You do not currently have permission to view the full text for this document. Please sign in to an account with an active subscription or contact support.
THE PART PLAYED BY TRANSFERENCE IN THE ANALYSIS OF ADOlescent patients remains a critical but as yet unsettled issue (Harley, 1974); (Scharfman, 1971). The contradictory and often distinctive adolescent subphases yield complex transference manifestations which call for refined techniques and therapeutic efforts (Aichhorn, 1925); (Blos, 1954), (1968); (Eissler, 1958); (Fraiberg, 1955); (A. Freud, 1958); (Geleerd, 1957), (1961); (Gitelson, 1948); (Lampl-de Groot, 1960).
The successive developmental stages in adolescence exert an important influence on the therapeutic analyst-adolescent relationship. The maturational (or developmental) aspect of the analyst-adolescent relationship makes it easier to distinguish between those situations in which the analyst is a "new" object and others in which the analyst represents an object from the past (Silverman, 1971). These developmental considerations enable us to clarify a critical distinction between the transference of neurotic adults and the transference of adolescents. Unlike the former, which repeats earlier patterns of interaction,