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(1985). Second Day. Bul. Anna Freud Centre, 8(2):111-149.
(1985). Bulletin of the Anna Freud Centre, 8(2):111-149
After the completion of the workshop group discussions in the morning of the second day the forum ended with a further plenary session, this time chaired by Prof. R. Wallerstein, and with a panel composed of Miss R. Edgcumbe, Prof. S. Lebovici and Dr L. Schacht.
R. Wallerstein: Let me begin with a few remarks on the plan for the afternoon. It was decided by the planning committee that we should allow a somewhat longer period for the last session because it was felt that this, and the final summary, are usually very productive and that sometimes in the past there has not been enough time for a full response.
Another new feature is that the statements which the representatives of the four working groups will be making are not intended to summarize the fullness and the richness of discussions but rather to present those issues which have not yet been resolved, or want further and collective clarification, or which it is felt would repay a more extensive examination. I will be calling on the chairpersons of the four groups in turn and then I will give my fellow panelists, Lore Schacht, Rose Edgcumbe and Serge Lebovici, the first opportunity to respond. But as this is meant to be a general discussion I hope we will all participate.
There will then be a break, after which I will attempt to summarize and distil the weekend as I experienced it from my interactions with all of you. After the summary we will have more time for reflection and further discussion, for clarification or amplification, before we reach the final winding up.
So with that let me begin. I should like to call on the four spokespersons for the groups. Andre Lussier, I believe you will be representing Group One?
A. Lussier: Just in case I have chosen only those aspects which are easy to summarize, I apologise to my group for what I may have left out. We felt that one major issue is that of physical illness in early childhood and the incapacity of the child to experience affect, leading to the inability to fantasize and to symbolize.
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