(1) I experienced significant difficulty at school and struggled to concentrate on explanations made by teachers. (Agree) (Disagree)
(2)I was considered by many to be quite bright but my actual performance in class was below standard. (Agree) (Disagree)
(3 During my school years I daydreamed and would often lose track of what was being explained by teachers. (Agree) (Disagree)
(4) My time at school was full of conflict, tension and apprehension. (Agree) (Disagree)
(5) I found reading far easier than maths as I was growing up. I suffered mental blocks with arithmetic. (Agree) (Disagree)
(6) I showed a very high ability in maths from an early age and was fascinated by patterns in numbers.
(7) In some subjects, I did quite well at school but feel this was the result of my own efforts and not a direct result of what was communicated in class.(Agree) (Disagree)
(8) I consider myself more capable of learning new skills or subjects without the need to find a class, study group or teacher. (Agree) (Disagree)
(9) I tend to notice small details that most people would not pay importance to. (Agree) (Disagree)
(10) I often find I can solve more complicated problems by using my own methods as opposed to trying to understand accepted explanations. (Agree) (Disagree)
(11) I have noticed that my overall perception of standard subjects and way of thinking in general seems not to relate to the norm or resonate with others. (Agree) (Disagree)
(12) I prefer to direct my energy towards being productive and practical. (Agree) (Disagree)
(13) I tend to be governed more by my intellect and understanding than my emotions. I don’t react spontaneously but carefully consider facts as they appear before me. (Agree) (Disagree)
(14) I am very methodical and prefer a systematic, organized approach to any new subject I approach. (Agree) (Disagree)
(15) I am very organized and motivated to see each task completed to the finish. I am purposeful and animated in my work. I always prefer to be physically occupied (Agree) (Disagree)
(16) I get bored when I have to follow a rigid system of beginning and end, using an”A” to “Z” approach. I dislike organised, mechanised systems of tuition. (Agree) (Disagree)
(17) I am very much guided by my emotions and tend to express my feelings quite openly. (Agree) (Disagree)
(18) I smile a lot and appear bubbly as well as interested in what’s going on around me. ((Agree) (Disagree)
(19) I would consider myself to be facially expressive in such a way as people can usually guess my mood through my expression. (Agree) (Disagree)
(20) I rarely smile or show my emotions during everyday interaction. (Agree) (Disagree)
(21) I may sometimes offend others by a general insensitivity towards their feelings or misinterpretation of boundaries. None of this is intentional. (Agree) (Disagree)
(22) I have never had a boyfriend or girlfriend, or have seldom had partners. (Agree) (Disagree)
(23) I have significant difficulty forming close friendships or bonding with other people. (Agree) (Disagree)
(24) I am not very good at being sympathetic or understanding and prefer to offer structured, rational advice to solve problems more pragmatically. (Agree) (Disagree)
(25) I always feel unable to meet the basic expectations demanded of me in everyday life. (Agree) (Disagree)
(26) I appear to have no status where groups, organizations or teams are concerned. I often feel ignored and passed by. (Agree) (Disagree)
(27) I consider myself to be popular and tend to follow the latest trends and areas of interest as others. (Agree) (Disagree)
(28) I would describe myself as introverted, reluctant to socialise or just not good at socialising. (Agree) (Disagree)
(29) I dominate a conversation and steer it towards my own point of interest. (Agree) (Disagree)
(30) I have always been in conflict within family circles or at work. (Agree) (Disagree)
(31) I would describe myself as obsessive over my interests and very goal orientated in these areas. (Agree) (Disagree)
32) I am not suited to work that requires physical dexterity or co-ordination. I find mechanical work to be difficult. (Agree) (Disagree)
(33) In the opinion of others, my handwriting is poor and scrawly. (Agree) (Disagree).
(34) I tend to struggle with personal appearance and hygiene. (Agree) (Disagree)
(35) I am very sensitive to noise and may be annoyed by dripping taps or rustling caused by wind. (Agree) (Disagree)
(36) I prefer to wear my familiar, worn clothes and may feel uncomfortable in stiff shirts or wooly fabrics on my skin. (Agree) (Disagree)
(37) My overall motor movements are slow and awkward. I struggle to catch a ball and was very poor at team sports. (Agree) (Disagree)
(38) People notice me as “different” very quickly and pick up on my awkwardness. I have suffered discrimination from childhood onwards to adulthood. (Agree) (Disagree)
(39) I often feel angry, resentful and very negative towards other people. (Agree) (Disagree)
(40) I have suffered from (or still suffer from) obsessive, compulsive disorder or obsessive, repetitive behaviour. (Agree) (Disagree)
(41) I am sometimes unable to recognise people I know in unfamiliar surroundings. I may mistake a total stranger for someone I actually know. (Agree) (Disagree)
(42) I feel no mental connection with other people and feel disconnected from them. It is similar to watching characters on TV but not being a part of the show. (Agree) (Disagree)
(43) I often don’t make eye-contact or engage with those who initiate conversation. (Agree) (Disagree)
(44) I sometimes feel as if no specific gender is dominant in my personality. (Agree) (Disagree)
(45) I cannot normally share in the experiences of other people and tend to view life from my own perspective. (Agree) (Disagree)
To sketch a profile, add a point every time you select +. Take care with 12, 14, 15, 17, 18 and 19. For example, “I am sensitive to light” .(Agree) (Disagree), – to agree means + or one point but disagree would be zero point.

