Developmental processes of transition applied to religious understanding and therapeutic change: the functions of relationships, symbol and paradox

Abstract

This thesis suggests that the main transitions that occur in infancy are relevant to many later processes of change. Reality becomes clearer as symbiotic dependence on mother decreases and as an infant develops his or her distinct personality capable of relating to other people. Like the adult, the child has to deal with paradoxical situations in which there is illusion and half-truth, and throughout life symbols are used in the perplexing experiences that promote growth of understanding. Observations of children's play and language demonstrate the importance of images and symbols which help an infant to interpret the new realities which have to be faced. The most pertinent of these observations is described by Winnicott who interprets the use of a transitional object' (such as a piece of blanket or a teddy bear) as a symbolic image which is effective in 'transitional space'; the latter being the hypothetical 'place' where its symbolism can work. These developmental processes can be used as a template applicable to the transitions that occur in religious understanding, in anthropological studies and in therapy. In particular, the practice of prayer, with or without overt symbolism, can be a means of transition into 'religious space', and there is also 'therapeutic space’ between therapists and their clients. In most states of transition there are paradoxes which have to be accepted and there is confusion between truth and illusion. The function of symbol, metaphor, myth and archetype in helping towards greater reality is considered, not least for the therapist as a facilitator of symbol formation in the context of affective disorder.