Separation 分离 These early differentiations lead to a period which follows and in fact overlaps the earlier period and which Mahler (1968) refers to as the "practicing period." The child begins to achieve a sense of separate functioning, even though the achievement still requires the presence and emotional availability of the mother. The process is permeated with tension between the pleasure involved in separate functioning as over against the continuing threat of separation and object loss. The infant is at first able to physically separate himself from the mother, and then with the acquisition of upright locomotion he is able to experiment with the process of distancing himself from his mother's body and presence. 这些早期的分化导致了一段时期，这段时期紧跟早期(实际上是重叠)，马勒(1968)将其称为“实践期”。孩子开始获得一种独立运作的感觉，尽管这种成就仍然需要母亲的存在和情感上的可用性。整个过程充满了独立运作所带来的愉悦感以及克服分离和失去客体的持续威胁之间的张力。婴儿首先能够将自己与母亲身体分开，然后通过进行垂直运动，他可以尝试使自己与母亲的身体和存在保持距离。 A critical aspect of this phase is the emergence and integration of autonomous ego apparatuses. The fact that this emergent autonomy is so critically related to the child's attachment and dependence on the mother and that his emerging autonomy inevitably confronts the mother with a whole new constellation of interactional difficulties, makes this phase a critical one for the shaping of the child's basic autonomy. In terms of the paranoid process, we have been at pains to indicate the extent to which fragile autonomy plays a critical role in the deviant forms of its expression. Consequently, this period is one of particular relevance to the understanding of the genesis of paranoid pathology. The culmination of the practicing period comes in the middle of the second year and is marked by the child's belief in his own magical omnipotence, an omnipotence which is yet dependent on his sense of sharing in the magical power and strength of the mother (Mahler, 1968). 这一阶段的一个关键方面是自主的自我装置的出现和整合。事实上，这种自发性自主与孩子对母亲的依恋和依赖密切相关，而他的自发性又不可避免地让母亲面对一大堆新的互动困难，这使得这个阶段对于孩子基本自主性的形成至关重要。就偏执过程而言，我们一直煞费苦心地指出，在何种程度上，脆弱的自治在其不正常的表现形式中发挥了关键作用。因此，这一时期对于理解偏执病理学的起源有着特殊的意义。实践期的高潮出现在第二年的年中，以孩子对自己魔法全能的信仰为标志，这种全能依赖于他分享母亲的魔法力量和力量的感觉(马勒，1968)。 The gradual distancing increasingly allows the exploring child freedom to begin to investigate the outside world, now at a physical distance from the mother. Nonetheless, mother continues to be a necessary base to which the child can return for "emotional refueling." The child gradually builds a reservoir of internal security which allows him to tolerate increasing distance and separation from the mother, as long as when he begins to approach the limits of that security credit he can once again return to the basic source of confidence and reestablish the internal security which is still linked to the need-satisfying and protective object. As Mahler observes: 这种逐渐的疏远让孩子有更多的自由去探索外面的世界，现在他们和母亲有了一定的物理距离。尽管如此，母亲仍然是孩子回到家进行“情感补给”的必要基地。孩子逐渐建立内部安全的储备，这使得他能够容忍与母亲增加距离和分离,只要当他开始触及安全信用的极限，他可以再次回到信心的基础来源，并重建内部安全，这内部安全仍然链接到满足需求和提供保护的客体。如马勒所观察到的: As the child through the maturation of his locomotor apparatus, begins to venture farther and farther away from the mother's feet, he is often so absorbed in his own activities that for long periods of time he appears to be oblivious to the mother's presence. However, he returns periodically to the mother, seeming to need her physical proximity and refueling from time to time (1972a, p. 336). 随着孩子的运动器官逐渐发育成熟，他开始越来越远离母亲的脚，他经常沉浸在自己的活动中，以至于在很长一段时间内，他似乎忘记了母亲的存在。然而，他会周期性地回到母亲身边，似乎需要她时不时地靠近，给他加油(1972a，第336页)。 It is not difficult to see in this context that the mother's attitudes toward the child's emerging autonomy can play a significant role in the success or failure of his venture into the world. If the mother anxiously pushes the child, increasing the distance between herself and him prematurely and excessively, she forces the child into a position of having to rely on his own resources prematurely. On the other hand, if she is overly protective and sheltering, she can create an excessive dependence in the child that inhibits his capacity to separate from the symbiotic orbit and to establish appropriate areas of autonomous functioning. In either case, whether the mother binds the child excessively to the symbiotic dependence or thrusts him prematurely into premature autonomy and thus deprives him of thesecurity and support of symbiotic protection, the development toward autonomy and appropriate independence is interfered with. 在这种情况下，不难看出，母亲对孩子逐渐形成的自主性的态度，会对孩子进入这个世界的成功或失败起重要作用。如果母亲焦急地推孩子，过早地过度地增加她和孩子之间的距离，她就会过早地迫使孩子不得不依靠自己的资源。另一方面，如果她过度的保护和庇护，她可能会在孩子身上造成过度的依赖，这将抑制他从共生轨道中分离出来的能力，并建立适当的自主功能区域。在任何一种情况下，无论母亲是将孩子过度束缚在共生的依赖关系中，还是过早地强迫他过早地自主，从而剥夺他获得共生保护的安全感和支持，自主性和适当独立的发展都会受到干扰。 Some toddlers consequently will cling to the mother in an intense anxiety due to the threat of separation. Yet at the same time they must struggle against the threat of reengulfment due to the reactive concern of the mother. The negativistic phase of the toddler, usually seen in the second year, is a relatively normal aspect of this prospect of disengagement from the mother-child symbiosis. The newly achieved and fragile differentiation, however, is threatened by a fear of reengulfment and must be defended against. The child's negativism consequently is a reaction to such a fear and constitutes an attempt on the part of the child to preserve his fragile sense of autonomy and independence. The more ambivalent the symbiotic relationship has been, and the more clinging the symbiotic ties, the greater will be the threat of reengulfment and the more will be the negativistic reaction. 因此，一些蹒跚学步的孩子会因为分离的威胁而极度焦虑地依附在母亲身上。但与此同时，由于母亲的反应性关注，他们必须与被吞没的威胁作斗争。幼儿的消极阶段，通常出现在第二年，是这种脱离母子共生关系的前景中相对正常的一个方面。然而，新达成的脆弱的分化正受到重新吞没的恐惧的威胁，必须加以防范。因此，孩子的消极态度是对这种恐惧的一种反应，也是孩子试图保持其脆弱的自主和独立意识的一种尝试。共生关系越矛盾，共生关系越执著，再吞噬的威胁就越大，消极的反应也就越多。