  • += 1 point
  • – = zero point
    KEY: add + agree, – disagree.
  • 1: add + agree, – disagree 2: add + agree, – disagree 3: add + agree, – disagree 4: add + agree, – disagree. 5: add + agree, – disagree. 6: add + agree, – disagree. 7: add + agree, – disagree. 8: add + agree, – disagree. 9: add + agree, – disagree. 10: add + agree, – disagree. 11: add + agree, – disagree. 12: add + disagree, – agree. 13: add + agree, – disagree. 14: add + disagree, – agree. 15: add + disagree, – agree. 16: add + agree, – disagree. 17: add + disagree, – agree. 18: add + disagree, – agree. 19: add + disagree, – agree. 20: add + agree, – disagree. 21: add + agree, – disagree. 22: add + agree, – disagree. 23: add + agree, – disagree . 24: add + agree, – disagree. 25: add + agree, – disagree. 26: add + agree, – disagree. 27: add + disagree, – agree. 28: add + agree, – disagree. 29: add + agree, – disagree. 30: add + agree, – disagree. 31: add + agree, – disagree. 32: add + agree, – disagree. 33: add + agree, – disagree. 34: add + agree, – disagree. 35: add + agree, – disagree. 36: add + agree, – disagree. 37: add + agree, – disagree. 38: add + agree, – disagree. 39: add + agree, – disagree. (40: add + agree, – disagree. 41: add + agree, – disagree. 42: add + agree, – disagree. 43: add + agree, – disagree. 44: add + agree, – disagree.45: add + agree, – disagree

