'This remarkable series of introductory lectures on psychoanalysis is, in fact, a lucid, elegant and profound overview of classic psychoanalytic theory, in which Anna Freud spells out the main aspects of psychoanalytic psychology. The simple and clear language characteristic of her lecturing, the precision of her concepts and their mutual relationships, and their liveliness of this comprehensive synthesis make for a thought provoking, exciting reading experience, even after forty years.'- Otto Kernberg

The author's book deals with a most neglected aspect of psychoanalysis - normality. Its chief concern is with the ordinary problems of upbringing which face all parents and the usual phenomena encountered by every clinician. Yet, though primarily practical and clinical in its approach, it also makes a major theoretical contribution to psychology. The author begins with an account of the development of analytic child psychology, its techniques and its sources in child and adult analysis and direct observation of the child. The author then describes the course of normal development, how it can be hindered or eased, what are the unavoidable stresses and strains and how variations of normality occur. The author outlines a scheme for assessing normality and for gauging and classifying pathological phenomena in terms of the obstruction of normal progress rather than the severity of symptoms. Stress is laid on the problem of predicting the outcome of infantile factors for adult pathology in the face of the child's continual development. Finally, child analysis is considered both as a therapeutic method and as a means for the advance of knowledge.

This book deals with one particular problem that is with the ways and means by which the ego wards off unpleasure and anxiety, and exercises control over impulsive behavior, affects, and instinctive urges. It is a major contribution to psychoanalytic psychology.

This remarkable series of introductory lectures on psychoanalysis is, in fact, a lucid, elegant and profound overview of classic psychoanalytic theory, in which the main aspects of psychoanalytic psychology are spelt out. The simple and clear language characteristic of the author's lecturing, the precision of her concepts and their mutual relationships, and their liveliness of this comprehensive synthesis make for a thought provoking, exciting reading experience.

When "The Ego and the Mechanisms of Defense" was first published in German in 1936 it was at once recognized as a major contribution to psychoanalytic psychology, and its translation into English quickly followed. More than half a century later it enjoys the status of a classic. Written by a pioneer of child analysis, and illustrated by fascinating clinical pictures drawn from childhood and adolescence, it discusses those adaptive measures by which painful and unwanted feeling-states are kept at bay or made more bearable.Anna Freud's arguments have a clarity and cogency reminiscent of her father's and the work is remarkable undated. Nothing stands still, but "The Ego and the Mechanisms of Defense" has unmistakably passed the test of time.

Anna Freud's book deals with a most neglected aspect of psychoanalysis--normality. Its chief concern is with the ordinary problems of upbringing which face all parents and the usual phenomena encountered by every clinician. Yet, though primarily practical and clinical in its approach, it also makes a major theoretical contribution to psychology.The author begins with an account of the development of analytic child psychology, its techniques and its sources in child and adult analysis and direct observation of the child. She then describes the course of normal development, how it can be hindered or eased, what are the unavoidable stresses and strains and how variations of normality occur. She outlines a scheme for assessing normality and for gauging and classifying pathological phenomena in terms of the obstruction of normal progress rather than the severity of symptoms. Stress is laid on the problem of predicting the outcome of infantile factors for adult pathology in the face of the child's continual development. Finally, child analysis is considered both as a therapeutic method and as a means for the advance of knowledge.Anna Freud was outstanding for the close and systematic organization of her material and for the readability, clarity and economy of her writing. As might be expected from one of the most eminent psychoanalysts of her day, her book is a work of major importance.

Additional Contributors Include Heinz Hartmann, Robert P. Knight, Ernst Kris, And Many Others.

Additional Contributors Include Heinz Hartmann, Robert P. Knight, Ernst Kris, And Many Others.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

PSYCHOANALYSIS for Teachers and Parents INTRODUCTORY LECTURES BY ANNA FREUD TRANSLATED BY BARBARA LOW AUTHOR OF PSYCHOANALYSIS AN OUTLINE OF THE FREUDIAN THEORY BEACON PRESS Beacon Hill BOSTON These four lectures were given be fore the teachers at the Childrens Centers of the City of Vienna. Contents LECTURE I Infantile Amnesia and the Oedipus Complex n LECTURE II The Infantile Instinct-Life 40 LECTURE III The Latency Period 64 LECTURE IV The Relation Between Psychoanalysis and Pedagogy 92 Index 115 PSYCHOANALYSIS for Teachers and Parents LECTURE I Infantile Amnesia and the Oedipus Complex We are all aware that practical teachers are still very suspicious and doubtful of psycho analysis. When, therefore, in spite of this, you Hort teachers of Vienna determined to have a short course of lectures from me, you must somehow or other have received the impres sion that a closer acquaintance with this new science might be able to afford you some help The word Hort has been left in German, as it appears likely to mislead if an English substitute were attempted. A quotation from an account of a Hort has been included by way of explanation The Hort is a kind of kindergarten, but particularly for children from six to fourteen years of age. The kindergarten itself only takes children up to six years or until school age. The children who come to the Hort are the children of parents who go out to work. They come daily and return to their parents in the evening. Here, in the Hort, they prepare their school homework, occupy themselves with light work or communal games, and are taken for outings by the Hort workers. 12 PSYCHOANALYSIS FOR TEACHERS in your difficult work. After you have listened to thefour lectures you will be able to decide whether you were very wide of the mark in this supposition, or whether I have been able to fulfill at least some of your expectations. In one particular direction I have certainly nothing new to oiler you. I should fail in my object if I attempted to tell you anything about the behavior of schoolchildren and children of these centers, since you are in this respect in a most advantageous position. An immense amount of material passes through your hands in your daily work, and teaches you to rec ognize very clearly the whole range of the phenomena before you from the physically and mentally retarded children, the obstinate, cowed, lying and ill-treated children, to the brutal, aggressive and delinquent ones. It is better not to attempt to give you a complete list, for you might well point out to me a large number of omissions. But the very situation that gives you such a complete knowledge of these phenomena has its drawbacks. You are obliged, as the educa tors of the children of these Horts just as you INFANTILE AMNESIA lg were as teachers In the schools and In the kindergarten ceaselessly to act. The life and movement In your classes or groups demand constant interference on your part you are obliged to admonish, discipline, keep in or der, employ, advise, and instruct the children. The authorities above you would be greatly dissatisfied if it suddenly occurred to you to withdraw to the position of a passive observer. Thus it comes about that in the practice of your profession you become acquainted with numberless visible manifestations of childish behavior, but you are unable to arrange sys tematically the phenomena before your eyes, nor can youtrace to their original source the manifestations of the children on whom, how ever, you are bound to react. Perhaps even more than the opportunity for undisturbed observation you lack the power to make a right classification and ex planation of the material you possess, for such a classification demands very special knowl edge. Let us assume for the moment that one of you among my audience is specially inter ested in finding out why certain children in 14 PSYCHOANALYSIS FOR TEACHERS a particular group suffer from Inflamed eyes or rickets...

El porvenir de una ilusion El malestar en la cultura y otras obras (1927-1931)