after welcoming the audience and introducing the panelists, observed that adult analysis had originated as a "talking cure" and child analysis began with an emphasis on unraveling the meaning of play. Yet the dichotomy was not distinct because in child analysis the focus on nonverbal behavior was as a mode of access and understanding, necessitated by the immaturity of the child and meant to be converted to verbalization in order to promote insight. And though Freud stressed the resistance aspect of repetition of behavior in his technical papers, he was from the start acutely mindful of the nonverbal as an avenue to understanding. Reviewing the history of focused psychoanalytic concern with nonverbal behavior as communication, Wallerstein cited the early work of Wilhelm Reich on character armor, Felix Deutsch on what he called analytic posturology, and Meyer Zeligs who introduced the concept of acting in. He noted the work of researchers, such as Birdwhistell and Scheflen, who have published studies including film analyses of typical repetitive series of nonverbal behaviors occurring during phases of the psychotherapeutic hour and r e g ularly associated with specific themes and affects. Jacobs, more recently, turned his attention to the posture, gestures, and bodily movements of the analyst as communicative cues to empathic understanding of the patient, as well as cues to blocking countertransferences in the analyst.The growing attention of adult analysts to the importance of nonverbal communication may be correlated with the growing
Three-year-old children who had been in an infant day care treatment program were compared with matched normal children who were entering regular day care for the first time at age 3, to evaluate the effects of early day care intervention. All children were assessed on general pathology, play, socialization, and separation variables in arrival, play, and mealtime situations and were naturalistically observed in the day centers. No significant differences between groups were found on any of the variables within situations or across situations, supporting the hypothesis that the treatment intervention supported major positive emotional developments and that the early separations were not detrimental in effect. Significant differences between the two groups on clusters of variables suggest patterns in coping and disturbance style specific to the control group and significantly different from the day care group.
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