The Real Asperger’s Syndrome

After some years of research, the author has been led to the conclusion that Asperger Disorder differs from other autism pathologies, in as much as those affected experience significant difficulties at school. Dutch psychiatrist Van Krevelin explains:
“The psychological profile of the autistic psychopath exhibits three characteristics: Mainly in relation to his environment, he is unable to receive knowledge from others. This becomes quite clear due to poor results in the first grade. The child follows his inclinations because he cannot pay attention to the teacher’s requirements. ” (Van Krevelen).
All of Asperger’s autistic children exhibited problematic behaviour and learning complications during childhood. Fritz F, (one of Asperger’s patients) could not study in a regular school classroom because “the hectic environment around him would annoy him and prevent him from concentrating on his studies. “(Hans Asperger)
Russian professor S. Munhin noted this distinctive feature in his clinical essays and described one patient as follows:
“He went to school at the age of 7.5, but could not study there because of excessive restlessness and distraction.” S.Munkhin
So, the essence of this disorder is an absolute inability to successfully process information in any environment where the system of education relies upon personal communication and social interaction. 98 per cent of people successfully develop to process most information in such a way as emotional feedback plays a pivotal part . In such a case, learning processes are a shared, mutual experience that depend upon instinctive intuition:
“The influence on a child who is brought up in a family is mainly through feelings, through the interaction of feelings of children and parents” (Hans Asperger).
From school and onwards, education becomes ever more structured by hierarchy, status, institutionalisation and norms. Yet, Asperger noted that autistic children could only be original. Their ability to be taught via mechanical processes is greatly reduced. They are generally not inclined to adopt knowledge from adults, for example, from teachers.
“And here we come to an important conclusion. The complications that mechanised teaching causes to autists, the inability to think the same way adults teach, the difficulties that learning from them occasion, the desire to derive everything only from their own perception and thinking, – even among the smartest of them, in many cases has a negative effect.” (Asperger)
In attempting to identify Asperger Disorder, an absolute priority is to evaluate performance at school. The expected pattern would be one of falling far short of normal expectations, disruption and general conflict. Sometimes, it is not so straightforward. A percentage of autistic children may perform better at school as S. Muhnin has stated:
“Despite all the oddities and absurdities of their behavior, which often make them an object of ridicule by fellow practitioners and comrades, they sometimes perform reasonably well in school, reaching the 7th – 8th grade of a special school or even a state school.” (S. Munhin)
Commenting on this, Asperger seemed to take the view that some of his patients didn’t manifest the same severity of withdrawel from the outside world as others. Likewise, he emphasises the reality of disconnection.
“We wish to demonstrate that the significant deviation from normality is caused by an absence of a physical relationship to the world, and said disconnection explains all their anomalies.” (Hans Asperger).
If we accept the fundamental principle that children (and adults) with Asperger Disorder are not able to absorb knowledge from a teacher (where transfer of information depends upon emotional interaction), this means that they suffer from a type of sensory deprivation. Thought processing mechanisms tend to be “inward” and external communication blotted out. As Asperger noted, “They do not perceive impulses from the outside”.
The renowned psychologist and doctor Grunya Suhareva had already described these symptoms in the 1920s.
“He applies himself to school work with great effort and works patiently. With intense concentration, he pays attention to whatever the teacher is saying. He studies inconsistently. First, he will engage himself with his work for some hours, and then – in spite of a seemingly interested expression – he will drift away into himself and fail to acknowledge a question directed to him.” (Grunya Suhareva).
The quotation above also helps to shed light on what was referred to earlier. Suhareva’s description suggests her patient could study in a classroom to a certain degree but not all of the time.
Below is quoted a very clear example of “inward thinking”. It refers to a child who was being treated for autism in Russia:
“He began to watch his father draw a house and would stand for a long time while one house was drawn, the second, the third, and so on. As soon as his father drew a window in the house, the child ran away. Very quickly he learned how to draw houses without doors and windows. “
