This paper examines the issue of the lasting influence of child analysis on subsequent development, focusing particularly on the normative developmental crisis of the transition from adolescence to adulthood. The cases presented here are of two children from a longitudinal study analyzed in childhood with follow-up to age 35 and the analysis of a young adult whose childhood analysis had been reported in the literature. The author considers the significance of changes in the theory of technique in child analysis for improving its long-term effectiveness.