71

This paper presents a psychotherapist’s experience working with autistic, deaf, or blind children in a day-care unit. It discusses the first phases of meetings with such children when the body of the therapist and the body of the children are at the fore. It describes how the therapist must rely on physical communication in order to elaborate counter-transference. While promoting the ability to express verbally emotions and physical reactions (Aulagnier, 1975)—these children were not able to express by themselves—the therapist seeks to differentiate from children so as to restore individuality within or after the therapeutic symbiosis (Searles, 1979). This paper describes the therapeutic path that begins with a strong feeling of being invaded by the bodily relation and moves toward a more meaningful and thinkable relation mediated, at least in part, by language. It outlines landmarks and supports that affect the progression of therapy. Taking care of oneself has been one of these supports, which is necessary for preserving the therapist’s psychic envelope and containing capacity.