Projective Expectations 投射的期望 Important cognitive advancements take place in this pattern of emerging experience. As a function of separation the infant begins to learn the mode of reality testing which serves as an aspect of real object-relationship and can be called the "object mode." It stands in opposition to the "image mode" which characterizes the earlier and more narcissistically embedded phases. The image mode, however, is more closely attached to the externalizing aspect of the infant's separation experience in which external reality is experienced in terms of and through a split-off image of the self which is projected to the outside. 重要的认知进步发生在这种新兴经验的模式中。作为分离的一个功能，婴儿开始学习现实检验的模式，它是真实客体关系的一个方面，可以称为“客体模式”。它与“形象模式”相反，“形象模式”是早期和更自恋嵌入的阶段的特征。然而，形象模式与婴儿分离经验的外化方面联系更紧密，在这种情况下，外部现实通过投射到外部的自体分裂形象来体验。 The regulation of this cognitive emergence is in part attributable to the interactions between the mother and the child. At this critical stage of separation and individuation, the mother's response to the child's attempts to distance and separate become a critical variable. Brody (1964) writes: 这种认知出现的调节，部分可归因于母亲和孩子之间的互动。在这个分离和个体化的关键阶段，母亲对孩子试图拉开距离和分离的反应成为一个关键变量。布罗迪(1964)写道: The mother who knows her child is able to titrate the experience of their separation, conforming with his wish just enough to allow the distancing of his wish to neutralize his fear of abandonment. This conforming is more than just satisfying—it is more than meeting his expectation. It is a part of teaching him to learn. She gauges his tension level so that overwhelming unpleasure will not interfere with the tender growth of investment in a separate outside world (p. 176). 了解自己孩子的母亲能够对他们分离的体验加以滴定，顺从孩子的愿望，不多也不少地满足他拉开距离的愿望，同时不至于太远，以消除他对被遗弃的恐惧。这种顺从不仅仅是令人满意的——不仅仅是满足他的期望。这是教他学习的一部分。她对他的紧张程度进行了评估，以使他无法抑制的不愉快情绪不会影响到在另一个独立的外部世界中投资的温和增长(第176页)。 Within a family matrix which operates in terms of this narcissistically determined cognitive mold, the parents have not succeeded in resolving their own earliest fears of abandonment and have not been able to proceed beyond the stage of inner narcissistic development which would allow them to experience and respond to the child as a separate other. Their perception of the child is limited to cathecting the child as a distanced part of themselves according to the image mode of experience. Thus the child exists only as a relocation of a part of the parental self. Consequently, the child is responded to only as an "as if" child, that is, he is responded to only when and to the extent to which he validates the parental projection. The child is thus what Kohut (1971) refers to as a "self-object." 家庭环境作为自恋决定的认知模具来运作，在家庭环境内部，父母并没有成功地解决自己的最早期的对被抛弃的担心,一直未能超越允许他们将孩子作为一个独立他人来体验和响应的内心自恋发展阶段。他们对孩子的感知仅限于根据经验的形象模式将孩子作为他们自身拉开距离的一部分加以精神投入。因此，孩子只是作为父母自体一部分的变换布置而存在。因此，孩子只是“好像”一个孩子地被回应，也就是说，他只在他确认父母的投射的时候和范围内被回应。因此，孩子就是Kohut(1971)所说的“自体-客体”。 Thus the child is mobilized in the service of parental narcissistic needs and serves to sustain and support the parent's fragile sense of self. The child must then conform to parental expectations in order to prevent psychological decompensation of the parent. This tends to reinforce the dual polarity of narcissistic involvement which we have seen in so many of our patients. On the one hand the child has the sense of fragile vulnerability as the victim of parental expectations, yet at the same time he nourishes an inner sense of power and omnipotence. The child in fact does hold power by reason of his capacity to validate or not validate parental projections. From the child's side of the relationship it is his capacity to manipulate the parents by reason of this power which contributes to the form of the pathology. The child is essentially invested in drawing upon himself parental intrusiveness and control, both to reinforce the child's own sense of weakness and vulnerability, and at the same time to sustain his more repressed and hidden sense of omnipotent control and power. 因此，孩子被动员起来为父母的自恋需求服务，并被用来维持和支持父母脆弱的自我意识。然后，孩子必须符合父母的期望，以防止父母的心理失偿。这往往会强化我们在很多病人身上看到的自恋关系的双极性。一方面，作为父母期望的受害者，孩子有易碎的脆弱感，但同时他又培养了一种内在的力量感和全能感。事实上，孩子确实拥有权力，因为他有能力证实或不证实父母的投射。从孩子的角度来看，因为这种权力，他有了操纵父母的能力，而这种权力促成了这种病态的形成。孩子本质上投资于利用父母的干涉和控制，以强化孩子自己的软弱感和脆弱感，同时也维持他更压抑和隐藏的全能控制感和权力感。