I argue for and illustrate a particular approach to the use of psychoanalytic knowledge in developmental and intervention research. To prove the validity of psychoanalytic concepts is less fruitful than posing research questions and then asking whether, in the conceptualization of the questions, collection and interpretation of the data, and/or defining the implications of the research, these concepts are useful. The emphasis is on using psychoanalytic theoretical concepts and clinical experiences that significantly enhance an effort designed to test hypotheses within a research design.