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ABSTRACT
In the introduction to a panel on Turning Points in Adolescent Analysis, the author raises the questions of what constitutes a turning point and what factors in the work contribute to it. She also challenged the panelists to examine how their theoretical and clinical understanding of optimal psychoanalytic technique, when they differed with each other’s, colored their understanding of what was mutative in the process and what led to turning points.
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Notes on contributors
Judith Fingert Chused
Judith Fingert Chused, M.D. is an emeritus training and supervising analyst at the Washington-Baltimore Centre for Psychoanalysis, Supervising Analyst at the Seattle, St. Louis, and Cleveland Psychoanalytic Institutes, and Clinical Professor of Psychiatry and Behavioral Sciences and Clinical Professor of Pediatrics at the George Washington University School of Medicine.