Paul Williams’ portrayal of the psychological growth of the narrator in The fifth principle and Scum, part 1

Abstract

In this paper, I explore the nature of Paul Williams’ portrayal of the psychological growth of the narrator in The fifth principle and Scum. Growing up in an impoverished environment, both as a child and as an adolescent, the narrator experienced forms of neglect and abuse, which, together with the fantasies that he created, left him traumatized and close to being totally shattered. This is conveyed quite graphically through the use of various stylistic devices that include shifts in the method of narration in both books as well as the innovative use of language in Scum. Through extensive introspection as well as the help provided by others, the narrator suggests that he became sufficiently psychologically independent as well as capable of feeling connected to others in sustained ways.

Key words:

• abuse
• annihilation
• autobiographical
• development
• object relations
• self

Notes

1 Williams states in the Preface to The fifth principle that there will be a third volume that will deal with adulthood. However, to the best of my knowledge, this book has not been published.

2 I adapted the term “soul murdered” from the book by Leonard Shengold entitled Soul murder (1989), which describes the psychological effects of child abuse.

3 This style of presentation undercuts Williams’ declaration in the Preface that The fifth principle “reflects” upon “a period between birth and eight years” (n. p.), and Scum explores the world of adolescence, for both phases of life as well as experiences in adulthood are woven into both works.

4 The description of the narrator’s life in both books resembles in certain important ways Williams’ (2004, pp. 1334–1339, 1344) presentation of the case history of “James.”

5 I would add here that most of Williams’ writing reflects that of a scientifically oriented researcher (see, for example, Williams, 2010b).

6 This issue is central to Freud’s concept of “Nachtraglichkeit.” Since I believe that Williams has provided an essentially reliable narrator, I have only occasionally questioned the narrator’s assertions about his life in both books.

7 In Great Britain, after completing primary school, students may attend a grammar school. At times, a grammar school is also referred to as a secondary school since the students generally are at least the age of 11 and complete their education at approximately the age of 18.

8 This has both positive and negative consequences. While Williams uses the narrator to present the complex ideas of Winnicott and Bion in a very clear, straight- forward manner, at times he also loses the complexity and ambiguity of some of their concepts that are woven into both The fifth principle and Scum.

9 This consolidation is not described in sufficient detail in either book. Of particular importance is that Williams does not provide a sufficient account of the narrator’s likely therapeutic process in either The fifth principle or Scum, so that it is very difficult to know how he was able to develop his capacity for insight, which was so central to his psychological development.

Additional information

Notes on contributors

Robert Ehrlich

Robert Ehrlich is retired from the University of California, Berkeley, USA, where he was for many years a lecturer in what is now called the Interdisciplinary Studies Field Major. He has a PhD in English and an MA in Psychology. In addition, he graduated from the Psychoanalytic Institute of Northern California. He is currently in private practice as a licensed marriage and family therapist in Albany, California.