Child Analysis Today by Luis Rodriguez de la Sierra

By Luis Rodriguez de la Sierra

Even supposing there were many different vital contributions to the sector of kid and adolescent research, the main changes in idea and procedure nonetheless endure the hallmarks of 3 of the main major figures within the box: Anna Freud, Melanie Klein and Donald Winnicott. in addition to offering an perception into those changes, this quantity additionally portrays the kingdom of kid research this present day, wherein we have to reconcile and mix those modifications to bare a standard floor from the place we will be able to stream ahead. this can be represented by means of the sheer range of the views during this quantity, as they in flip convey how they could impression the sphere of kid research today.

"This booklet represents an try to painting the nation of kid psychoanalysis within the British Psychoanalytical Society at the present time. It deals numerous medical and theoretical views, and makes an attempt to illustrate how they effect the realm of kid research during this kingdom. This divergence keeps to divide analysts who consider early improvement and children’s psychological lifestyles another way and for this reason method their small sufferers in, now and then, a completely varied technical way." -- From the Introduction

Contributors: Robin Anderson, A.H. Brafman, Luis Rodríguez de los angeles Sierra, Rose Edgecumbe, Edna O’Shaughnessy and Anne-Marie Sandler

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Diatkine, R. (1972). Preliminary remarks on the present state of psycho­ analysis of children. , 53:141­ 150. Fraiberg, S. (1980). Clinical Studies in Infant Mental Health. London: Tavistock. Freud, A . (1972). Child analysis as a sub-speciality of psychoanalysis. International Journal of Psycho-Analysis, 53: 151-156. Hopkins, J. (1992). Infant-parent psychotherapy. Journal of Child Psycho­ therapy, 18: 5-18. Ornstein, A . (1984). The function of play in the process of child psychotherapy: a contemporary perspective.

H e still cannot engage i n m u t u a l p l a y a n d occasionally experiences anxiety he cannot control. I c o u l d give m a n y m o r e examples of this b e w i l d e r i n g m i x t u r e of w o r d s a n d b e h a v i o u r s that d o c o n t a i n m e a n i n g a n d others that d o 38 CHILD ANALYSIS T O D A Y not appear to have it. There is no doubt that Joe can learn, but it can be difficult to assess whether he can grasp the rationale behind each new piece of learning. So, we speak of stereotypes, ritualistic behaviour, concrete thinking, incapacity to symbolize, and many other descriptive concepts, but my point is that when we have children like Joe in analysis it is not enough to interpret the content of their communications.

First, h e c a l l e d t h e m d i p l o d o c u s a n d t y r a n n o s a u r u s rex. T h e n h e m a d e another h u g e , prehistoric l o o k i n g figure w i t h a b a b y figure next to it: h e called t h e m Joe a n d mother. T h e n he b e g a n to d r a w a father, that w a s o b v i o u s l y too b i g a n d w o u l d d r o w n the other t w o , so h e s t o p p e d a n d t o l d m e to w i p e it all off. T h e n he repeated the s a m e d r a w i n g s , b u t n o w they were father a n d his sister a n d Joe p r o c e e d e d to d r a w himself a n d mother at the other e n d of the b o a r d .

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