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This editorial pays tribute to Isca Salzberger Wittenberg, a renowned child and adolescent psychotherapist who passed away at the age of 100. Wittenberg had a distinguished career as a clinician, teacher, and writer, and made significant contributions to the field of infant observation. She emphasized the importance of beginnings and endings in both the observer's experience and the emotional life of the infant. Wittenberg's work drew on the ideas of psychoanalysts such as Wilfried Bion, Melanie Klein, and Esther Bick. The editorial also highlights various articles in the current issue of Infant Observation, which cover topics such as online infant observation, psychic and social withdrawal in young children, and the emotional discomfort experienced by observers. Additionally, it mentions a thought-provoking paper by a South African anthropologist that explores the intersectionality and social matrix of infant observation. The upcoming Tavistock Infant Observation Conference will further delve into these themes. [Extracted from the article]

She invites Maëlle to copy her and, without taking her eyes off Marie-Laure, Maëlle lifts the chair, places it carefully and sits on it. They smile at each other without speaking and Antonin shows Maëlle the colours he is matching; Maëlle conforms with a nod when she thinks he is correct and is cleaerly eager to know her opinion every time. Catherine writes Maëlle's name on a sheet of white paper, explaining, "You see, I'm writing Maëlle on your work". The developing relationship between Maëlle and Antonin allows us to make comparisons and to find some distinctive characteristics in Maëlle's personality. [Extracted from the article]

The 5th infant observation workshop of the EFPP (The European Federation of Psychoanalytic Psychotherapists) Oslo from 5 - 7 September 2019 50 or so participants attended this Infant Observation Workshop in Oslo. Trudy Klauber, Biddy Youell, Margaret Rustin and Michael Rustin were present from the Tavistock Clinic, whose "model" of infant observation and infant observation teaching remains influential within this European network. [Extracted from the article]

An account of a discussion at the Tavistock Clinic between a group of child and adult psychotherapists who have used the video Observation Observed in the teaching of infant observation and a wide range of related courses, including with health visitors, social workers, school teachers and students of psychology and counselling. The discussion highlights the tremendous potential of video as a teaching tool, the accessibility of video as a medium and its ability to interest and engage audiences new to psychoanalytical ideas or even those hostile to them. The complexity and power of video material is discussed, with consideration of its potential impact on viewers and how these can be understood and contained. Discussants also raise issues about objectivity and subjectivity in relation to the camera, and the benefits and disadvantages of collective viewing, including in diverse ethnic and social groups. [ABSTRACT FROM AUTHOR]

Comments on the case of a complex and individual child whose presentation cannot easily be categorized according to the ICD-10 or DSM-IV systems of classification. Initial assessment which confirmed a mixed and unclear diagnostic picture; Issues that raise interesting questions for psychoanalytic workers and their role in relation to professionals with different theoretical orientations and methods of intervention; Aim to get a clearer picture of the boy's difficulties during the extended period of contact.