The True Self and Self Capacities

In Donald Winnicott’s famous statement, “It is a joy to hide, but a disaster not to be found” (as cited in Catherine Chabert, 2008), he suggests that the mother’s sufficiently attuned and timely interventions accompany the child’s play within the potential space. In fact, all these forms of play may relate to the child’s inner, perhaps hidden self, being discovered and brought forth by the parent through various interactions.

The interaction between these two subjects may provide an appropriate resonance for the child, contributing to the development of the true self—which is still in formation but has not yet fully emerged—as well as to the processes involved in character formation.

Within the framework of James F. Masterson’s work, it is argued that in Sigmund Freud’s structural model, the term “Ich”—translated into English as “ego,” but meaning “self” or “I” in German—has a broader content than “ego.” The “I” is said to form itself and its functions by realizing the parallel and mutually supportive potentials of the ego and the self.

In contrast, the self as defined by Carl Jung is a primordial image (archetype) that exists from the beginning and emphasizes the individual’s need for uniqueness, wholeness, and ultimate fulfillment. In this respect, Jung’s definition of the self is considered more accurate (Masterson, 1988).

However, Freud wrote very little about the nature of “character” formation. He was generally concerned with symptom formation and neurotic conflict. The tripartite organization of the mental apparatus, which forms the basis of structural theory, presupposes the existence of a stable, coherent, and functional self-identity or self-structure. In psychopathological conditions, a series of neurotic defenses and conflicts are superimposed upon this structure, manifesting clinically as symptoms, inhibitions, and psychoneuroses. Therefore, the ego—or “I”—of structural theory is built upon a complete (intact) and functional self-foundation (Melanie Klein, 1989, p. 30).

The understanding of the development of personality disorders does not accept such a structure, nor does it rely on it. Indeed, for object relations and self theorists, what defines personality disorders at their core is the failure to establish a stable, coherent, separate, and individuated self (Klein, 1989, p. 31).

Erik Erikson (1968) describes the dual and inseparable nature of the self and ego as follows:
“It can be said that identity formation has both a self aspect and an ego aspect. What may be called self-identity emerges from the experiences of provisional (secondary) selves that are successfully reintegrated into group roles and at the same time secure social acceptance. When discussing the synthesizing power of the ego in light of its central psychosocial function, one may speak of ego identity. Similarly, where the integration of one’s self-representations and role configurations is at issue, one may speak of self-identity” (as cited in Masterson, 1985, p. 32).

E. Erikson (1968) thus emphasizes the dual and inseparable nature of the self and the ego. Ego identity refers to the ego’s synthesizing capacity in light of its central psychosocial function.

Self-identity is the integration of an individual’s own role images. When one turns toward perceiving oneself in terms of uniformity across matter and continuity over time, it is more appropriate to speak not of ego identity but of self-identity (as cited in James F. Masterson, 1985, p. 33).

The Real Self  published by Masterson in 1985, added one of the most fundamental pillars to the core driving elements of the Masterson approach and led to a broad expansion in this field. At this point, it is observed that Masterson, with great sensitivity, shifted the focus in developmental processes from issues centered around the ego to issues related to the self. Here, he speaks of self processes that do not exclude the ego but instead guide its functioning and progress alongside it in a parallel and dominant process.

Similarly, while Donald Winnicott’s concept of the false self encompasses all forms of social–self interaction, Masterson’s false self emerges as a developmental consequence of the parent-child interaction. In such a case, while forming their self, the child replaces their own needs with those of their parents. Under these conditions, where the attunement between caregiver and infant is disrupted and the child is damaged by neglect and abuse, the true self is no longer experienced as an active platform where the relationship can be negotiated.

Instead, the child begins to rely on internalized false-self defensive object-relations units as modes of functioning necessary to relate to the other. In fact, the creation of these false self structures exists in all personality disorders; however, the representational contents of the internalized object-relations units differ in each disorder. Every disorder reflects the outcomes of specific caregiver–child relational patterns. Which type of personality disorder the child will later experience depends not only on the internalization of these attachment patterns but also on the child’s innate temperament and life experiences (Melanie Klein, 1989, p. 31).

