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In this important paper emphasis is placed on our increasing scepticism about termination of analysis in terms of an ideal ending point, stressing that the earlier aims of analysis, the disappearance of all symptoms, the structural changes, and the perfectly integrated personality, are rarely achieved. Regarding termination, the author uses the analogy of the ending of a play in which the main themes of the play are revived and worked through. The ending process is considered one in which the patient has further opportunity to gain insight and resolution of his transference neurosis. Recollection and reconstruction during the ending phase seem a preparation for future tasks.
Problems of termination in child analysis and training analysis are also discussed. In child analysis it may be more appropriate to consider it an interruption of analysis with re-analysis occurring at a point when the child manifests appropriate maturation and development. In addition to the therapeutic task, the educational task of the child analyst is discussed. In training analysis, it is suggested that criteria for ending and resolution of the transference may not be thought of along usual classical analytic lines in view of the ongoing professional and social relationships between analyst and candidate.