Naruto was born with an ugly birthmark which led to his parents rejecting him. Afterwards, he was taken to school by his adoptive parents, where he gets rejected as teachers cite him as dangerous to other students. The boy is taken to a special school where his behavior worsens, and he seems a threat to his peers as he is described as aggressive to other students (Schwitzer & Rubin, 2014). Aggressiveness, restlessness, extreme hyperactivity, beating up classmates, inattentiveness, aggressiveness towards parents, fighting, losing everything, including keys, and being difficult at the dinner table characterize a child with hyperactivity attention deficit hyperactivity disorder (ADHD) (Parekh, 2017). These symptoms sum up the description of Naruto and thus confirm the diagnosis of his condition.
The case of Naruto can be explained by use of Object relation theory which is a variation of Freudian psychoanalytic theory. According to Nichols & Schwartz (2016), our relations are based on early experiences in life. The formative age experiences leave the deep images buildup, which creates our identity. As we mature into adults, the interaction with other people is based on the objects we had in our early life. Father, mother, and primary caregivers are the first objects we interact with who shape our future behavior. The relationships we have with parents at the early ages help form personality. As a child grows, the parent's behavior towards the child helps shape the future. If the parents are too harsh, critical, shaming, projecting, blaming, and threatening the child, then it is easy for the child to develop a split personality (Murdock, 2016).
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Seemingly, Naruto's behavior could result from neglect and rejection he faced during the formative age. This has resulted in an aggressive personality to hide deeper emotions acquired during the early age of life. The mental representation of the objects that Naruto interacted with during the formative ages has grown over time.
Goals During the Object Relation Therapy
Once the problem identification is complete, the object relation therapist is tasked to create a secure therapeutic relationship for Naruto to feel secure and ready to explore the internal objects complicating his world. The goal of the therapeutic session is to help Naruto identify and address deficits in their interpersonal functioning and further explore ways in which he can improve relationships with everyone. The therapist's goal is to help Naruto understand how childhood objects interfere with the present relationships and their contribution to the problems in the real world. During therapy, the therapist, through asking questions, will be able to help the client view aspects of self that were split and repressed during the formative ages. Once all the aspects have been brought to awareness, Naruto can experience a more authentic existence. By comparing the bad and good in the objects stuck in the client's mind, Naruto will have little conflict. Thus, it will be easy for him to start seeing others more realistically.
Treatment therapy
The object relations therapist applies similar techniques seen in psychoanalytic therapy. It is critical to have a good therapeutic relationship with Naruto. This would entail asking relevant questions while attempting to understand Naruto’s fears and hopes. During exploration, the therapist can help the client understand how his behavior affects those around him to help the client achieve greater self-awareness. The object relations perspective is aimed at helping the client develop self-awareness and realize the current issues resulting from the internalized objects during the formative ages. The process requires the formation of a trusting relationship to help the client talk about their issues.
References
American Psychiatric Association. (n.d.). What is ADHD? Home │ psychiatry.org. https://www.psychiatry.org/patients-families/adhd/what-is-adhd
Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach . Pearson.
Nichols, M. P., & Davis, S. (2016). Family therapy: Concepts and methods . Pearson.
Schwitzer, A. M., & Rubin, L. C. (2014). Diagnosis and treatment planning skills: A popular culture casebook approach (DSM-5 update) . SAGE Publications.
