Abstract
ABSTRACT This paper examines the relationship between our child analytic theories and what we say to the children with whom we work. This is a complicated relationship, one that involves the analyst’s conscious and unconscious ideas, formulations, and emotional reactions. This paper explores the complexities and vicissitudes of this relationship, and encourages an approach to intervention that is direct, simple, respectful, and at times focused on difficult aspects of the child’s intrapsychic landscape.
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