T HAS been amply demonstrated that the conventional psychiatric interview I is an unsuitable approach to human behavior. Yet many of us persist in utilizing this pedantic "question-answer" method, not only in our diagnostic attempts but, unfortunately, in the practice of psychotherapy. "Practice" is the word, for out of the comic situation created by the psychiatrist's patronizing attempts a t conversational condescension, methods are finally emerging which are proving their worth in diagnosis, therapy, research, and in training programs. We wish to report our particular approach, but claim nothing radically new, fully realizing that we have borrowed heavily from the experiences and publications of others, particularly Melanie Klein, Anna Freud, David Levy, Lawson G. Lowrey, and Jessie Taft. However, we do believe that the dynamic technique to be described includes modifications and adjustments which are of interest.Later, we intend to record from our experience, material concerning child psychology, student training and, eventually, an evaluation of results. This last item, the process of evaluation, is the most difficult procedure in scientific endeavor and particularly true when one deals with the science of behavior. There are so many factors, both endogenous and exogenous, operating in the life of a child, that it is difficult to know with exactitude whether a method helps or hinders progress, or whether it be entirely adventitious. Sometimes those of US who attempt to modify human behavior are glib in ascribing to our skill certain successes that have occurred despitg our skill. Nevertheless, we are preparing a series of cases illustrating uses and results of our technique in specific situations.
