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After an introduction to this 1964 talk, some considerations on the logic of interpretation in psychoanalysis and in clinical work are made. Among other things, the role of intuition and the ability of making predictions in terms of probability are discussed, as well as the relationship between clinical and empirical research. (This paper is the transcription of the audiorecording of a talk given at the Fourth training course of the "Milan Group for the Advancement of Psychotherapy" - which since the 1970s took the name of Psicoterapia e Scienze Umane - entitled "Theoretical problems and clinical cases", held in Milan on May 1-4, 1964; after the paper the discussion that followed this talk is published, with interventions by Silvano Arieti, Enzo Codignola, Franco Fornari, Luigi Frighi, Pier Francesco Galli, Mario Moreno, Diego Napolitani, and Enzo Spaltro). [ABSTRACT FROM AUTHOR]

After a review of the principles of the clinical method for relevant applications in educational issues, the paper focuses on the clinical observations of a case study centred on aggressive behaviour (bullying). The advanced clinical treatment enhances the importance of processes of mental representation and symbolization as necessary requisites for allowing the socially compatible satisfaction of individual needs. A case study is reported in order to better clarify the criteria and technical devices that must be applied in order to obtain positive results. We describe the aggressive behaviour of a three-year-old child of a particular family and educational environment. The child focused overt attacks on other persons, animals and objects. Play therapy sessions brought to light a typical lack of symbolic representation in drawing and play activities. We list and explain several technical interventions which helped this child to gradually develop these abilities, improving cognitive and social attitudes, reducing and elaborating aggressiveness. A relatively short course of therapy (7 months, a total of 50 sessions) enabled this boy to enter a path of normal development. We also discuss the school’s primary role in the prevention of aggressive behaviour with a specific didactic program for facilitating processes of mental representation and symbolization.