After a reflection on the contributions of George Perkins to the psychoanalytic treatment of disturbed children, a paper discusses the application of a developmental model in the stages of residential treatment. Using the development of the self as an organizing principle, the author describes five patterns of self-other interaction. The author views residential treatment as an attempt to provide a holding, attuning, and facilitating environment where developmental distortions can be corrected. Another paper identifies ways in which an analytic perspective provides significant input into the education of seriously troubled children. Training gaps in this area are identified. A psychoanalytic view of cognition within personality is used to interpret cognitive dysfunctions for use in educating troubled youth and addressing classroom misconduct. The concluding paper discusses the development and pathology of adolescence.