Technique of Child Therapy—A Critical Evaluation

During the last few decades interest in methods of therapy for emotionally disturbed children has greatly increased. This development is due to Freud's discoveries and theories, which have gradually penetrated the fields of psychiatry and psychotherapy as well as of education. By and large, the wide range of ideas on child therapy and the tremendous effort put into the realization of these ideas, especially in this country, are to be considered a wholesome development.

At present, the student of child therapy is faced with a multitude of techniques for prevention and cure of emotional disturbances in children. We have child analysis, play therapies, relationship therapy, release therapy, counseling, child guidance, group therapies, and a few others. Many of the proponents of a specific technique offer more or less impressive case material as evidence of their success.

Enthusiasm for their own ideas and successes causes many child therapists to think that their particular technique is best and should replace all others. Relating the use of a certain technique to the characteristics of the cases in which it is effective is neglected in most presentations. Yet, this seems to be one of the most essential problems. When we know which technique is best suited for which particular disturbance, we will be able to make optimum use of the constructive ideas on child therapy produced under the influence of psychoanalysis.

How should this problem of relating the appropriate technique to the particular case be studied? During the last few years there has been a widespread feeling that such questions could be decided only after thorough research on success and failure of different techniques in different cases. Theoretically such research may offer the most reliable solution. Practically, however, this type of research may not bear fruit for years to come, due to the enormous number of variables to be considered, the amount of time, money and effort required. What should