Pub Date : 2023-07-03DOI: 10.1080/15289168.2023.2229207
Miguel M. Terradas, Michel-Alexandre Rioux, Antoine Asselin
ABSTRACT Psychotherapeutic work with sexually abused children can prove to be highly taxing, not only for the children in question but also for the psychotherapists who must cope with a heavy emotional, aggressive, and sexual charge. Be it because of the nature of the trauma experienced by these children or because of the defense mechanisms that they use in psychotherapy, the clinician’s capacity for containment is severely tested. In this theoretical and clinical article, we reflect upon the psychic harm that sexual abuse can inflict on children and the psychic functioning engendered in them by this abuse. In addition, we examine the differences in how children who are developing well and those who are sexually abused express sexuality during psychotherapy. Finally, we present the technical and countertransference challenges that psychotherapists who work with sexually abused children are liable to face. Brief clinical vignettes are provided to illustrate particularities of the therapeutic work conducted with these children.
{"title":"Expression and Management of Neglected and Maltreated Children’s Sexuality in Symbolic and Traumatic Play: Theoretical and Clinical Reflections","authors":"Miguel M. Terradas, Michel-Alexandre Rioux, Antoine Asselin","doi":"10.1080/15289168.2023.2229207","DOIUrl":"https://doi.org/10.1080/15289168.2023.2229207","url":null,"abstract":"ABSTRACT Psychotherapeutic work with sexually abused children can prove to be highly taxing, not only for the children in question but also for the psychotherapists who must cope with a heavy emotional, aggressive, and sexual charge. Be it because of the nature of the trauma experienced by these children or because of the defense mechanisms that they use in psychotherapy, the clinician’s capacity for containment is severely tested. In this theoretical and clinical article, we reflect upon the psychic harm that sexual abuse can inflict on children and the psychic functioning engendered in them by this abuse. In addition, we examine the differences in how children who are developing well and those who are sexually abused express sexuality during psychotherapy. Finally, we present the technical and countertransference challenges that psychotherapists who work with sexually abused children are liable to face. Brief clinical vignettes are provided to illustrate particularities of the therapeutic work conducted with these children.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"2 1","pages":"238 - 252"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87813195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1080/15289168.2023.2223739
M. Sleed, Elizabeth Li, Isabella Vainieri, N. Midgley
ABSTRACT Experiences in the first years of life can shape a range of outcomes throughout the lifespan. Effective early interventions have the potential to offset negative outcomes associated with early adversity. A broad range of psychodynamic interventions are available to children under five and their caregivers but there is a lack of research synthesizing the current evidence for their effectiveness. This paper presents a systematic review and meta-analysis of the evidence for the effectiveness of psychodynamic interventions for children under 5 years of age and their caregivers. Following a systematic search of 10 databases and screening for eligibility, 77 papers were included in the review. Most studies reported positive outcomes on a range of parent and infant domains. The meta-analyses of controlled studies found significant effects of psychodynamic interventions compared to control conditions on parental reflective functioning, maternal depression, infant behavior, and infant attachment. No significant differences between psychodynamic and control interventions were found for parental stress, and parent-infant interactions. Very few studies were rated as good quality and further high-quality research is needed.
{"title":"The Evidence-Base for Psychodynamic Interventions with Children Under 5 Years of Age and Their Caregivers: A Systematic Review and Meta-Analysis","authors":"M. Sleed, Elizabeth Li, Isabella Vainieri, N. Midgley","doi":"10.1080/15289168.2023.2223739","DOIUrl":"https://doi.org/10.1080/15289168.2023.2223739","url":null,"abstract":"ABSTRACT Experiences in the first years of life can shape a range of outcomes throughout the lifespan. Effective early interventions have the potential to offset negative outcomes associated with early adversity. A broad range of psychodynamic interventions are available to children under five and their caregivers but there is a lack of research synthesizing the current evidence for their effectiveness. This paper presents a systematic review and meta-analysis of the evidence for the effectiveness of psychodynamic interventions for children under 5 years of age and their caregivers. Following a systematic search of 10 databases and screening for eligibility, 77 papers were included in the review. Most studies reported positive outcomes on a range of parent and infant domains. The meta-analyses of controlled studies found significant effects of psychodynamic interventions compared to control conditions on parental reflective functioning, maternal depression, infant behavior, and infant attachment. No significant differences between psychodynamic and control interventions were found for parental stress, and parent-infant interactions. Very few studies were rated as good quality and further high-quality research is needed.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"22 1","pages":"179 - 214"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77687963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1080/15289168.2023.2225399
T. Trias
ABSTRACT In this paper, I focus on the nature and functions of the interpretive process in psychotherapy with adolescents with severe personality disorder. I will describe how the interpretive process in transference focused psychotherapy for adolescents provides affective containment and symbolic management of psychological conflict along with a shift toward the predominance of repression-based over primitive defenses. This process leads to a progressive resolution of identity diffusion. I will give illustrations of different phases of the interpretive process.
