Anna Freud, Melanie Klein and the Psychoanalysis of Children by Alex Holder

By Alex Holder

The significant subject matter of the ebook is anxious with a transparent differentiation among baby research right and analytical baby psychotherapy, and a close account of the controversies on procedure among Anna Freud and Melanie Klein within the Nineteen Twenties and Nineteen Thirties. It takes under consideration the historic history opposed to which baby psychoanalysis constructed, in particular global struggle II and the Nazi regime in Germany. the writer additionally seems on the method baby research built in particular associations, equivalent to The Hampstead baby treatment direction in London, and in particular components comparable to the unfold of kid research within the US. The concluding bankruptcy is at the value of information of kid research between analysts operating with adults. the variations within the theories of the 2 "greats" in baby research, Anna Freud and Melanie Klein, are tested one after the other, together with such recommendations because the position of transference, the Oedipus complicated and the superego.

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54). In the final part of her short history of child analysis, Anna Freud discusses child analysis as a starting point for application, observation, and research. , p. 57). Holder correx 5/5/05 6:21 PM Page 31 THE ORIGINS OF CHILD ANALYSIS 111 2 3 4 5 6 711 8 9 10 1 2 3 4 5 6 7 8 9 211 1 2 3 4 5 6 7 8 9 30 1 2 3 4 5 6 7 8 911 31 Anna Freud began work as a child analyst in 1923, one year after becoming a member of the Vienna Psychoanalytic Society. As a lay analyst, in those days she was not allowed to treat adults in Vienna (Geissmann & Geissmann, 1998, p.

To what extent can a child’s play and play-acting be deemed equivalent to free association? This problem will be explored in the next chapter, in which the views of Anna Freud and Melanie Klein are compared and contrasted. , 1927a, p. ). Another point in which child analysis—at any rate, in the view of many of the first child analysts—differed from adult analysis was the educational element, which played a part in a child’s treatment in addition to the analytical aspect. Here again, the pioneers of child analysis had divergent opinions, with Hug-Hellmuth at one end of the scale as a convinced advocate of the position that education ought to be an integral part of every child analysis, and Melanie Klein at the opposite extreme, equating child and adult analysis, in both of which she considered that the work of interpretation was central and that there should be no educational elements.

Outside the sessions too, analysts think much more about their child patients. They occupy one’s mind with their problems and development. This generates stronger countertransference feelings. , p. , translated] Conversely, a psychotherapy with one or two sessions a week does not involve the therapist in the same way, either positively or negatively. The child’s inner world can be kept more, or more easily, at a distance. On the child’s part, transference phenomena exist in low-frequency therapy too.

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