The Analysis of a Phobic Child—Some Problems of Theory and Technique in Child Analysis1

This paper attempts to clarify some theoretical and technical aspects of child analysis by correlating the course of treatment, the structure of the neurosis and the technique employed in the case of a phobic boy who was in analysis over a period of three years. The case was chosen for presentation:

• 1Because of the discrepancy between the clinical simplicity of the symptom and the complicated ego structure behind it;

• 2because of the unusual clearness with which the patient brought to the fore the variegated patterns of his libidinal demands;

• 3because of the patient's attempts at transitory solutions, oscillations between perversions and symptoms, and processes of new symptom formation;

• 4because the vicissitudes and stabilization of character traits could be clearly traced;

• 5and finally, because of the rare opportunity to witness during treatment the change from grappling with reality by means of pathological mechanisms, to dealing with reality in a relatively conflict-free fashion.

Frankie, a 5½-year-old boy of superior intelligence who was eager to learn, was brought into analysis because of a severe school phobia. He like to play with other children and was friendly and amenable with them, but shy and withdrawn in the presence of any stranger. He became panic-stricken if his mother or nurse were out of sight. Even when left with his father in his own home, he was occasionally overwhelmed by attacks of anxiety. His phobic symptom had existed for more than 2 years.