{"title":"Transference-Focused Psychotherapy for Adolescents with Personality Disorders: A Case Example with a Focus on the Interpretative Process and Transference Analysis","authors":"T. Trias","doi":"10.1080/15289168.2023.2225399","DOIUrl":"https://doi.org/10.1080/15289168.2023.2225399","url":null,"abstract":"ABSTRACT In this paper, I focus on the nature and functions of the interpretive process in psychotherapy with adolescents with severe personality disorder. I will describe how the interpretive process in transference focused psychotherapy for adolescents provides affective containment and symbolic management of psychological conflict along with a shift toward the predominance of repression-based over primitive defenses. This process leads to a progressive resolution of identity diffusion. I will give illustrations of different phases of the interpretive process.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"9 1","pages":"253 - 267"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89063117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/15289168.2023.2216075
Hironobu Ogane, Kaname Ogane
ABSTRACT There is a lack of research regarding the use of the still-face procedure to assess infants’ comfort and reengagement in stressful situations. While previous studies have already investigated the transitional phenomenon based on Winnicott’s theory, this study uses “stuffed toy” and “song and musical play” with the still-face procedure. This study aimed to examine the transition phenomenon of infants in “song and musical play” and provide a new perspective regarding psychological support for infants. Infant responses and maternal availabilities were also analyzed. The study participants were 32 infants (M age = 17.97 months, SD = 1.43) and their mothers (M age = 32.28 years, SD = 2.96). The results showed that infants were receptive to the “stuffed toy” and displayed positive responses. Additionally, the appearance ratios of “song and musical play” imitations increased. This suggests that the infants used “song and musical play” to manage and control their affect in stressful situations. Furthermore, when the mothers exhibited maternal availability as an emotional rhythm, the infants’ responses became positive. Therefore, the infants demonstrated the transitional phenomenon to symbolize inner objects for social participation using “song and musical play” as the transitional object.
{"title":"Exploring the Transition Phenomenon of “Song and Musical Play” in Infants","authors":"Hironobu Ogane, Kaname Ogane","doi":"10.1080/15289168.2023.2216075","DOIUrl":"https://doi.org/10.1080/15289168.2023.2216075","url":null,"abstract":"ABSTRACT There is a lack of research regarding the use of the still-face procedure to assess infants’ comfort and reengagement in stressful situations. While previous studies have already investigated the transitional phenomenon based on Winnicott’s theory, this study uses “stuffed toy” and “song and musical play” with the still-face procedure. This study aimed to examine the transition phenomenon of infants in “song and musical play” and provide a new perspective regarding psychological support for infants. Infant responses and maternal availabilities were also analyzed. The study participants were 32 infants (M age = 17.97 months, SD = 1.43) and their mothers (M age = 32.28 years, SD = 2.96). The results showed that infants were receptive to the “stuffed toy” and displayed positive responses. Additionally, the appearance ratios of “song and musical play” imitations increased. This suggests that the infants used “song and musical play” to manage and control their affect in stressful situations. Furthermore, when the mothers exhibited maternal availability as an emotional rhythm, the infants’ responses became positive. Therefore, the infants demonstrated the transitional phenomenon to symbolize inner objects for social participation using “song and musical play” as the transitional object.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"14 1","pages":"279 - 289"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84358013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15289168.2023.2193132
S. Ghanbari, Zahra Goudarzi, F. Ebrahimi, Fatemeh Sabzalizadeh, Donya Erfanian Delavar, Nafiseh Javaherian
ABSTRACT Parental Reflective Functioning (PRF) describes parents’ capacity to reflect on their child’s and their own mental states in the context of their relationship with the child. This study investigated the moderating role of PRF in the relationship between children’s temperament and internalizing and externalizing problems among 357 Iranian mothers (M = 37.34, SD = 5.29) and their children (M = 7.26, SD = 2.96; 48.7% girls). The instruments were the Children’s Behavior Questionnaire, Parental Reflective Functioning Questionnaire, and Child Behavior Checklist. The results showed that effortful control was negatively correlated with pre-mentalizing, internalizing, and externalizing problems and positively correlated with certainty and interest and curiosity. Negative affectivity was positively associated with pre-mentalizing, internalizing, and externalizing problems. Moreover, surgency/extraversion showed a negative correlation only with internalizing problems. Findings of regression analyses revealed that pre-mentalizing moderated the relationship between effortful control and internalizing and externalizing problems, and between negative affectivity and externalizing. In addition, certainty moderated the relationship between surgency/extraversion and internalizing. However, the interest and curiosity subscale indicated no moderating effect on the relationship between children’s temperament and emotional and behavioral problems. These findings highlight the significance of the role of PRF and a child’s temperament in emotional and behavioral difficulties.
