Second Individuation 第二次个体化 Increasingly in recent years, the attitude toward the adolescent period has shifted from seeing it as a period of upheaval or developmental disorganization to viewing it more in terms of a normative crisis. The view that adolescence is a normal growth experience which is marked not only by conflict and regression but also a remarkable growth potential, is one that has received increasing acceptability. Thus infantile conflicts and fixations can be reworked in ways which give rise to a new organization of the personality. The reworking is accomplished by an exposure to and a complex interaction with social and cultural influences stemming from the larger society, into which the adolescent is gradually introduced and in terms of which he must seek a definitive place. The resolution of these basic conflicts has a twofold potentiality. They may be resolved in terms of more effective forms of structural and characterological organization—or conversely they may be resolved in terms of a solidification into more stable symptom patterns of characterological defects. 近年来，人们对青春期的态度越来越多地从把它看作一段剧变或发展性紊乱的时期，转向把它看作一场规范危机。认为青春期是一种正常的成长经历，它不仅以冲突和退行为标志，而且是一种显著的成长潜力，这种观点已被越来越多的人接受。因此，婴儿冲突和固着可以被重新处理，从而产生一个新的人格组织。这种改造是通过暴露于来自更大社会的社会和文化影响并与之进行复杂的相互作用来完成的，青少年逐渐进入这个社会，在这个社会中，他必须寻找一个确定的位置。这些基本冲突的解决具有双重潜力。它们可以通过更有效的结构和性格组织形式来解决——或者反过来，它们可以通过固化为性格缺陷的更稳定的症状模式来解决。 A significant part of the adolescent development is what Peter Blos (1967) refers to in terms of "second individuation." The first individuation, as we have already discussed above, is one which takes place in the first two years of life in the achievement of self-object differentiation. The individuation of adolescence, however, is considerably more complex and leads ultimately to the establishment of a sense of identity. The adolescent process is one of increasing self-definition. In this connection it is important to note that the same processes which we have already identified as pertinent to the definition and delineation of self are also at play in critical and important ways in the adolescent stage of development. The adolescent must search for and experiment with his identity. The relationship between self and identity and their relationships to problems of adolescent development are discussed in Marcus (1973) and Wolf et al. (1972). 青春期发展的一个重要部分就是Peter Blos(1967)所说的“第二次个体化”。第一次个体化，我们在上面已经讨论过，发生在生命的前两年，其成就是实现自体-客体的分化。然而，青春期的个体化要复杂得多，并最终导致身份感的建立。青春期的过程是一个自体定义增加的过程。在这方面，有必要指出的是，我们已经识别的 与自体定义和界定相关的 同一过程，也在青春期发展阶段以关键和重要的方式发挥作用。青少年必须寻找和试验自己的身份。Marcus(1973)和Wolf等人(1972)讨论了自体和身份之间的关系以及它们与青春期发展问题的关系。 Adolescent self-awareness is at first fragmented and disjointed. The person must struggle to achieve some sense of self by opposition to what he or she wishes not to be. Thus the rejecting, opposing, contradicting, resisting and rebelling of the adolescent are driven by this underlying need. Thus the issue of separation along with the companion issue of individuation is a primary concern of the adolescent vicissitudes. The adolescent must also test himself in a variety of roles and functions—often finding it necessary to push experimentation to the limits of excess in order to clarify his sense of inner confusion and uncertainty. These strivings and testing of the limits have a positive value in making a contribution to the adolescent's emerging sense of self-awareness and self-definition. The negative delineation of self, however, fosters an essential individuation that is required for the building of a more mature sense of identity and at the same time contributes to the adolescent's increasing sense of relative autonomy. 青少年的自我意识一开始是支离破碎的。这个人必须通过与他或她不希望成为的事物对立来获得某种自我意识。因此，青少年的拒绝、反对、矛盾、抗拒和反叛都是由这种潜在的需求驱动的。因此，分离问题和便随的个体化问题是青春期变迁的首要关注点。青少年还必须在各种角色和功能上测试自己——常常发现有必要把实验推到过分的限度，以澄清他内心的困惑和不确定感。这些对极限的努力和测试对青少年自体意识和自体定义的形成有积极意义。然而，对自体的消极界定培养了一种基本的个体化，这是建立更成熟的身份感所必需的，同时也有助于青春期逐渐增强的相对自主感。 The working through of such a process of individuation is subject to multiple difficulties. Becoming more of an individual by way of separation from significant objects places the adolescent more and more at risk. He may be overwhelmed by feelings of isolation, loneliness and confusion. He may be confronted with the futility and the unreality of childhood (narcissistic) dreams and fantasies. He becomes increasingly aware of his own inherent limits as well as of the need for more mature involvements and commitments. He is faced with the inevitability and the decisive finality of the end of childhood. He must increasingly surrender his dependence on significant adults and gradually assume responsibility for himself and the direction of his life. It is no surprise consequently that many adolescents find the vicissitudes of development threatening and seek to find ways to prolong the adolescent posture by clinging to more regressed and dependent positions. 这一个体化过程的完成，面临着诸多困难。通过与重要客体分离而变得更加个体化，这让青春期面临越来越大的风险。他可能会被孤立、孤独和困惑的感觉所淹没。他可能会面对童年时代(自恋的)梦想和幻想的无用和不现实。他越来越意识到自己内在的局限性，也意识到需要更成熟的关系和承诺。他面临着童年时代终结的必然和决定性的结局。他必须逐渐放弃对重要成年人的依赖，逐渐承担起对自己和生活方向的责任。因此，许多青少年发现发展的变迁具有威胁性，并试图通过坚持更退行和依赖的立场来寻求延长青春期状态的方法，这并不奇怪。