Customer Service | Help | FAQ | Report a Data Error | About
Tip: To use Pocket to save bookmarks to PEP-Web articles…

PEP-Web Tip of the Day

Pocket (formerly “Read-it-later”) is an excellent third-party plugin to browsers for saving bookmarks to PEP-Web pages, and categorizing them with tags.

To save a bookmark to a PEP-Web Article:

  • Use the plugin to “Save to Pocket”
  • The article referential information is stored in Pocket, but not the content. Basically, it is a Bookmark only system.
  • You can add tags to categorize the bookmark to the article or book section.

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Kelleter, R. Blos, P., Jr. (2005). Child psychoanalysis: How we workClinical models in practice: Two clinical cases with detailed session material. Int. J. Psycho-Anal., 86(1):171-174.

(2005). International Journal of Psycho-Analysis, 86(1):171-174

Child psychoanalysis: How we workClinical models in practice: Two clinical cases with detailed session material

Reported by:
Renate Kelleter

Moderator Peter Blos, Jr.

This half-day panel under the leadership of Christel Airas, Convener, and Peter Blos Jr., Chair, was devoted to the presentation and discussion of clinical session material from the analyses of two children; a boy and girl aged 10 and 6 years, respectively. The focus throughout was on the analytic process: how each presenting analyst worked; the multiple levels of communication; transference-countertransference interchange; and the influence of theory on the day-to-day conduct of treatment.

The first case, Ned, was presented by Elizabeth Tuters. Ned was referred to her by his previous therapist, whom he had seen once weekly for one year, when he was 8 years old. This was disrupted by the parents. Poor grades and irresponsible behavior two years later precipitated a school crisis and, in turn, the start of analysis three times weekly. Ned has a brother who is two years older, and it was reported that the parents abruptly moved both boys to a school in the private system because his brother was being bullied. Ned felt lost and lonely. In his previous therapy Ned had disclosed that he had been bullied by his brother when his parents were out. They seemed unaware of Ned's poor visual-motor skills and perceived him as a ‘passive aggressive character’ who refused to learn. The school attempted to structure the situation through a signed contract.

The analysis began inauspiciously with Ned not arriving for his first two sessions because he became disoriented and lost in

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

Copyright © 2018, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.