fei75766_ch05_149-178.indd 163  02/06/20 11:22 AM
Chapter 5    Klein: Object Relations Theory163
ToMahler, anindividual’s psychological birth begins during thefirstweeks of
postnatal lifeandcontinues forthenext3years orso.Bypsychological birth, Mahler 
meant thatthechild becomes anindividual separate from hisorherprimary care-
giver, anaccomplishment thatleads ultimately toasense of identity.
Toachieve psychological birth andindividuation, achild proceeds through a
series ofthree major developmental stages andfoursubstages (Mahler, 1967, 1972; 
Mahler, Pine, &Bergman, 1975). Thefirstmajor developmental stage isnormal 
autism, which spans theperiod from birth untilabout age3or4weeks. Todescribe 
thenormal autism stage, Mahler (1967) borrowed Freud’s (1911/1958) analogy that
compared psychological birth withanunhatched birdegg.Thebirdisabletosat-
isfyitsnutritional needs autistically (without regard toexternal reality) because its
foodsupply isenclosed initsshell. Similarly, anewborn infant satisfies various needs 
within theall-powerful protective orbit ofamother’s care. Neonates haveasense of
omnipotence, because, likeunhatched birds, theirneeds arecared forautomatically 
andwithout theirhaving toexpend anyeffort. Unlike Klein, whoconceptualized a
newborn infant asbeing terrified, Mahler pointed totherelatively longperiods of
sleep andgeneral lackoftension inaneonate. Shebelieved thatthisstage isaperiod 
ofabsolute primary narcissism inwhich aninfant isunaware ofanyother person. 
Thus, shereferred tonormal autism asan“objectless” stage, atimewhen aninfant 
naturally searches forthemother’s breast. Shedisagreed withKlein’s notion that
infants incorporate thegood breast andother objects intotheirego.
Asinfants gradually realize thattheycannot satisfy theirownneeds, theybegin 
torecognize theirprimary caregiver andtoseekasymbiotic relationship withher,a
condition thatleads tonormal symbiosis, thesecond developmental stage inMahler’s 
theory. Normal symbiosis begins around the4thor5thweek ofagebutreaches its
zenith during the4thor5thmonth. During thistime, “theinfant behaves andfunc-
tions asthough heandhismother wereanomnipotent system—a dualunity within 
onecommon boundary” (Mahler, 1967, p.741). Intheanalogy ofthebirdegg,the
shellisnowbeginning tocrack, butapsychological membrane intheform ofasym-
biotic relationship stillprotects thenewborn. Mahler recognized thatthisrelationship 
isnotatruesymbiosis because, although theinfant’s lifeisdependent onthemother, 
themother doesnotabsolutely need theinfant. Thesymbiosis ischaracterized bya
mutual cuing ofinfant andmother. Theinfant sends cuestothemother ofhunger, 
pain, pleasure, andsoforth, andthemother responds withherowncues, suchasfeed-
ing,holding, orsmiling. Bythisagetheinfant canrecognize themother’s faceand
canperceive herpleasure ordistress. However, object relations havenotyetbegun—
mother andothers arestill“preobjects.” Older children andevenadults sometimes 
regress tothisstage, seeking thestrength andsafety oftheirmother’s care.
Thethird major developmental stage, separation–individuation, spans theperiod 
from about the4thor5thmonth ofageuntilabout the30thto36thmonth. During 
thistime, children become psychologically separated from theirmothers, achieve a
sense ofindividuation, andbegin todevelop feelings ofpersonal identity. Because 
children nolonger experience adualunity withtheirmother, theymust surrender 
theirdelusion ofomnipotence andfacetheirvulnerability toexternal threats. Thus, 
young children intheseparation–individuation stage experience theexternal world as
being more dangerous thanitwasduring thefirsttwostages.Final PDF to printer