So, the boy becomes engrossed in imitation of his father’s creative artwork but, at the same time, he approaches the subject in a different way. By not painting in any windows and doors, the boy is subconsciously blocking out the outside world. The example also demonstrates how already the patient is developing “originality”. In cases where the outside world is cut-off, thought processing must adapt by becoming more individualistic, as well as more abstract. This is why some individuals with Asperger Disorder develop the ability to solve complex problems, without the need for collective input. Indeed, originality of thought can go so far that an autistic person might amaze other people with original solutions to difficult mathematical problems, yet the same individual may encounter greater difficulty trying to follow the methods taught in school.
Earlier it was stated how Hans Asperger stood out from other psychiatrists or neurologists in as much his approach was more positive. Asperger most definitely saw a connection between science and neurological deviation. Despite that, he seemed to hold the view that, in the rare cases of genius, autistic characteristics had to be mixed in with “normal” thought processes in the right proportion.
“A child’s success is a consequence of the tension between two poles of opposition: what he does spontaneously and independently, and imitation of what is shown, mastering the knowledge and skills that adults already possess.” (Hans Asperger)
Many of the Austrian doctor’s patients exhibited an unusual ability to find purely original answers to a particular question but it was noticed how, in these cases, there was no ability to apply this to information that already existed.
“The attainments of gifted children from this appear more original and gives them a certain charm. With less gifted children or more severely impaired patients, the answers appear rather inferior and have no value. Information drawn from random impressions does not reflect the essence of things.” (Asperger)
To conclude this article, the author will add some personal interpretation:
For the most part, Hans Asperger clearly approached the subject-matter of autism from a more enlightened and scientific perspective. He sought scientific answers to some deep questions. He carefully observed the children who were placed in his clinic and kept an open mind. Whereas 98 per cent of psychiatrists were dismissive of autistic children, viewing them as intellectually limited, Asperger became aware it is not possible to measure creative potential by using standardised, relative intelligence testing. He sensed that a less rigid environment and applied psychology could encourage giftedness in areas less expected. Of course, Asperger had clearly studied German psychology and may have been influenced to research the area of processing:
“Bleuler found a unique predisposition in 3/4% of all cases. This was expressed through strange behaviour, autism and a thought processing mechanism that deviated from normality. ” (Suhareva)
Asperger carried his research far enough to explore what possible teaching system might be utilized in such cases where children had reacted negatively to the classroom environment. In fact, it cannot be stressed enough that this research had a far broader scope than any conventional approach that idealised normality and strove to eliminate abnormality. In the clinic at Vienna University, all behavioural abnormalities were put into an overall perspective, while every attempt was made to study neurological implications and factors surrounding genetics.
It was observed how above average performance in some areas of application could be enabled by attempting to eliminate emotionally based interaction and creating a far less rigid environment. Teachers in the clinic were instructed not to express excessive emotion and to give instructions impersonally:
“If we formulate requirements, at first glance, like automotive machines , stereotypically in the same monotonous way as they themselves speak, then often there is a feeling that they must obey and there is no way to disobey the order.” (Asperger)
To summarise:
(1) To diagnose Asperger Disorder, careful examination of conflict and difficulties during school years must be clarified. In the former USSR, a high percentage of children ended up in the so-called “special schools for neurotics”. These do not appear to have been particularly unenlightened, although worryingly anti-depressants were utilized. Today in parts of Europe and the U.S. there appears to be no structured process to identify and support Asperger children. Uncertainty and confusion over the condition led to the elimination of Asperger Syndrome as a clinical pathology, with the substitution of ASD in its place. However, the author has serious doubts as to the vagueness of the modern definition.
(2) Asperger Disorder can be “managed” successfully by the use of different teaching systems as well as a more straightforward and concise explanation of the condition. The sad fact is 80 years after the Vienna research in Austria, many people continue to struggle with undiagnosed, neuroligical deviations. Many children grow into adults, still believing they are stupid. The stereotype of the successful computer nerd, employed in Silicon Valley is a modern myth, proclaimed by corporations and less informed authorities.
Bearing in mind most of Lorna Wing’s patients were undergoing treatment at a London clinic, the following extract will help to illustrate that a high proportion of those suffering Asperger Disorder experience an altogether different reality:
“On their arrival at psychiatric wards for adults, these patients, with good cause, are evaluated as long term sufferers of Schizophrenia. Without any positive result, attempts at active therapy are made, through insulin shock treatment and administration of anti-psychotic drugs. ” (Munhin)

