Winnicott Goes Viral: a look at early relationships through early YouTube era viral videos (will not be recorded)

Co-hosted with USC Suzanne Dworak-Peck School of Social Work

Presenter: Orit Weksler, LMFT

2 CEUs

Cost: Member/USC Alum - $40 | Student/USC Student - $10 |  Nonmember - $70 -- Become a member today and get the pro-rated new member rate

Viral videos were a phenomena of the early days of YouTube (2007- 2014). One of the first videos to go viral on YouTube was “Charlie bit my finger” watched half a billion times in 2007 when the uses of Youtube were just starting to be realized. Why did that happen? By analyzing Charlie and Harry’s 56 second long interaction, I found that it had all the aspects of a good drama: rhythm, tension, surprise, climax, resolution; but also a well articulated intersubjective lesson learnt. A close observation of viral baby and toddler videos has helped me develop a theory regarding the interaction between different kinds of transitional phenomena.

In this presentation I suggest an elaboration of Winnicott’s term transitional space by defining two kinds of transitional states: “The Flow/Representation”- aspects of rhythm, cadence, pace and pitch- the dramatic part and “The Symbolized”- sequence, content, symbolic language and exchange of information- the intersubjective learning part. Both kinds of transitional states occur in play, art, psychotherapy and other transitional spaces. The interplay between them allows for a successful movement and translation between internal and intersubjective states.

Using a detailed analysis of viral baby and toddler videos, posted by parents and publicly found on Youtube, I will demonstrate the subtle dynamics between the two proposed kinds of transitional phenomena. In the interactive component of this presentation I will show these videos to the audience in a demonstration of transitional space, A treatment of an adult patient will be used to demonstrate the clinical uses of these transitional states. The clinical examples will show how understanding deficits and compensations in transitional capacities, as well as in the communication and translation between those two states, can assist in the therapist’s choice of method and her understanding of the therapeutic relationship.

Learning Objectives:

1. Know about Winnicott's concepts of "The full experience"; "Transitional space"; "Holding environment"
2. Understand the relationship between "rhythm" "knowledge" and "pause" in creating a transitional space that allows for growth and creativity
3. Experience a "holding environment" in the presentation itself and reflect on how to use this experience in their clinical work

About the Presenter:

Born and raised in Jerusalem, Orit studied Expressive Arts Therapy following her work in theater, spoken word and alternative education. Upon emigrating to the US in 2002 she completed her MFT license requirements in CA and opened her private practice in Berkeley in 2008 where she sees adults, teens and children.

Orit's interest in early development has brought her to the study of psychoanalytic theory, attachment, EMDR, IFS and more. She is passionate about attempting to translate different theoretical models into practice in away that would make sense to a diverse audience. She has developed this presentation as a way to connect with teachers, parents and clinicians from different backgrounds. Her specialties include working with children and adults on the autism spectrum, giftedness, adoption, creativity and mental illness.

Workshop Logistics: After registering you will receive a link to the ZOOM meeting.

• This webinar is interactive and will not be recorded
• Closed Captioning available