{"title":"Temperament and Emotional and Behavioral Problems in Children: The Moderating Role of Maternal Reflective Functioning","authors":"S. Ghanbari, Zahra Goudarzi, F. Ebrahimi, Fatemeh Sabzalizadeh, Donya Erfanian Delavar, Nafiseh Javaherian","doi":"10.1080/15289168.2023.2193132","DOIUrl":"https://doi.org/10.1080/15289168.2023.2193132","url":null,"abstract":"ABSTRACT Parental Reflective Functioning (PRF) describes parents’ capacity to reflect on their child’s and their own mental states in the context of their relationship with the child. This study investigated the moderating role of PRF in the relationship between children’s temperament and internalizing and externalizing problems among 357 Iranian mothers (M = 37.34, SD = 5.29) and their children (M = 7.26, SD = 2.96; 48.7% girls). The instruments were the Children’s Behavior Questionnaire, Parental Reflective Functioning Questionnaire, and Child Behavior Checklist. The results showed that effortful control was negatively correlated with pre-mentalizing, internalizing, and externalizing problems and positively correlated with certainty and interest and curiosity. Negative affectivity was positively associated with pre-mentalizing, internalizing, and externalizing problems. Moreover, surgency/extraversion showed a negative correlation only with internalizing problems. Findings of regression analyses revealed that pre-mentalizing moderated the relationship between effortful control and internalizing and externalizing problems, and between negative affectivity and externalizing. In addition, certainty moderated the relationship between surgency/extraversion and internalizing. However, the interest and curiosity subscale indicated no moderating effect on the relationship between children’s temperament and emotional and behavioral problems. These findings highlight the significance of the role of PRF and a child’s temperament in emotional and behavioral difficulties.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"96 1","pages":"138 - 153"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75932027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15289168.2023.2203600
F. Ilevbare, D. Fagbenro, E. Idemudia
ABSTRACT This present study examines the predictive role of personality, gender, and parenting styles on cyberbullying victimization among in-school adolescents. A cross-sectional survey design was utilized in this study. Participants (N = 356) ranged in age from 10 to 17 years (Mean age = 14.77; SD = 2.91) and were selected from four secondary schools in Osun state, Southwestern, Nigeria. Results of correlation analyses showed significant positive relationships between extraversion and cyberbullying victimization r(354) = .53, p < .05 and openness to experience and cyberbullying victimization r(354) = .13, p < .05.Multiple regression analyses revealed that extraversion (β = .24, t = 2.49, 95% CI = [−.079, −.073]) and openness to experience traits (β = .16, t = 2.36, 95% CI = [.181, .201]) independently predicted cyberbullying victimization. Additionally, t-test analyses indicated that there was no gender difference in the level of cyberbullying victimization among in-school adolescents t(354) = −0.61, p = .>.05 95% CI (−.2.11, .14), p > .05.These findings suggest that psychologists should consider the role of personality traits (extraversion and openness to experience) when organizing programs focused on reducing cyberbullying victimization among in-school adolescents.
摘要本研究探讨了人格、性别和父母教养方式对在校青少年网络欺凌受害的预测作用。本研究采用横断面调查设计。参与者(N = 356)年龄从10岁到17岁不等(平均年龄= 14.77;SD = 2.91)，选取自尼日利亚西南部奥逊州的四所中学。相关分析结果显示，外向性与网络欺凌受害呈显著正相关r(354) =。53, p。95% CI (- 2.11， .14)， p > 0.05。这些发现表明，心理学家在组织旨在减少在校青少年网络欺凌受害者的项目时，应该考虑人格特征(外向性和开放性)的作用。
{"title":"Personality Traits, Gender, Parenting Styles and Cyberbullying: A Quantitative Study of In-School Adolescents in Nigeria","authors":"F. Ilevbare, D. Fagbenro, E. Idemudia","doi":"10.1080/15289168.2023.2203600","DOIUrl":"https://doi.org/10.1080/15289168.2023.2203600","url":null,"abstract":"ABSTRACT This present study examines the predictive role of personality, gender, and parenting styles on cyberbullying victimization among in-school adolescents. A cross-sectional survey design was utilized in this study. Participants (N = 356) ranged in age from 10 to 17 years (Mean age = 14.77; SD = 2.91) and were selected from four secondary schools in Osun state, Southwestern, Nigeria. Results of correlation analyses showed significant positive relationships between extraversion and cyberbullying victimization r(354) = .53, p < .05 and openness to experience and cyberbullying victimization r(354) = .13, p < .05.Multiple regression analyses revealed that extraversion (β = .24, t = 2.49, 95% CI = [−.079, −.073]) and openness to experience traits (β = .16, t = 2.36, 95% CI = [.181, .201]) independently predicted cyberbullying victimization. Additionally, t-test analyses indicated that there was no gender difference in the level of cyberbullying victimization among in-school adolescents t(354) = −0.61, p = .>.05 95% CI (−.2.11, .14), p > .05.These findings suggest that psychologists should consider the role of personality traits (extraversion and openness to experience) when organizing programs focused on reducing cyberbullying victimization among in-school adolescents.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"6 1 1","pages":"154 - 168"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90217548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15289168.2023.2191167
