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It is not an infrequent experience in the practice of child analysis to find that the initial steps taken to win the child for psychoanalytic work have influenced the entire course of analysis. In many cases, the preparation for analytic work is longer than the analysis proper. Essential steps in growth must be made before interpretation, before the verbal and direct approach to resistances and the uncovering of unconscious content become possible. This explains why nonanalytic techniques have to be used with many children before they can communicate by play, fantasy, or direct verbalization. Other children, already well versed in these means of expression and communication, may have to be approached by less verbal methods in the beginning of treatment, particularly if what appears to be adequacy is actually counterfeit, the result of spurious maturation.
The preparatory phase of analysis was of great importance in the rehabilitation of the children whose cases will be discussed in this paper. The group is not, however, homogeneous in symptomatology, in the extent of disturbed ego functions, or in the degree of their capacity to form object relationships. There seem to be no common characteristics with regard to decisive pregenital fixations, nor can the children be diagnosed as psychotic or defective.
Review of the developmental histories of the children shows that maturational patterns, in the sense that Hartmann, Kris and Loewenstein use the term, had not been established in the expected sequence. It seemed that preparatory work became analysis only when the children had mastered the steps in growth and maturation which are implied in the term "latency period" as a developmental diagnosis.
In the first case, the child's high intelligence and her intense responsiveness had resulted in a picture of pseudo maturity. Pushed toward accelerated progression, the child's tolerance for direct gratification had been lowered critically. It had to be restored in prepar