Child development professionals, psychoanalysts among them, have learned more during the past century about child development, and about what optimizes and what derails it, than was known in the entire preceding history of civilization. As Freud envisioned, and spoke of a number of times for three decades, by bringing what we have learned in the clinical situation and in-depth psychological observational research (Hartmann, 1950) to bear on mental health prevention, psychoanalysts are contributing critically to optimizing the development and mental health of children. We share Freud's view that this is ". . . so exceedingly important, so rich in hopes for the future, perhaps the most important of all the activities of analysis. What I am thinking of [Freud said] is the application of psychoanalysis to education, to the upbringing of the next generation" (Freud, 1933, p. 146). Our own clinical and research experiences and findings have increasingly compelled us to apply what we have, and to continue to lean toward the prevention of experience-derived emotional disorders in children (Parens, 1993).Here we want to report the evolving steps we have taken over these past 30+ years, as one application of what we found once in progress led to another and yet another. Foremost, we want to report on how from our long-term direct observational (psychoanalytic-anthropologic) project, our "Early Child Development Program," we determined to develop parenting-optimizing educational materials as a means of preventing emotional and adaptive problems in children. We found opportunities and evidence to support the fact that we can optimize the work of parents as, day in and day out for years, they try to rear their children in growth-promoting ways. We will report on the fact that in the course of helping parents to understand their children's behaviors, needs, and
AND NOW TO SEE WHETHER WE CAN KEEP AT LEAST ONE FOOT ON THE GROUND! standard of unconditional surrender. That demand was completely unacceptable to an institution that ordered wounded soldiers to commit suicide rather than become prisoners of war.' Leahy admitted, however, that there was "little prospect of obtaining unconditional surrender" in 1945. Admiral Ernest J. King, chief of naval operations, would write that the Navy "in the course of time would have
In 1913, United States Army Chief of Staff Leonard Wood inaugurated his famous citizen-soldier military training camp at Plattsburg Barracks, New York. At the time, his government would give him neither money for equipment nor conscription for enrollment. College students, for whom the camp was founded, would therefore have to volunteer to pay for the privilege of spending their summer vacations obeying drill instructors. The General, obviously needing all the help he could get if he was to gather a respectable number of recruits, appealed to the presidents of Americas most eminent universities, telling them that military training would improve their students' citizenship, discipline and character.1 Except for Columbia's Nicholas Murray Butler, a self-proclaimed pacifist, all those whom Wood contacted, from Yale in the East to the University of California in the West, "enthusiastically applied their support." Because the General might not have mustered a hundred recruits without their help, these men probably saved his experiment in military training from a swift termination.2
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