Dreigenerationenkonflikt bei Lern- und Arbeitsstörung : Studien zu Menschen mit Integrationserschwernissen ins Berufsleben bei schweren seelischen Erkrankungen

Seelische Konflikte mit dem Erwachsenwerden – verursacht durch einen Dreigenerationenkonflikt und einhergehend mit den Symptomen psychogen bedingter Lern- und Arbeitsstörungen – drohen die Integration Einzelner ins Berufsleben teilweise oder sogar gänzlich zu behindern. Diese Studie fragt anhand von konkreten Fallbeispielen nach den Hürden, die durch seelische Erkrankungen hervorgerufen bzw. verstärkt werden. Der Schwerpunkt liegt dabei auf der Auseinandersetzung mit den Ursachen seelischer Erkrankungen, die mit mangelndem Selbstwert, Misstrauen, Angst sowie Abhängigkeit in Bezug auf Familienstrukturen einhergehen und – ausgedrückt über Lern- und Arbeitsstörungen – auch im außerfamiliären Bereich wirksam werden. Emotional conflicts that come with adolescence – caused by a three-generation conflict and associated with the symptoms of psychogenic learning and working disorders – threaten to partially or even completely undercut the integration of individuals into occupational life. This study draws upon specific case examples to investigate the obstacles induced or amplified by mental illnesses. In doing so, the focus is placed upon addressing the causes of mental illnesses deriving from a lack of self-esteem, mistrust, anxiety and dependency with regard to family structures, and which – expressed in terms of learning and work disturbances – also exert their effects outside of the family environment. Psychogenic working disorders or learning disorders can impede the integration into working life partially or completely. These disorders do not occur in isolation. Besides intra-psychic events, inter-psychic interactions are crucial for their development as well. Thus, they are also expressions of disease-like structural disorders in social systems. Unsolved three-generation conflicts will by the third generation at the latest lead to learning or working disorders. The inward directed cry of »war children«, who constitute the current generation of grandparents, is the cause of the current ›no idea‹ behavior of children, adolescents, and young adults. Key elements of integration difficulties are the same for immigrants as for the ›no idea‹ generation. Even the phrase ›no idea‹ often expresses shame in a perceived conflict situation. Transference across generations can be reflected and changed not only within the family system, but also within systems relevant for the learning and working environments. Late effects, which arose from the attempt to make a part of history bearable by emotional silence, lead to a predominance of economic thought. We need interdisciplinary networks at universities to break through this silence that is pathogenic for our society. The culture of teaching and learning should show ways out of the impasse of purely economic thought. Teachers and trainers are not only content mediators but also dialogic and discursive agents. They should obtain the necessary skillset in their own education. The systemic approach of single-, pair-, and family-therapy can also be applied to the analysis and treatment of disorders in socially relevant systems. The operational concepts of psychoanalytic Beziehungsanalyse (Bauriedl) are not limited to the protected therapeutic setting. They can be universally taught and applied. Education for respectful treatment of the individual runs contrary to purely economic thinking. Therefore, purely economic thinking should be limited by prioritizing ethical values in our thinking and actions ***Angaben zur beteiligten Person Weidemann: Dr. phil. Ortrud Weidemann ist Sozialpädagogin und psychoanalytische Psychotherapeutin. Mit dem Schwerpunkt für Kinder- und Jugendlichen-, Paar- und Familienpsychotherapie behandelt sie in eigener Praxis in Grünwald bei München