The Need For Development Of Hans Asperger’s Unique Approach To Modern Psychology.

Let us begin this paper by simple clarification of the current relevance of Hans Asperger to neurology, psychology and special education.
It was striking that during lengthy research for this paper, the author discovered Judith N. Miller, and Sally Ozonoff had both reached the exact same conclusion. Under guidelines of the DSM, Hans Asperger’s original patients would never have been associated with the Austrian researcher’s diagnosis. Prolonged observation suggests the original case-study subjects would have been diagnosed today with ADHD or possibly a less defined application of ASD. More to the point, their symptoms would not have been fully interpreted.
It is essential to understand that Hans Asperger’s conception of Autistic Psychopathy was never contrived as a pinpoint diagnosis. The Asperger children, despite many significant differences, were simply referrered to as “child autists”. This paper will show that overall factors in evaluation ranged from biological encephalitis (Helmut) to mostly genetic (Fritz F.) By the same token, external circumstances helped in the evolution of the Vienna studies. All patients were sent to Asperger as problematic, and not diagnosed via process of consultation with psychologists. That is, even to teachers, parents and family, some kind of turmoil was apparent.
More to the point, diagnosis of the original Asperger children was a life and death matter. According to Soviet Psychiatrist Grunya Sukareva, the NKVD (former KGB) in the post-revolutionary USSR were actively sending child patients such as her own to Gulag forced labour camps. Suhareva managed to prevent such state criminality by voicing her opinion publically as a doctor. Asperger – having read her papers – simply followed the same course of action. Science and research would have been forwarded to German authorities and this took great pains to suggest autism had a highly positive role to play in any society. This was something Asperger had come to understand in stark, scientific terms.
Asperger was not motivated by the standard expectation that those who stepped out of line were somehow inferior. Clearly, he stands out as virtually the only researcher who was prepared to view abnormality from a far more positive perspective. All of his observations and comments suggest he was fully aware the prerequisite for creative potential is polarisation of positive and negative elements in nature and the human psyche.
After Lorna Wing published her diagnosis of Asperger’s Syndrome in the 1980s, experts in the West increasingly overlooked the original research of the Austrian doctor Hans Asperger, whose book Die Autistischen Psychopathen Im Kindesalter was already familiar to Soviet (and some European) psychiatrists in the early 1970s.
It should be borne in mind that Lorna Wing’s Asperger’s Syndrome and Hans Asperger’s Autistic Psychopathy differ to a significant extent in terms of approach and interpretation. On the one hand, psychiatrist Lorna Wing considered her patients as intellectually limited and requiring psychiatric therapy. On the other hand, the Austrian researcher was interested in the area of cognitive processing of information, alternative learning systems and neurological deviations of the brain. The approach at the University of Vienna relied on the unconditional, unbiased acceptance of autistic children, together with an understanding of their neurological characteristics.
After psychiatrists in the West became familiar with Lorna Wing’s new diagnosis, a significant proportion of specialists had problems concerning the difference between Leo Kanner’s Early Childhood Autism and Asperger’s Syndrome. The author has devoted considerable time reading anamneses of children in the USSR who were diagnosed with Kanner’s Autism. There was no significant difference between these and the Austrian children in Die Autistischen Psychopathen Im Kindesalter. At least within the broader confines of Asperger’s studies.
In this article, we will present evidence supporting the fact that the Asperger children suffered from autism (the definition of the term “autism” here refers to a disconnection with the surrounding world).
“If they give him cubes, he puts them in his mouth and chews.” (Asperger describes a patient).
At this point, the situation in the USSR should be taken into account. Long before the publication of Lorna Wing’s research work, there were already three diagnoses in the Soviet Union:
1) Schizoid Disorder. It seems that many psychiatrists had included the symptoms described above in the framework of Schizophrenia. In fact, it is reasonable to consider Schizoid Disorder quite identical to Asperger Syndrome, only when considered to be associated with a drawn-out, schizophrenic process. Grunya Suhareva (who first popularised the term Schizoid Disorder) distinguished it from Schizophrenia. So, definition became looser.
In the DSM, a problematic linguistic definition arises due to striking contradictions that surround the original conception of Schizoid Personality Disorder (1920s). A random reference informs:
“This type of personality disorder is believed to be relatively rare and tends to affect more men than women.”
Further along in this essay, we shall see that Asperger Syndrome is thought to be quite common while Schizoid Personality is somewhat rare. This assumption will be challenged later.

