Observation: its role in Anna Freud's developmental approach and therapeutic parent-toddler groups.

Starting in Vienna in the 1920s, Anna Freud's first tentative attempts at observing children became a crucial component of the 'double approach' which integrated direct child observation with psychoanalytic reconstruction. This enabled the detailed study of unfolding developmental processes and the construction of a theory of normative as well as pathological child development. Her identification of disturbances that were developmental rather than neurotic led to the broadening of child analysis. Interventions aimed at freeing and supporting development rather than giving insight, became known as 'developmental therapy'. These interventions are used in the parent-toddler groups that embody Anna Freud's endeavour to link psychoanalytic theory, direct observation and clinical practice. Observations of a toddler, who attended a parent-toddler group with his mother, show how intervening early in the child's life and soon after concerns were identified, contributed to preventing maladaptive affective states and ways of relating from becoming entrenched.

Débutant à Vienne vers 1920, les premiers essais d'Anna Freud dans l'observation des petits enfants devinrent une composante déterminante de la « double approche ¼ qui intègre l'observation directe de l'enfant avec la reconstruction psychanalytique. Ceci a permis l'étude détaillée des processus du développement pendant leur déroulement et la construction d'une théorie normative ainsi que pathologique du développement de l'enfant. Le repérage qu'elle fit des troubles propres au développement et non pas névrotiques a permis l'expansion de l'analyse des enfants. Les interventions visant à libérer et à soutenir le développement plutôt qu'à donner des éclairages (insight) devinrent connues sous le nom de « thérapie développementale ¼. Ces interventions sont utilisées dans les groupes parent-bébé qui incarnent la tentative d'Anna Freud pour relier la théorie psychanalytique, l'observation directe et la pratique clinique. Les observations d'un petit enfant participant avec sa mère à un groupe parent-bébé montrent comment intervenir tôt dans la vie de l'enfant, peu après que des inquiétudes soient apparues, contribue à éviter que des états affectifs et des liens mal adaptés deviennent établis.

Comenzando en Viena, en los años 20, los primeros intentos de observación de niños de Anna Freud se tornaron en un componente crucial del 'abordaje doble', el cual integraba la observación directa del niño con la reconstrucción psicoanalítica. Esto permitió el estudio detallado del despliegue de los procesos de desarrollo y la construcción de una teoría normativa tanto como patológica del desarrollo del niño. Su identificación de trastornos que más que neuróticos pertenecían al desarrollo condujo a la expansión del análisis de niños. Las intervenciones destinadas a liberar y ofrecer apoyo en el desarrollo en vez de ofrecer insight, fueron conocidas como 'terapia del desarrollo'. Estas intervenciones son utilizadas en los grupos de madres/padres-niños que encarnan la tarea de Anna Freud de relacionar la teoría psicoanalítica, la observación directa y la práctica clínica. Las observaciones de un niño que asistía a un grupo con su madre muestran como la intervención temprana en la vida de un niño, poco después de la identificación del problema contribuyó a prevenir estados afectivos de inadaptación y el enquistamiento de modos de relacionamiento.

[Developmental Disturbance or Autistic Spectrum Disorder? Early Intervention in a Psychotherapeutic Parent-Toddler Group]. / Entwicklungsstörung oder Autismus-Spektrum-Störung? Frühe Intervention in einer pychotherapeutischen Eltern- Kleinkind-Gruppe.

Starting in Vienna in the 1920s, Anna Freud's first tentative attempts at observing children became a crucial component of the "double approach" which integrated direct child observation with psychoanalytic reconstruction. This enabled the detailed study of unfolding developmental processes and the construction of a theory of normative as well as pathological child development. Her identification of disturbances that were developmental rather than neurotic led to the broadening of child analysis. Interventions aimed at freeing and supporting development rather giving insight, became known as "developmental therapy".These interventions are used in the parent-toddler groups that embody Anna Freud's endeavour to link psychoanalytic theory, direct observation and clinical practice. Observations of a toddler who attended a psychotherapeutic parent-toddler group with his mother, show how intervening early in the child's life and soon after concerns were identified, contributed to preventing maladaptive affective states and ways of relating from becoming entrenched.

Repeating and recalling preverbal memories through play: the psychoanalysis of a six-year-old boy who suffered trauma as an infant.

This paper explores the impact of trauma on the later development of a 6-year-old boy. The trauma disturbed his development and psychic functioning in almost every area, including his attainment of object constancy, capacity to regulate affects and tolerate frustration, his sense of self and self-protective functioning, as well as his capacity to symbolize. Three phases can be distinguished in his analysis based on his capacity to deal with memories of his traumatic past: initially attempting to forget but expressing them through persistent increased arousal and re-enactment behavior followed by recalling and re-enacting salient incidences, and finally, remembering and playing through early memories in displacement. Each phase was characterized by an increasing level of affect regulation, symbolic play, and capacity to tolerate and think about the unbearable. The paper explores the different ways in which chronic trauma and the salient traumatic event, experienced in infancy are repeated, recalled, and expressed verbally and through behavior.