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.

Abrams, S. (1990). Chapter 2: Discontinuity in Child and Adult Analysis. Child and Adolescent Analysis: Its Significance for Clinical Work with Adults, 23-35.

Welcome to PEP Web!

Viewing the full text of this document requires a subscription to PEP Web.

If you are coming in from a university from a registered IP address or secure referral page you should not need to log in. Contact your university librarian in the event of problems.

If you have a personal subscription on your own account or through a Society or Institute please put your username and password in the box below. Any difficulties should be reported to your group administrator.


Can't remember your username and/or password? If you have forgotten your username and/or password please click here and log in to the PaDS database. Once there you need to fill in your email address (this must be the email address that PEP has on record for you) and click "Send." Your username and password will be sent to this email address within a few minutes. If this does not work for you please contact your group organizer.

OpenAthens or federation user? Login here.

Not already a subscriber? Order a subscription today.

Abrams, S. (1990). Chapter 2: Discontinuity in Child and Adult Analysis. Child and Adolescent Analysis: Its Significance for Clinical Work with Adults , 23-35

Section II: The Workshop Papers

Chapter 2: Discontinuity in Child and Adult Analysis Book Information Previous Up Next

Samuel Abrams, M.D.

I will offer a conceptual model of the development of the mind derived from work with children that can prove useful in treating adults as well as young people. The term conceptual model implies an abstract rather than a concrete scheme. Since the abstract is always more difficult to assimilate than the concrete, I will start with a brief outline of what follows in the hope of easing the task of comprehension.

It is useful to think of the development of the mind in at least two ways. First, the mind may be considered from a longitudinal perspective as the emergence of specific functions within significant areas over time. Three particular areas deserve special attention: the drives, object relations, and the ego (including its equipment). Second, the mind can be understood from a cross-sectional approach, as a developing sequence of plateus that also evolve over time. These plateaus of development not only bring these three designated areas together, but also introduce novelties while doing so. The first point of view, the longitudinal, permits a focus upon functions of the mind from what is customarily understood by the term developmental lines; for example, the evolving sequences of defenses or of

- 23 -

[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 © 2017, 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.