A History of Child Psychoanalysis by Pierre Geissmann, Claudine Geissmann

By Pierre Geissmann, Claudine Geissmann

Child research has occupied a distinct position within the heritage of psychoanalysis due to the demanding situations it poses to practitioners and the clashes it has provoked between its advocates. because the early days in Vienna less than Sigmund Freud baby psychoanalysts have attempted to realize and make understandable to others the psychosomatic problems of youth and to evolve medical and healing techniques to all of the phases of improvement of the newborn, the kid, the adolescent and the younger adult.

Claudine and Pierre Geissmann hint the heritage and improvement of kid research during the last century and verify the contributions made via pioneers of the self-discipline, whose efforts to extend its theoretical foundations ended in clash among faculties of notion, such a lot particularly to the rift among Anna Freud and Melanie Klein.

Now taught and practised generally in Europe, the united states and South the United States, baby and adolescent psychoanalysis is exclusive within the perception it provides into the mental features of kid improvement, and within the healing merits it may carry either to the kid and its family.

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The father wrote up the remaining unanalysed material, to which Freud responded: ‘our young investigator has merely come somewhat Sigmund Freud 15 early upon the discovery that all knowledge is patchwork’. The father added that ‘the boy would have gone out for walks soon enough if he had been given a sound thrashing’ (which he had not). That was a case of double transference well disposed of! The treatment in this particular case therefore consisted of an analyst listening in a benevolent fashion to what a child of 5 was saying while remaining as neutral as possible, and supervised by Freud.

His father does not immediately understand, and says that that is not nice. Hans explains: ‘If he thinks it, it is good all the same, because you can write it to the professor’, referring his analyst father back to his supervisor! At this point, Freud writes a footnote: ‘Well done, little Hans! ’ The interpretations are made, in classic fashion, in the transference: ‘the big giraffe is me’, etc. At one point, the supervisor-professor takes part in the analysis directly: the father and son consult him.

It was very distressing for him and Freud’s support was essential. When Freud wrote: ‘It was only because the authority of a father and of a physician were united in a single person, and because in him both affectionate care and scientific interest were combined, that it was possible in this one instance to apply the method to a use which it would not otherwise have lent itself. [Ungeeignet]’ (Freud, 1909:5). This was undoubtedly true at the time, because no child psychoanalyst existed at this time, and in fact only the father could have done it.

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