得越来越符合现实，他的爱和依赖的客体确实是独立的个体，即使他自己也越来越成为独立的个体。孩子与父母双方的痛苦斗争不仅与自主的稳定和对被吞噬的抵抗有很大关系，还与孩子不愿意承认和容忍父母的个体性有关。这个阶段的威胁，不仅仅是失去客体的威胁，更确切地说，是失去客体的爱。孩子将这种分离状态和母亲缺席或不可得的时期体验为拒绝(A. Freud, 1970)。孩子在这一阶段的分离焦虑反映了潜在的无能和脆弱感，以及对强大但分离的父母的持续依赖感。