Opening Remarks on Psychoanalytic Child Psychology

It is the purpose of this meeting to stimulate a free discussion of problems of psychoanalytic child psychology by Miss Freud, without imposing on her the burden of a prepared paper. Moreover, no single paper could satisfy the curiosity of those assembled here. Many of us feel that this is the opportunity at long last to check with Miss Freud wherever possible, on common views in the area of psychoanalytic child psychology, to establish where alternative views exist, and to discuss plans and methods for future investigations as they seem required by the tension between what we know and what we need to know. To a part of the audience the situation of an extended discussion with Miss Freud is a familiar one; familiar it is to Miss Freud's collaborators and students in child analysis, and to those of us who as silent participants shared the work of her seminars. To others it is a novel experience. It is hoped that the spirit of old can be revived here for a few short hours.

It was thought best to offer as a starting point for the subsequent discussion a brief, historically oriented survey which, though incomplete, should lead into a discussion of various trends of current investigations. Fortunately many investigators working in the field are here assembled, therefore no reference will be made to individuals or teams; neither is it my intention to point to all existing trends. I shall explicitly refer only to some problems which seem particularly relevant, likely to stimulate discussion and controversy, and hence—I hope—appropriate to the opportunity this meeting offers.

The increased interest in the psychoanalytic study of the child since the early nineteen twenties coincided with a decisive phase in the development of psychoanalysis. I here mention two aspects of this development. First, the transition from topographical stratification of the psychic apparatus to structural concepts; i.e., the beginning of Ego Psychology. Second, the increased understanding o