In a systematic study of analytic interpretations with children, the author lists and defines categories of intervention. These include setting statements ('interventions aimed at creating the necessary conditions of setting …' for psychoanalysis), attention statements (directing the patient's attention to content and paradoxes, aimed at producing new material), reductive statements (to reduce apparent disparities to their common form), situational statements, transference interpretations, and etiological statements. For each of these 'subdivisions' the author considers the developmental requirements and limitations. Thus cognitive capacities, observing ego capacities, actual dependency situations, degree of autonomy of secondary processes, and chronological closeness or distance from the phase being 'reconstructed' are examples of the aspects considered in determining the usefulness of a given interpretation. Issues of timing, dosage, context, and order are also examined in a developmental framework.