Abstract
This article describes the author's experience at a child-care centre whose staff focused on the achievement of developmental milestones and the cognitive development of infants, but with minimal attention paid to their internal lives. The author elucidates the complexity of clinical work in non-clinical settings and demonstrates how a psychoanalytic perspective along with an understanding of formal consultation helped her address barriers to clinical work. The establishment of a collaborative consulting relationship with a teacher of one of the infant classes enabled the author to intervene with some of the infants, and helped the teacher to gain an understanding and appreciation of infant mental processes. Specific interventions are described.
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