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These two volumes are reprints of works which have been out of print during the past few years. It is welcome, indeed, to have them available again. The two works are closely linked by the fact that they are the results of work with children.
The first volume is a brief discussion of the technique of analysis with children as developed by A. Freud from 1926 to 1945. There are also short papers on the theory and indications for child analysis. Essentially the author emphasizes the need and legitimacy of certain modifications of the classical method of adult analysis when applied to children. Children (young ones, certainly not) rarely are able to freely associate in the adult manner; other handicaps are discussed. She describes some of her techniques and illustrates them vividly with case material.
She takes up for discussion her differences with the English school of child analysis led by M. Klein. This difference of approach has been debated hotly since 1926. In short, Freud does not believe that children develop a real transference-neurosis, (in the sense that an adult does). She believes that all we have are transference-relationships, but never a neurosis. Secondly, the child's play and manipulations are not easily or clearly related, to say nothing of being the same, as free-association. Thirdly, she condemns the continuous interpretations given to young children. Fourthly, the child is not in a true analytic-situation at anytime. Fifthly, we can dispense with all these needs and still analyze the child using Klein's play technique but using a different approach. She admits the use of toys was a great help, and “the play-method is indispensable with very small children not capable of verbalization”. It is not so with older children. Freud limits her experience to the boundaries where the child's speech faculty begins. The author is at pains to emphasize that we are still in the stage of having to “educate” the child as well as analyze him. Perhaps in the future w