ABSTRACT
This chapter explores changes, as Klein's experience developed, in the duration of child analyses, the complexity of treatment and its limitations, and her views about the timing of endings. Klein's recognition of the importance of developmental stages for child analysis and her practice of ending some analyses and then offering "follow-up treatment" at later stages such as ending during latency and following up in adolescence, are examined. This recognition of the importance of developmental stages and the appropriateness of further input at later stages is, of course, now integral to psychoanalytic psychotherapy work with children and young people. Klein had, as has been seen, learned the need for discretion and a non-judgmental attitude over giving advice to parents during the actual analysis of their child. Klein also cites several children's realization of their new perspective in the course of their analysis. Klein's early recognition of a child's reparative tendencies towards his or her objects played a role.
