Psychodynamic Psychotherapy and Research on Early Childhood Development

  • Jonathan Bloom-Feshbach
  • Sally Bloom-Feshbach


Developmental experiences in years 3 to 12 have considerable implications for how children will negotiate adolescence and adulthood. The clinician, and especially the psychodynamic psychotherapist who believes that adult functioning depends upon the quality of earlier development, is keenly interested in the nature of the patient’s life during this “early childhood” period that spans both the oedipal and the latency years. However, it is quite a different question how the therapist’s understanding or technique might be affected by knowledge about the regularities or nomothetic characteristics of development during these life stages. Apart from the perspectives psychoanalytic developmental theory might gain from systematic examination of, and integration with, basic developmental research, the task of this chapter is to consider how clinical practice might benefit from such research knowledge.


Child Development Elementary School Child Early Childhood Development Metacognitive Strategy Metacognitive Process 
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Copyright information

© Plenum Press, New York 1985

Authors and Affiliations

  • Jonathan Bloom-Feshbach
    • 1
  • Sally Bloom-Feshbach
    • 2
  1. 1.Georgetown University Counseling Center and Departments of Psychiatry and Behavioral Sciences and Child Health and DevelopmentGeorge Washington UniversityUSA
  2. 2.American University Center for Psychological and Learning Services and National Research Council Committee on Child Development Research and Public PolicyUSA

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