Donald Woods Winnicott is famous not only as a psychotherapist and scientist, but also for his invention of the projective method of drawing "doodles." He used it with great success in the diagnosis and psychotherapy of children and adults in a wide variety of situations and cases. Here is one of them: This material has not yet been presented in Russian. This is my translation from English. "Alfred" - 10 years old I met this boy once, and met his mother once. He had a 6-year-old sister. He was brought to me due to his stuttering. His father worked in the office of a mental hospital. He was referred to me by a friend of my parents, a competent and friendly specialist. The parents created a satisfactory family. This consultation was limited in time to the one hour and ten minutes that I could offer. I left the waiting room, making sure that the mother was comfortable there, brought Alfred alone into my office and began contacting him, which was easy. Between me and him there was a table and drawing paper. When he answered a few questions about his father and his work, the stuttering returned and I decided that I would not continue asking because he had to strain to answer and this was causing the stuttering. So I didn't ask any more direct questions about his surroundings, and during the hour he stayed in my room there was virtually no stuttering. He agreed to play and I offered him a game of doodles. I explained to him that in this game I make a doodle, which he turns into something, and then he makes a doodle, and I turn it into something, and that's how the game goes. A game without rules.(1) My doodle, which Alfred turned into a face. At first he said it looked like a bee. After he drew the face, he named all its parts. I noticed that during this, every time he exhaled, he did so with a slight aspiration. This happened for an hour. Later I talked to him about it, and it turned out to be important. (2) His doodle, from which I made a man's bow tie. (3) My doodle. He turned it into two balls. "That's all I can do," he said, as if I expected something more from him. (The meaning of this cue remained hidden at this early stage.) (4) My scribble, which he said looked like a treble clef sign. He didn't draw or change anything. (5) My doodle, which he turned into a fish, and he seemed to enjoy the drawing and himself. This demonstrated that the connection had been established, and I noted that he now felt yourself quite easily. I wrote notes on the backs of sheets of paper that we placed on the floor when we finished drawing; This is one of the benefits of playing doodles - being able to take notes while someone else is drawing, and the drawings themselves provide a valuable record.(6) His doodles. He seemed pleased with it, so I turned it into a motorcycle road sign (it was one of the superego symbols, but I didn't do it deliberately; it just happened). (7) My doodle. I said, “Oh, I think it's impossible,” but he said, “Oh, I have no idea; I think I have an idea." And he made a bus stop sign, continuing the idea that I had suggested to him before. At this point I started talking about him writing with his left hand, and he said that he always writes with it, and held a spoon in his left hand when he was little. . He plays cricket with his right hand. "It's funny, isn't it?" he said. (I clarified, and he explained that no one is retraining him to use his right hand. I clarified this because in theory this could lead to stuttering, but it was not useful here.) (8) My scribble. I said I thought it was too difficult. “Oh, I don’t even know; if I turn it this way, I'll come up with something; oh, I have an idea, I'll try to turn this into a woman's hat, like a hood; I’ll add someone’s head inside.” And he finished drawing the head of a woman with long hair. One of the goals of this game is to achieve relief in the child, and