ABSTRACT
I return to the subject of adolescence after an interval of twenty years. During this time much has happened in analytic work to throw added light on the problems concerned and to influence the conditions of life for young people, whether normal or abnormal. Nevertheless, in spite of partial advances, the position with regard to the analytic study of adolescence is not a happy one, and especially unsatisfactory when compared with that of early childhood. With the latter period, we feel sure of our ground, and in possession of a wealth of material and information which enables us to assume authority and apply analytic findings to the practical problems of upbringing. When it comes to adolescence, we feel hesitant and, accordingly, cannot satisfy the parents or educational workers who apply for help to us and to our knowledge. One can hear it said frequently that adolescence is a neglected period, a stepchild where analytic thinking is concerned.
