Abstract

Out of my normal context, and separated from my usual reference groups, perhaps I need first of all to explain the background from which I speak. As a developmental psychologist whose main research interests are to do with child rearing in the various social environments in which it takes place, I have been particularly concerned with the long-term dialogues that go on between parents and children, in the course of which they commonly come to certain understandings about their mutual tolerances and intolerances, and learn to live together with some regard to these limits. I stress the intersubjective nature of these understandings because I take it as axiomatic that children bring up their parents in the course of parents bringing up their children, even though parents are more powerful in physical terms and marginally more powerful in psychological terms. Secondly, as a child psychologist working clinically with parents and handicapped or problem children, I am also interested in another kind of dialogue: that which takes place between parents and professionals with the child as focus. I am concerned to find ways of making this dialogue as effective as possible, in particular by recognising the differences that inform parental and professional approaches to our common focus, and then using these differences to enable a complementary partnership that builds upon the advantages of each.