relational self, 76–77 schematic for, 81–82, 82t self-states vs., 223n6 Murphy, Gardner, 24, 82 mutual analysis, 47–48, 49 mutuality, analysts’ fear of, 39 narcissism: acting out as, 102, 122 ana- lytic challenges, 138, 143–44 analytic techniques, 130–31, 137–40 archaic, 143, 145 arrested vs. pathological development, 136 childhood vs. adult, 143 clinical, 109–125 complex nature of, 145 confrontation of, 135–36 con- trollingness in analysis, 151 copartici- pant inquiry and, 126–40 core narcis- sistic constellation, 111–18 defensive, 111–12, 142–45, 172–73, 175 dependency in, 149–50 developmental emergence of, 119–25 diagnosis of, 118 dialectical relationships, 141 dynamics of, 141–52 empathy in treat- ing, 133–35 entitlement and demand- ingness in, 116 fear of autonomy, 147 Freud on, 103–104 grandiosity in, 113–15 healthy, 119 Horney on, 106 idealization in, 115–16 identifactory, 144 interactive engagement of patient, 138–39 interpersonal view, 104–106 Kernberg on, 135–37 Kohut on, 106–108, 132–37 mismirrored, 146 as neuroses, 106 other-directedness and self-alienation, 116–18 parent- child interactions, 119–25 participant- observation in, 105, 129 partner char- acteristics, 146–47 pathology of, 109 patterns of, 126, 145–46 post- Freudian approaches to, 103–105 prevalence of, 109–111 preying on sympathy, 171 in psychopathologies, 111–12 self and, 101–108 self- betrayal and, 117 self-centeredness in, 112–13 self-esteem, low, and, 146 self-fulfillment vs., 101–103 self-psy- chological approach to, 133–34 setting of limits and, 120 timidity in, 147–48 transference and countertransference in, 107–108, 127, 129–30, 132–33, 139, 143–44, 151 needs, hierarchy of, 84 neglected child, 123–24 neocatharsis, 47 neurosis of normality, 89 neutrality, observational, 41, 52 Newton, S., 208 nonparticipant observation: as clinical model, 3, 4 coparticipant inquiry vs., 45t, 63 Freud on, 40 openness to sin- gularity in, 168 in psychoanalysis, 17–18 normality, neurosis of, 89 object, self as, 70–71 object-relations analysis: American vs. British schools, 50–51, 59–60 copar- ticipation in, 11, 60, 63 Ferenczi influ- ence on, 48 mirroring analysis in, 11 participant-observation in, 19 self- object relatedness, 27, 107 observant participation, 54–56, 66, 219(ch.3)n1 Ogden, Thomas, 60 openness to singularity, 155 blockages in, 166–67 clinical innocence in, 160–62 clinical inquiry and, 166–68 curiosity in, 158–60 defined, 158 fallibility in, 164 fear of, 167 solitariness in, 162–63 spontaneity in, 164–65 Orange, Donna, 61 other-directedness, 116–18 overprotection, parental, 121–22 paradigms, psychoanalytical, 1–6, 17–20, 45t, 59–60. See also coparticipant inquiry nonparticipant observation participant-observation parallel process, 25 parataxic experience, 37, 107, 219n2 parent-child interactions: shamed child, 120–21 special child, 122–23 spoiled child, 121–22 spurned child, 123–24 participant-observation: analytic neutral- ity in, 52 authoritarian nature of, 19 as clinical model, 3, 4, 18–19 copartic- ipant inquiry vs., 56–57 coparticipa- tion in, 19, 52–54 interpersonal fields in, 51–52 for narcissism, 105 object- relations approaches, 19 openness to singularity, 168 Sullivan on, 12, 18, 19, 50–53 patient: analyst’s narcissism affecting, 127 analytic responsibility of, 30–31, 93–94 as copartner with analyst, 15–16, 29–30, 63, 129–30 Pearce, J., 208 personality, 52, 70 personality disorders, 214 personalized self, 79–81 personal self: clinical aspects, 89–94 in coparticipant inquiry, 27–28, 63–64 defined, 27, 71, 78 dynamics of, 26–28 Fromm on, 55 individuality of, 85–86 interpersonal injuries, 27 processes of, 78–79 psychic dimension of, 27 psychopathology of, 109 as Index 239