Horney Theory and Child Analysis

The Horney theory of neurosis has been used for the psychoanalytic study of children for over three decades. The literature on this subject, however, consists largely of discussion of theoretical aspects such as Rubins’1 and Zuger's2 studies on the development of the self-concept, Boigon's phenomenological study of infantile experience3 and the introduction of existential thought into the Horney theory of child development by Rubins4 and Wenkart5. Other authors, such as A. Symonds6,7 and M. Symonds8–12, Zuger13 and Wertz14 and Rubins15 concern themselves with the treatment of special problems of children and adolescents.

The only major contribution on the general application of Horney theory to actual psychoanalytic therapy of children, by N. Kelman16, however, is over two decades old and preceded the advances contained in Horney's “Neurosis and Human Growth.”

Having used Horney's teachings in the psychoanalytic therapy of children for twenty years, the author feels that some of his observations might be useful1 TO STIMULATE FURTHER STUDY IN THIS FIELD;2 TO INDUCE HORNEY-TRAINED THERAPISTS TO APPLY IT TO THE TREATMENT OF CHILDREN; and3 TO ENCOURAGE THERAPISTS NOT FAMILIAR WITH HORNEY THEORY TO USE ITS MOST IMPORTANT ASPECTS IN THEIR THERAPY WITH CHILDREN. In the author's own work he has tried, indeed, to combine some techniques devised and described by authors of other schools with ideas and methods derived from Horney theory. It was, in fact, the more detailed description of these authors about their experience in child therapy that stimulated the writing of this paper, with the intention of showing specific clinical application of our holistic-dynamic principles as evidence of wide applicability of Horney theory.

Historically, psychoanalytic therapy of children began with Freud's treatment of “Little Hans”25 in 1907, in which he used play as a means to reach his five year old patient. Freud expressed his opinion that play can be a me