DSM-5 defines Schizoid Disorder thus:
“Eccentricities of behaviour beginning by early adulthood and present in a variety of contexts.”
So, the modern definition of Schizoid Personality compares the symptoms to Asperger Syndrome with the exception that said symptoms appear late in adulthood. Such an assessment would appear highly contradictory for one simple reason:
The term “Schizoid” was used by Ukranian/Jewish clinical psychiatrist Grunya Suhareva as early as the 1920s to describe children who were practically identical to the Asperger patients. Suhareva’s study of autism was most likely read by Asperger as both authors used similar formats that included detailed biography of patients. All of them children. We should note all Suhareva’s patients were diagnosed as:
“Psihopaticheskaya lichnost. Schizoidniye (verschroben).” That is, psychopathic personality and schizoid. Later on, Suhareva employed the term ” Schizoid Avoidant Psychopathy” or “Schizoid Autistic Psychopathy”
In reality, and in historical terms, these two diagnoses are identical.
(2) Early Childhood Autism ( Kanner’s Autism). The author of this article agrees with V.V. Kovalev: “In his work on the relationship between the latter and Autistic Psychopathy, he claims that both are absolutely identical conditions.”
(3) Autistic Psychopathy. In the USSR, Die Autistischen Psychopathen Im Kindesalter had already been translated into Russian. It was very familar to Soviet Union neurologists prior to Wing and Goulde’s introduction of Asperger to English language.
The main point of this document is that Autistic Psychopathy is a developmental disorder characterized by the subject’s immersion in an inner world and the inability to receive and process information resulting from complications of emotional interaction.
Today, Asperger Syndrome when referred to is considered very common amongst the population, yet few people can clarify the symptoms adequately.
This issue deserves attention. If the population of Austria in 1933 was 6,652,567, we know that Hans Asperger became acquainted with the history of 200 patients at the Children’s Hospital of the University of Vienna in the 1930s.
“Over the course of ten years, we have observed more than 200 children in whom the criteria for Autistic Psychopathy was more or less pronounced.” (Hans Asperger).
Although some of the autistic children in this group bore clear features of autism, it seems that fewer children exhibited the full scope of Autistic Psychopathy. It is worth noting that in the case of Fritz F, for example, this patient spent all his time in the research facility in isolation from the patient community. On the other hand, many other children at the clinic participated in group games. Asperger points out:
“There are a great many uniquely special needs children in whom we find typical, undeniable autistic traits with regard to personality.” Moreover it is emphasised that “in those children suffering the full spectrum of autism, deviations are manifested more starkly as they have no opposing force that might emerge from normal personality function.” ( Asperger)
The following description confirms the fact that in the special school in Austria, many students did not at all meet the criteria for diagnosis of Autistic Psychopathy, but, on the contrary, showed traits of mental delay.
“He studies in the third grade of the special school and is by no means one of the best students. Nevertheless, in school he experiences more difficulties than the children who make up the majority of the students in the special school — primitive, incapable of abstract thinking, but mastering mechanical knowledge well. “
It is reasonable to assume that Asperger was especially interested in researching the small number of children who met the complete spectrum of psychopathology.
Circumstances suggest, therefore, that Asperger’s Autistic Psychopathy is not very common. If there were about 200 children in the special school referred to (the population of Austria would be, say, 7000,000), then we are talking about three percent. Less if we bear in mind that out of these 200 children, not all met the requirements for the full spectrum of diagnosis.
In fact, since the 1990s, the definition of autism has become less based on original sources and has even come under the influence of populist views. In addition, it seems that the concrete, clinical diagnosis of Autistic Psychopathy has practically disappeared. In general, the concept has gradually taken root that the term Asperger’s Syndrome reflects the idea of ​​an eccentric personality type. This is simply a misguided generalization.I
Judith N. Miller’s very helpful research already suggested that the disorder Asperger describes remains incomprehensible in today’s context:
“Asperger’s Syndrome may not be covered by current diagnostic criteria. Implications for future research are being discussed. ” (Judith N. Miller, Sally Ozonoff PHd).

Съёмка фильма «Карнавал душ» (Carnival of Souls)

“И может быть фильм даже заставит задуматься о том, где проходит грань между жизнью и смертью, между нашим миром и миром, где происходит карнавал душ.” Buk

Какое отношение имеет Карнавал душ к психологии?

По моему мнению, этот фильм в определенном смысле отражает феномен аутистической психопатии но тоже представляется прежде всего как проявление дереализации.

Съёмка фильма «Карнавал душ» (Carnival of Souls)

Фильм Карнавал душ выпущенный в 1962 году, служит примером низкобюджетного, поразительного достижения (30,000 долларов). Режиссёр Херк Харви говорит что идея художественного фильма пришла ему в голову после того как он увидел Павильон Солтэйр в Солт-Лейк-Сити. В тот момент у него возникло странное ощущение нереальности. После этого странного опыта, он решил не только снять фильм «Карнавал душ», но на главную роль пригласил актрису Кендес Хиллигосс.

Часть фильма была снята в Солт лейк Сити но гонка на автомобилях состоялась в Канзасе. В год выхода Карнавал душ был непонят и успеха фильм не имел – из за того что шестидесятые американские зрители не привыкли к теме отстраненности мировосприятия.Фильм показывали в кинотеатрах для автомобилистов в небольшой аудитории.

Сюжет фильма

О чём расскажет фильм карнавал душ (1962)?

Как следствие автомобильной катастрофы,машина падает с моста в реку но оставшаяся в живых женщина появляется из воды. После этого, эта женщина (по имени Мэри) решает уехать в другой город где планирует работать органисткой. По дороге в городок, ей является призрак бледного мужчины в чёрном костюме и пугает её.

Она снимает комнату в частном пансионе. Она также обращает внимание на полуразрушенный павильон на окраине города. Там создается впечатление исчезнувшего времени. Раньше старое здание являлось баней, а спустя некоторое время парком аттракционов.

Время от времени, появление призрака еще больше испугает молодую женщину. Мэри очень тревожит то что люди вокруг часто не видят ее.

