Article
Jens L. Tiedemann: Scham
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Authors
-
Reinhard Putz
- LMU München, Anatomische Anstalt, München, Deutschland
| Received: | June 19, 2013 |
|---|---|
| Revised: | July 7, 2013 |
| Accepted: | July 8, 2013 |
| Published: | November 15, 2013 |
Outline
Bibliographical details
Jens L. Tiedemann
Scham
Psychosozial Verlag, Gießen
Year of publication: 2013, page: 141, € 16,90
ISBN; 9783837922295
Recension
The author of this review is not a specialist but simply a university teacher who has experience working with medical students on a daily basis yet who has, in many discussions with young people, encountered profound but usually well-concealed worries and concerns. Besides the necessary professional competence, educators will find it useful to acquire a foundational understanding of the character traits and behaviour of the students entrusted to them, as their behaviour occasionally interferes with the teaching process. Reaching beyond the scope of a classic psychological guide or aid, this little volume is able to gain a complementary view of many behavioural patterns and numerous complexities in the teacher-student interaction.
The book’s introduction confronts the reader with the central role shame plays in psychotherapy and psychoanalysis. Shame and fear are presented as both the most easily generalized and the most readily spreading affects. Shame is located on the boundaries between the self and the other. This raises the question whether it is possible to feel shame without being shamed.
The author begins with an overview of the origins of the concept of shame in psychoanalysis. This challenges any reader with a general interest in the subject to come to terms with the notion that modern concepts of shame have developed far beyond the ideas of Sigmund Freud. The basis of recent developments of psychoanalysis that is presented is that in every case, both partners are involved in the dialogue with their entire selves and that shame has to be considered as an intersubjective event.
The second section describes manifestations and appearances of shame and explains their essence. The language is rich in imagery. This allows the reader to recognize many forms of day-to-day behaviour that gain significance as patterns only within this context. Finally, it becomes memorably clear that shame can lead to psychosocial disaster.
The major part of the book explores approaches to shame conflicts in a practical clinical setting. It provides numerous practical hints for psychotherapists, which also appear helpful when viewed from outside but which can be understood and – with the necessary caution – applied to personal interaction patterns by non-specialists as well. The author is deeply concerned with providing therapists with that sensitivity which is conditional for any successful therapy. It is immediately plausible that any dealing with shame in conversation immediately leads to a classic dilemma. On the one hand, shame has to be identified, named and interpreted. On the other hand, this interaction must not intensify feelings of shame. With great tact and empathy, the author provides hints and recommendations for this topic.
In the concluding chapter, the author identifies the primary goal of his book: sensitising the clinical psychotherapist for the foundational role played by shame and conflicts of shame in a wide variety of relationship disorders.
Despite the abundance of information and the many personally touching analyses and discussions it contains, this small volume, Scham [Shame], is a very readable text. Its numerous bibliographic references make it a helpful introduction to more in-depth studies. The text is characterized by a certain redundancy and brief sentences, which prove to be a useful stylistic device and prevent particularly non-specialists from losing sight of the central topics.
Last, but not least, this text seems quite apt also to aid in recognition and more effective handling of certain traits of one’s very own character. For instance, on page 109 we encounter the following encouraging sentence: ‘No self-knowledge can occur without the shame conflicts that accompany it’ [author’s translation].
This little volume provides valuable help and thought-provoking stimulation to anyone, in particular anyone nor versed in psychotherapy, whose profession – as is frequently the case in educational situations – entails evaluating conspicuous behavioural patterns and, if indicated, referring them to professional treatment.
