What Child Work Stands to Teach Us: Discussion of “Tyler in the Labyrinth: A Young Child’s Journey from Chaos to Coherence”

Abstract

I view Stephanie Pass’s paper (this issue) as an instructive illustration of what therapists who do not work with children stand to learn from child therapists. Despite the reality that much psychoanalytic meta-theory was generated by theorists treating children, in addition to the contributions made by infant researchers and developmentalists, psychoanalysis has yet to fully attend to these domains of clinical work and research especially as regards their implication for the psychoanalytic process (commonly referred to as “technique”). The privileging of the capacity for representation and communication through language/verbalization in psychoanalysis has limited our theories and our conversations. However, the tide is shifting in favor of exploring what I would call the “ground” level of our work. By that I mean the non-verbal, non-conscious, unpredictable and intuitive contact-making dimension that establishes the foundation upon which the house of meaning-making is built.

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Rachael Peltz

Rachael Peltz, Ph.D., is a Training and Supervising Analyst, Faculty Member and Co-Director of the Community Psychoanalysis Track at the Psychoanalytic Institute of Northern California; and a Supervising Analyst at the Massachusetts Institute of Psychoanalysis. She is an Associate Editor of Psychoanalytic Dialogues, and has a private practice in Berkeley, California.