Abstract
The development of the child and adolescent's ability to take part actively in the analytic process is examined from a social-cognitive point of view. Selman's theory of social perspective-taking, which integrates Mead's concept of role-taking with Piaget's concept of cognitive development, is summarized. It is argued that social perspective-taking is an ideal instrument for understanding self-reflective cognitive competence as is needed in psychoanalysis. The growth of the child and adolescent's capacity for introspection and the adaptation of technique necessitated by it, and, second, the development of the cognitive competence for a reflective understanding of transference phenomena, are stage-analyzed. Controversies around these issues are clarified by systematizing reflective abilities developmentally.
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