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This paper reports on a series of clinical discussions with Anna Freud, faculty and trainees at the Hampstead Clinic in 1970-1971. Anna Freud's comments are published here for the first time. The meetings concerned the nature and use of relationships in work with children who do not have a well-defined neurosis. If parochial borders are erased among the domains of upbringing, education, and psychoanalysis, potential therapeutic fertility and strength can increase. The clinical material in the paper makes it possible to explore the old and new aspects of the treatment relationship, such as the transferential, the externalization of the
Ava Bry Penman is on the faculty of the Child Psychiatry Department of the Cambridge Health Alliance, Harvard Medical School; faculty of PINE Psychoanalytic Center; and in private practice in Brookline, Mass.
Anna Freud contributions reproduced by kind permission of the Marsh Agency Ltd on behalf of the Estate of Anna Freud.
For reading the entire volume of material upon which this paper is based, and for interesting and useful discussions, my warm thanks go to Judith Chused, M.D.; Ehud Koch, Ph.D.; Veronica Maechtlinger, Dr. Med.; Jack Novick, Ph.D.; and Inge Pretorius, Ph.D. Thanks to the editorial readers for cogent observations and comments. Peter Fonagy, Ph.D., and Mary Target, Ph.D., directors of the Anna Freud Centre, gave valuable support and permission to publish this material. Finally, my special thanks to the late Anne Hurry for years of friendship.
An earlier version of this paper was presented at the Anna Freud Centre on November 1, 1995, at a Wednesday meeting in the week celebrating the centenary of Anna Freud's birth. After Anna Freud's death the Hampstead Clinic was renamed the Anna Freud Centre.
The Psychoanalytic Study of the Child 67, ed. Claudia Lament, Robert A. King, Samuel Abrams, A. Scott Dowling, and Paul M. Brinich (Yale University Press, copyright © 2013 by Claudia Lament, Robert A King, Samuel Abrams, A. Scott Dowling, and Paul M. Brinich).
self-representational, the developmental, and so forth. This is a personal account of a formative experience during training.