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Kraepelin and Freud have indirectly, via Max Isserlin and Carl Gustav Jung, disputed about their completely different blueprints of psychiatric or psychological disturbances. Mainly in the Isserlin-affaire the dispute reached personal and bitter forms. In this affair Bleuler sided with Kraepelin. In the end of the dispute Bleuler just as Jung had separated from Freud, if in different ways and with different motivations. The discussion between Kraepelin-Isserlin on the one side and Freud on the other faded away. The course of the dispute, which mainly the psychoanalytic literature alludes to frequently, is being delineated here for the first time.

This article explores a series of papers Anna Freud wrote in the 1970s, which constitute her history of child psychoanalysis. It notes her purposes-theoretical, clinical, and institutional-for reviewing this history and then focuses on three themes that she stressed. First, she emphasized that the "widening scope of psychoanalysis" had been both tremendously fruitful and perplexing as it revealed areas-such as the developmental pathologies-for which theory and technique lag. Second, she underscored the way child analysis had been extended from pathology to the theory of normal development, particularly by adding child observation to its research methods. Third, she noted how child analysis has often been hampered by reductionist thinking, and she made a plea for complexity: for considering all metapsychological frameworks and all developmental lines, and for articulating a complexly grounded diagnostic.

Both children's use of drawings and their interpretation in psychopathology have a history and even a pre-history. The author comments on the few drawn documents he could gather concerning the latter. He examines the birth of children drawings in psychology, psychiatry and education at the end of the XIXth century and the turn of the XXth. He finally recalls the first traces of its use by psychoanalysis, mainly in France. Some excursi are joined relative to the conditions of discovery of pre-historic art, to the relationship between modern art and child "primitivism", and to the themes of child drawings within cartoons.

The author, by starting from the definitional delimitation of psychotherapy and education, gives a brief description of the history of pedopsychotherapy from early beginnings through to the present time. This particular form of therapy has become varied in both its theories and methods. The present trend of development of pedopsychotherapy is characterized by patient-oriented multidimensional treatment of mental disease rather than classical analysis. An exact separation of education and psychotherapy is presently made for didactical reasons only, but is no longer possible in actual practice.