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ABSTRACTThe authors build on Elisabeth Young-Bruehl’s concept of “childism” to propose “teenism,” a prejudice against adolescents that has roots in generalization from pathology to normality in psychoanalytic theory, and has rippled into general cultural concepts of adolescence, to the detriment of clear diagnosis and creative generation of appropriate and effective techniques of adolescent treatment. Teenism leads to a lack of support and validation of teenagers’ strengths and contributions to society, as well as undermining the importance of the role of parents in adolescent development and functioning.

ABSTRACTIn this paper the authors address the strengths of the traditional psychoanalytic model of adolescence, but suggest that it applies mainly to disturbed young people and misrepresents the majority of well-functioning adolescents. This blurs distinctions between normality and pathology, affecting diagnosis and clinical technique, promoting as well a skewed image of the phase in the general culture. To redress this difficulty, the authors propose revision and elaboration of the classical model through the addition of a perspective based on a developmental model of two systems of self-regulation that effectively describes the full range of functioning and generates a wider repertoire of techniques. Using data from 38 published cases, they counter some traditional premises, demonstrating that psychoanalysis can be the treatment of choice for disturbed adolescents, as it is highly effective, accepted by most adolescents and their parents when it includes concurrent parent work, and can be brought to proper termination with improved outcomes.

ABSTRACTThe authors summarize the evolution of child psychoanalysis, including Freud’s extensive pediatric experience, to introduce Anna Freud’s aspiration for an integrated psychoanalysis, comprising the whole life cycle. The authors suggest that her disappointment that child analysis did not receive wider acceptance in the field is related to the phenomenon of “childism,” a pervasive prejudice against children. Nevertheless, some progress in organizing integrated child and adult psychoanalytic trainings has been made; the Michigan Model of Integrated Training is an example and its relation to the IPA’s adoption of an available Integrated Training Track is described. Resistances, problems and erosions are also discussed. At the time of writing, the authors suggest that, while many forces are arrayed which undermine integration of trainings, enthusiastic and sustained effort may create a viable future for integrated psychoanalytic education.