FORMATION OF PLAY THERAPY IN PSYCHOANALYTIC SCHOOLS A. FREUD AND M. KLEIN

Abstract

The article investigates the features of the origin of play therapy in pediatric psychoanalysis in the traditions of M. Klein and A. Freud schools. Despite the fact that both approaches were based on the principles and principles of psychoanalysis, M. Klein and A. Freud started two independent psychoanalytic schools in the field of pediatric psychotherapy and different positions on the understanding of play and its use in pediatric psychotherapy. According to the A. Freud’s  approach , it was preferred to work with neurotic children in child psychoanalysis, but  Klein proved the effectiveness of "play analysis" in dealing with any disorders and disorders of children. The empirical material was the results of historical and psychological studies of  the process of  formation and development of psychoanalytic knowledge about the child and the theory and practice of child psychoanalysis in the first half of the twentieth century. It was investigated that in the first half of the twentieth century the theory and technique of child psychoanalysis were in the development stage, and therefore the researchers developed ideas about psychoanalytic work with children on the basis of their own observations and experiments. It has been found that the initiation of play therapy took place in the 1920s. in theoretical research and practice of psychoanalysts ( Hug-Helmut, Klein, Freud, etc.). The conceptual substantiation of the theory and practice of child psychoanalysis was made by the schools of A. Freud and M. Klein in the period between the First and Second World Wars. Although both researchers used the play working with children, they were in constant controversy because of differences in child analysis and play techniques.

It was found that in child psychoanalysis, a play was considered as the natural activity of children, which provided opportunities for expression, demonstration and testing in symbolic form through toys, play activities and roles of unconscious desires and fantasies, as well as peculiarities of object relations. Launched by the schools of Klein and Mahler, therapeutic technique, which was called "play therapy", subsequently became a separate line of work with children.