Object relations theorists generally focused on the processes of separating from the object and forming mature attachments to it, as the self progresses toward mature object representations and libidinal object constancy. Self theorists, on the other hand, focused on how the self individuates and becomes autonomous as it progresses toward mature self-object relationships and libidinal self constancy. From a developmental object-relations perspective, these viewpoints can be seen as two sides of the same coin (Klein, 1989).

Although the center of Margaret Mahler’s clinical contribution was the examination of the child’s development toward libidinal object constancy, the central focus of Heinz Kohut’s clinical contribution was the examination of the individual’s development toward libidinal self constancy.

Kohut was the first to look at the other side of the coin, thereby shifting attention away from the capacity to feel love and hatred toward the object, and toward the development of the self’s self-regulating, autonomous functions and capacities (Melanie Klein, 1989).

The ability to manage emotions and the art of self-soothing are fundamental life skills. Psychoanalytic thinkers consider this one of the most important psychic tools. According to the theory, emotionally healthy infants learn to apply to themselves the soothing styles of their caregivers and are less harmed by the emotional ups and downs of the brain (Kohut, 2004, p. 107).

Kohut’s interest primarily focused on the origins and development of capacities such as self-soothing, self-acceptance, self-activation, self-expression, creativity, and the regulation of self-esteem. More generally stated, self psychology focuses on achieving the entirety of a self-experience that remains stable, predictable, autonomous, and continuous over time despite changing emotional valences—that is, the attainment of libidinal self constancy (Klein, 1989, p. 32).

As also indicated by James F. Masterson (Figure 2), the concept of the “real self,” when examining an individual’s entire identity, refers to a healthy personality development and structure. This includes mature capacities for separation, attachment, individuation, and autonomy—that is, the experience of the self both in relation to others and alone—and the integration of these capacities into the overall personality structure.

Figure 2. The Real Self: Structure and Functions (Masterson, 1989, p. 33)

LIBIDINAL SELF CONSTANCY

At times, Masterson’s concept of the “real self” has been mistakenly equated with Winnicott’s concept of the “true self,” but in fact, the real self concept can be applied more broadly in both clinical assessments and therapeutic interventions. Winnicott’s “true self” concept refers to the subjective experience of an individual recognizing their own individuating needs, desires, and actions as distinct from those of others—that is, from the needs, desires, and actions of other people and society in general—and giving them appropriate priority.

Masterson’s real self, on the other hand, situates this concept within an integrated theory that identifies specific developmental tasks that must be fulfilled and learned on the path toward libidinal object and self constancy. In this comprehensive model, the real self—or the foundation of a healthy personality—relates to the world through an alliance with a healthy and reality-based ego structure. Clinically, an individual experiences continuity, stability, and reciprocity in their self-experience, whether living with others or alone; they exhibit mature dependence on others and are able to self-regulate comfortably (Klein, 1989).

At this point, to clarify the unfolding of self-capacities and to further elaborate on the essential contributions of each of these elements in the development of the real self within the Masterson approach, the following section provides more detailed discussion It will be useful to elaborate further at this point on the unfolding of self-capacities and the essential contributions of each item in the development of the real self according to the Masterson approach. The self progresses through the following stages to reach wholeness and autonomy, acquiring all vital capacities or self-functions:

