This book distills the essence of child psychoanalysis from the practice and thought of its founder Anna Freud, who for over 50 years has been at the forefront of this controversial field. Children are the most refractory of all subjects to treat analytically. Here, for the first time, is a primer on the difficult technique as practiced at the Hampstead Clinic in London, which was founded by Anna Freud and is today the leading child analytic center in the world. She and her colleagues expose their wealth of experience to systematic review, which yields up rich insights not only into child psychoanalysis and psychotherapy but also into basic child development. In addition, their findings have relevance to the understanding of emotional disturbance at all ages. The book follows the treatment situation through all its stages, from the first session to termination and follow-up. It focuses on the interaction between therapist and child in the treatment room, illustrating the points with copious clinical vignettes. One point examined is the structure of treatment with respect to such matters as scheduling sessions and handling interruptions. Another element that comes under scrutiny is the development of the child's relationship to the therapist, which subsumes such factors as establishing an alliance, transference, and resistance. The child's repertoire of expressions, both verbal and nonverbal, is explored, as is the therapist's armamentarium of interpretations and interventions. Woven throughout the description of these elements is incisive commentary by Anna Freud. Her commonsense approach gives the book unique value, lifting it to a rare level of human wisdom.

Collects notes and materials (artwork, poems, photographs) connected with Anna Freud's analysis of Heller as a young boy, amplified and given depth by Heller's own retrospective. He is currently a professor of German and comparative literature at SUNY, Buffalo. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

These are the edited papers from a conference held in 2008 on the topic of problems with child and adolescent analysis. The contributors come from widely differing theoretical backgrounds and use a broad variety of metapsychological concepts, among them contemporary Kleinian, post-Bionian classical Freudian. This collection helps widen our understanding of technique with children and adolescents and together they show a very modern psychoanalytic technique may be emerging from modern recent work with children and adolescents.

The Psycho-Analysis of Children, first published in 1932, is a classic in its subject, and revolutionised child analysis. Melanie Klein had already proved, by the special technique she devised, that she was a pioneer in that branch of analysis. She made possible the extension of psycho-analysis to the field of early childhood, and in this way not only made the treatment of young children possible but also threw new light on psychological development in childhood and on the roots of adult neuroses and psychoses.

Melanie Klein gives a detailed account of the analysis of a ten year old boy, Richard. Klein describes the day to day course of the analysis interpreting Richard`s drawing, play, verbal associations and reports of dreams. Also included is the reproduction of the drawings made by the patient, the analysis of which is elaborated in this text. This fascinating and deeply instructive case study shows the fluctuations which characterise a psycho-analysis and reveals the dynamics of the steps which eventually lead to progress in treatment. In a series of notes accompanying the clinical description, Melanie Klein comments upon the clinical material, linking the actual instances to more theoretical conclusions. In doing so, she has provided an invaluable guide to the technique of psycho-analysing children.

This book is an encyclopedia of child analysis and analytically oriented psychotherapy.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

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