Psycho Analysis For Teachers And Parents

Anna Freud was the sixth and last child of Sigmund Freud and Martha Bernays. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. She is considered to be one of the founders of psychoanalytic child psychology. 'Psychoanalysis For Teachers And Parents' is written in a clear understandable fashion. The book outlines the basic findings of psychoanalysis and their implications for the understanding, care, and education of young children. Titles of the lectures are Infantile Amnesia and the Oedipus Complex; The Infantile Instinct-Life; The Latency Period; and The Relation Between Psychoanalysis and Pedagogy.

The four lectures that comprise this book were given before the teachers at the Children's Centers in Vienna by Anna Freud, the daughter of Sigmund Freud and a renowned psychoanalyst of children. Written in clear, accessible terms, this book outlines the basic findings of psychoanalysis and their implications for the understanding, care, and education of young children.

Child analysis has occupied a special place in the history of psychoanalysis because of the challenges it poses to practitioners and the clashes it has provoked among its advocates. Since the early days in Vienna under Sigmund Freud child psychoanalysts have tried to comprehend and make comprehensible to others the psychosomatic troubles of childhood and to adapt clinical and therapeutic approaches to all the stages of development of the baby, the child, the adolescent and the young adult. Claudine and Pierre Geissmann trace the history and development of child analysis over the last century and assess the contributions made by pioneers of the discipline, whose efforts to expand its theoretical foundations led to conflict between schools of thought, most notably to the rift between Anna Freud and Melanie Klein. Now taught and practised widely in Europe, the USA and South America, child and adolescent psychoanalysis is unique in the insight it gives into the psychological aspects of child development, and in the therapeutic benefits it can bring both to the child and its family.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1919 edition. Excerpt: ... chapter vi the aim of education After twenty years of teaching in a secondary school I am convinced that the modes of thinking on the part of many children are irremediably (without the teacher's knowing of the effects of the unconscious) twisted, and that they are so by virtue of their numerous complexes. I have seen class after class of bright-looking children, both girls and boys, develop utterly unnecessary and retarding resistances against not only my own but other subjects. Repeatedly in the classroom I have developed the fact that the pupils perfectly well knew what was necessary in order to express themselves tersely and clearly. But I have found that the pupils are governed by an unconscious wish not to make a good showing in school, not to perform thoroughly and well the tasks set. There exists a deep-rooted unconscious desire to undervalue the academic training and to exaggerate its difficulties, partly, no doubt, because of the parental point of view that the curriculum is too long or too complicated, and partly because of the unconscious resistance to authority of any kind--a resistance which is natural to all humans. But the main point to be emphasized in this chapter is the fact of the very early determination of these traits by the ill-advised (or, better, un-advised) actions of parents. Much has been written about the unfortunate results of neglecting adenoids, enlarged tonsils, defective teeth and eyes, but very little upon the purely mental aspect of the problem. Early Impressions And first of all it is not generally understood, either by parents or teachers, how supremely important are the impressions received by the boy or girl at the very inception of mentality, that is, during the first years of life--from one to...