1. Emotional Self-Coherence and Vitality of Affect: The capacity necessary to feel emotions deeply, vividly, passionately, intensely, excitedly, and spontaneously.
2. Self-Agency: As a result of early experiences strengthened by the acceptance and support of parents who begin to emerge, perception becomes convinced that the self has rightful authority and will, and has earned the environmental right to obtain these objects. It is the acquisition of the will to emerge fully with the entirety of the self’s being.
3. Self-Activation and Self-Validation and Support: The capacity to identify and define one’s unique individuation desires and to engage in autonomous initiatives to express these in real life, to support them, and to defend them against attacks, by using independent initiative and validation power. This validation serves as a tool to secure sufficient self-respect.
4. Acceptance of Self-Activation and Establishment of Self-Confidence: The recognition and acceptance that one’s self deals with emotional (affective) states and/or environmental issues or interactions in a positive and adaptive manner. This acceptance is a driving force that enables adequate self-confidence and independent action.
5. Capacity for Self-Competence: Frequently based on early competence experiences supported by the “emerging self” and parental acceptance, this perception, alongside necessary environmental inputs for obtaining these objects, allows the self to gain competence in differentiating experiences of pleasure and mastery. This perception, in nervous and schizoid patients is severely impaired and is pathologically developed in narcissistic personality disorder.

6.     6. Validation of Self-Activation and Maintenance of Self-Esteem
In both senses of the term, the individual recognizes and accepts their self-state, successfully managing an emotional condition, an environmental problem, or a task in a positive and adaptive manner

7.     7. Regulation of Sad or Distressing Emotions
The capacity to autonomously regulate emotions, soothe feelings of sadness, manage anger, and minimize distress

8.     8. Continuity of Self
The ability to maintain the experience of the “I” over time as the subject of a particular experience and to identify with the “I” of another experience, facilitated by effective supraordinate regulation

9.     9. Capacity for Commitment 
The self’s dedication to an object or relationship and persistence toward a goal despite all obstacles

10.  10. Creative Capacity
The ability of the self to replace old, familiar patterns with new, original, and different patterns

11.  11. Capacity for Intimacy
The ability to fully express the self in close relationships while feeling minimal anxiety about the relationship ending or being abandoned

12.  12. Capacity for Autonomy
The ability to freely and autonomously regulate emotions and self-esteem with minimal fear of abandonment or engulfment

Disturbances in the real self (Figure 3) manifest as difficulties in performing the functions and skills related to mature separation and mature individuation. The individual may report problems with closeness, empathy, and sharing (or may not be aware of the difficulties they experience in these areas). On the other hand, difficulties will appear in recognizing, accepting, and accurately expressing one’s own individuated thoughts, feelings, and desires. Actions or behaviors originating from the self, as well as self-soothing capacities, are often deficient (Klein, 1989).

Figure 3. Disturbed Real Self and Self Disorders

(Masterson. 1989. s.34)

Narcissistic personality disorder                Borderline personality disorder

In his 1990 article published in Self Magazine, Masterson stated:
“Under the pressure of their false self, individuals adopt a distorted way of being and use it in place of the real self. They become dependent

References

Chabert, C. (2008). Sinir işleyişler: Hangi sinirler, psikanaliz yazıları. Istanbul: Bağlam Yayıncılık.

Klein, R. (1989). The art of confrontation. In J. F. Masterson & R. Klein (Eds.), Psychotherapy of the disorders of the self: The Masterson approach. New York: Brunner/Mazel.

Klein, R. (1989). Introduction to the disorders of the self. In J. F. Masterson & R. Klein (Eds.), Psychotherapy of the disorders of the self: The Masterson approach. New York: Brunner/Mazel.

Kohut, H. (2006). Kendiliğin yeniden yapılanması (O. Cebeci, Trans.). Istanbul: Metis Yayınları.

Kohut, H. (2004). Kendiliğin sözümlenmesi (O. Cebeci, Trans.). Istanbul: Metis Yayınları.

Masterson, J. F. (1985). The real self: Developmental self and object-relation approach. New York: The Free Press.

Masterson, J. F. (1988). Search for the real self: Unmasking the personality disorders of our age. New York: The Free Press.

Masterson, J. F., & Klein, R. (1989). Psychotherapy of the disorders of the self: The Masterson approach. New York & London: Brunner-Routledge.

Masterson, J. F., Tolpin, M., & Sifneos, P. E. (1991). Comparing psychoanalytic psychotherapies. New York: Brunner/Mazel.