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There have been a spate of books in recent years addressing the vicissitudes of work with so called ‘traumatized children’. These books seem to be in a half-way house, referring back to psychoanalysts and practitioners such as Melanie Klein, Anna Freud, John Bowlby, Donald Winnicott, Barbara Dockar-Drysdale and Isabel Menzies Lyth, who set the psychoanalytic frame for this work, and referring forward to an as yet unknown group of practitioners who must take this work up and further it in substantial ways. For example, texts by Diamond (2018), Bradley and Kinchington (2018), and Winship and MacDonald (2018) are geared toward establishing this dialogue with the recent psychoanalytic past, either through describing and preserving the work of therapeutic communities such as the Mulberry Bush School and the Cotswold Community, or by adapting and applying psychodynamic methods and principles into new settings, such as primary schools. In a sense, they are building for a transition, enabling their closer contact with these pioneering