Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
:
Login
Tip: To zoom in or out on PEP-Web…

PEP-Web Tip of the Day

Are you having difficulty reading an article due its font size? In order to make the content on PEP-Web larger (zoom in), press Ctrl (on Windows) or ⌘Command (on the Mac) and the plus sign (+). Press Ctrl (on Windows) or ⌘Command (on the Mac) and the minus sign (-) to make the content smaller (zoom out). To go back to 100% size (normal size), press Ctrl (⌘Command on the Mac) + 0 (the number 0).

Another way on Windows: Hold the Ctrl key and scroll the mouse wheel up or down to zoom in and out (respectively) of the webpage. Laptop users may use two fingers and separate them or bring them together while pressing the mouse track pad.

Safari users: You can also improve the readability of you browser when using Safari, with the Reader Mode: Go to PEP-Web. Right-click the URL box and select Settings for This Website, or go to Safari > Settings for This Website. A large pop-up will appear underneath the URL box. Look for the header that reads, “When visiting this website.” If you want Reader mode to always work on this site, check the box for “Use Reader when available.”

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Wangh, M. (1972). Some Unconscious Factors in the Psychogenesis of Recent Student Uprisings. Psychoanal Q., 41:207-223.
    

(1972). Psychoanalytic Quarterly, 41:207-223

Some Unconscious Factors in the Psychogenesis of Recent Student Uprisings

Martin Wangh, M.D.

Books and papers by authors seeking to explain the recent agitation of the student population have crowded in upon us. With many of the arguments presented I am in substantial agreement. However, because I feel that the psychoanalytic perspective has not been sufficiently utilized in the search for an explanation of the events, this paper will examine some of the psychogenetic causes that I believe underlay the 'student rebellion' of the late 1960's. In addition to the many general factors, I propose that in a great number of the students there was an unconscious preoccupation with experiences that occurred during their childhood, of which their recent behavioral phenomena were emerging derivatives. These considerations must, of course, remain speculative until a methodology for validation can be developed—a methodology which is urgently needed to encompass the whole of the reverberating relationship between individual psychology and group experience.

For a student, the university is the final contact with his childhood; from there he steps into adult life. In the best of circumstances, the anticipation of this step fills the young individual with anxiety. Yet it seems to me that during the period under discussion this normal anxiety was re-enforced by a reactivated traumatic anxiety of childhood.

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

Copyright © 2021, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.