629 ENGLISH SUMMARY These findings show that synchrony plays an important role in communication and promotes the connection between people, resembling one of the three basic needs. However, it is important to realise that synchronised interactions are not the norm or the goal to be pursued, nor are non-synchronised movements the exception that should be avoided as much as possible. Both synchronised and non-synchronised interactions are necessary for healthy development. Ending a synchronised interaction is, in fact, nothing more than making a distinction between oneself and the other person. When two individuals are synchronised, they form a unity for that moment and experience each other as ‘we’. Breaking that synchrony throws each person back to themselves, thereby emphasising the difference between ‘I’ and ‘the other’ (Stern, 1985/2000). Being thrown back to the ‘I’ is necessary to meet the basic need for autonomy. To capture the above in a model, we will use the balance model of attachment theory and the development of self-understanding. On one side of the balance, we find the safety of the presence of the parent, the sense of ‘we’, connection, and togetherness. On the other side of the balance lies exploration, the ‘I’, and being distinct from others. Both poles are necessary for proper development. The ability to move back and forth between these poles shows social competence. This back-and-forth movement can only be experienced and developed in relation to the movement of another person. It is a movement of following, taking initiative and thus being autonomous, as well as being followed. The mechanism that interaction partners use to influence one another is the innate ability to be moved with the movement of the other or the environment. Movement The search for the presumed mechanism of action takes on a deeper meaning in the chapter on movement. Initially, we approached the ability to be moved in terms of knowledge, from ethology where it involves visible imitation behaviour, and from the pursuit of protection and safety in service of the attachment relationship. There are, however, also indications that being moved with is associated with the term empathy. Empathy, in its original meaning, is related to experiencing the motor action or movement of another. For example, seeing someone hit their thumb causes the observer to flinch as if the hammer is about to hit their own thumb. Watching a dancer on a tightrope in the peak of a circus tent evokes movements in the viewer as if they themselves had to maintain their balance. It is a form of motor imitation that allows us to empathize with the other. Gradually, empathy has evolved into an inner resonance with the other’s emotions, and the motor imitation aspect has disappeared from its meaning. However, the original meaning makes it clear to us that there is a recognition of the motor movement that occurs prior to empathizing with the other’s emotions. We consider this as the second indication of the mechanism of action: the biological ability to be moved with the other. This is separate from attachment theory but serves to establish a connection and relationship with any other individual. This means that the mechanism of action can also be used in therapeutic situations where the goal is A
RkJQdWJsaXNoZXIy MTk4NDMw