Когда Мэри договаривается с хозяйкой Миссис Томасс насчет аренды комнаты, еще не знает что живет рядом Мистер Линден. К тому же, у Джон Линден нет малейшей идеи кто она такая, но скоро дает себе отчет в том что она привлекательная. На следующий день, Джон стучит в дверь и приносит кофе. Мэри рассказывает что устроилась на работу органисткой в местной церкви (в экономическом плане), и ему кажется странным что для нее религия не имеет важного значения в жизни.

“Думая так, не испытываешь ночные кошмары?”, спрашивает.

Каким нам представляется Мистер Линден? Дело в том, что он просто любит веселиться, пить алкоголь, общаться с знакомыми и бегать за женщинами. Он в самом деле живет в материальном мире и представляет собой образец человека не витающего в облаках. Ирония состоит в том, что он не осведомлен о том, что с Мэри происходит.

Ближе к концу фильма, полупьяный Мистер Линден возвращается с Мэри домой. Он хочет переспать с ней но, в тот же момент, когда стоит позади нее, она попадает в другую реальность. Видит в зеркале бледнолицего мужчину и кричит. Именно на этом этапе нам становится очевидным что дело не только в том, что Мэри не может работать органисткой: Она старается жить в мире где ей нет места.

Кто такая Мэри Генри?

Я сам считаю что мир призраков не смог смириться с попыткой уцелевшей Мэри избежать смерти, уехать в штат Юта и там устроиться на работу органисткой, тем более что этот мир плоти и крови, кажется, существует на границе нереальности страшных бледных людей.

Пока сидит за рулем своей машины по пути в Юта, Мэри первый раз видит призрак бледного мужчины в то же время как очень странная музыка играет на радио. Она очень испугается. В конечном счете, выясняется что призрак в чёрном костюме целыми часами выжидает в павильоне пока любопытство не заставит женщину соединиться к ним.

Попозже, пока наслаждается свежим воздухом в парке, Мэри представляется ,что мертвяк стоит за её спиной и на этот раз испугается до такой степени что врач имени доктора Сэмюэлс спешит ей на помощь. Приглашает Мэри в офис и предлагает услуги.

Консультация Психоаналитика Доктор Сэмюэл?

По моему мнению, самым интересным кадром в фильме является консультация с психологом когда тот старается добраться до сути дела. Ему удается выяснить, что она никогда не чувствовала необходимости иметь парня и не желала развивать личные отношения с людьми.

“Вам не хочется взаимодействовать с людьми, поделиться своим опытом переживания чувств?”, спрашивает психолог.

Молодая женщина отвечает: “Кажется, я не способна сближаться с другими людьми!”

Мэри открывается Доктору Сэмюэлс и утверждает что отделение себя от окружающего мира, неспособность установить контакт с другими людьми всё подобно тому как будто ее никогда не существовала. Иногда бывает так, что окружающие перестают замечать её.
“Ведь это очень страшно, когда тебя никто не замечает, когда ты один, и никому до тебя нет дела.Тема отчуждения пронизывает собой большую часть фильма. Отрешенность и одиночество главной героини по-настоящему берет за душу. (Ваня Старостенко)”

Приехав в новый городок в штате Юта, наша героиня знакомиться с священником маленькой церкви где будет работать органисткой. По этому поводу, священник хочет организовать встречу между поклонниками и молодой женщиной. Она этого не хочет. Для Мэри, играть на органе это не что иное как трудовая деятельность.

На следующий день, личные, психологические проблемы нашей героини достигают точки своей катастрофы. Пока она практикуется нажимая на клавиши органа весь мир ей становится казаться нереальным. Вместо церковных гимнов начинает исполнять на органе музыку ярмарочную и впадает в транс. Она представляет что в заброшенном павильоне призраки танцуют. Священник увольняет Мэри из церкви. Он тоже объясняет почему она не может там работать:

“Церковь, гимны – Для нас всё это имеет значение. Мы предполагали что это было то же самое для вас!”

Суть в том, что Мэри не способна понимать что в церкви она представляет группу поклонников и для того чтобы быть в гармонии с сообществом, нужно разделять их ценности. Кроме того,по мере развития событий, нам становится очевидным что она не имеет представления о том, что у других людей тоже есть чувства.

Начиная от священника и пожилой хозяйки миссис Томас, и заканчивая с психоаналитиком никто из них не в силах ей помогать. Она бродит между двумя параллельными реальностями.