Holly Lord, Sally O’Keeffe, Elena Panagiotopoulou, N. Midgley
ABSTRACT Talking therapies are the first line of treatment for adolescent depression, yet dropout rates are high. Despite parents being considered primary stakeholders in a child’s mental health treatment, there is a lack of qualitative research on their perspectives on adolescent dropout. This study aimed to explore parents’ perspectives on why their adolescent children dropped out of therapy. Interviews with 12 parents whose adolescent children had dropped out of therapy were purposively selected from a larger dataset to explore their understanding of why their children had stopped going to therapy. Interviews were analyzed using thematic analysis and five key themes were identified: practical barriers to therapy; adolescent’s readiness to work with the therapist; relationship difficulties between adolescent and therapist; perceived helpfulness of the therapy; and parents being unaware of why their child ended therapy. Involving parents throughout the therapeutic process could be helpful as they are uniquely positioned to suggest how best to support their child. Services should provide information on the types of therapy, and different therapists, available to adolescents prior to treatment starting. Difficulties in the therapeutic relationship should be addressed in the moment to reduce rupture and, therefore, risk of drop out.
{"title":"Exploring Parental Perspectives on Dropout from Treatment for Adolescent Depression","authors":"Holly Lord, Sally O’Keeffe, Elena Panagiotopoulou, N. Midgley","doi":"10.1080/15289168.2023.2191167","DOIUrl":"https://doi.org/10.1080/15289168.2023.2191167","url":null,"abstract":"ABSTRACT Talking therapies are the first line of treatment for adolescent depression, yet dropout rates are high. Despite parents being considered primary stakeholders in a child’s mental health treatment, there is a lack of qualitative research on their perspectives on adolescent dropout. This study aimed to explore parents’ perspectives on why their adolescent children dropped out of therapy. Interviews with 12 parents whose adolescent children had dropped out of therapy were purposively selected from a larger dataset to explore their understanding of why their children had stopped going to therapy. Interviews were analyzed using thematic analysis and five key themes were identified: practical barriers to therapy; adolescent’s readiness to work with the therapist; relationship difficulties between adolescent and therapist; perceived helpfulness of the therapy; and parents being unaware of why their child ended therapy. Involving parents throughout the therapeutic process could be helpful as they are uniquely positioned to suggest how best to support their child. Services should provide information on the types of therapy, and different therapists, available to adolescents prior to treatment starting. Difficulties in the therapeutic relationship should be addressed in the moment to reduce rupture and, therefore, risk of drop out.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"29 1","pages":"169 - 178"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86764006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15289168.2023.2210047
S. Warshaw
The four articles in this section 1 represent reflections by prominent psychoanalysts on the critical developmental tasks of middle childhood and beyond, whose mastery is essential to healthy adaptions and personality growth at later stages of development as well. Three contributors reconsider the meaning and tasks of the period termed “latency” in light of evolving post classical theoretical contributions, understanding of affect development, neurobiology and significant cultural considerations. Our fourth article contributes a novel framework rooted in affect theory and evolutionary anthropology which is useful in understanding and working with affective instability. Each article presents implications for the developmentally facilitating aspects of the psychoanalytic work, with considerations beyond models which privilege interpretation of unconscious conflict. Beginning with Anne Alvarez’s classic article (2023), “Development toward the latency period: Splitting and the need to forget in borderline children, originally published in 1989 Volume 15 of Journal of Child Psychotherapy ,” we travel with Dr Alvarez as she considers the evolution of her thinking about middle childhood tasks, classical perspectives, and engages us in an exploration and reconsideration of our very understanding of middle childhood (aka latency). She addresses the developmental tasks of that period and changes in the psychoanalytic psychotherapeutic process needed to facilitate maturation in seriously disturbed children. Graham Music (2023), considers the changing nature of the clinical difficulties he sees in recent and current practice with children who are in middle childhood. He explores the important neurobiological changes of middle childhood as well as current cultural shifts which impact and inform the title of his article “Latency? If only: Rethinking middle childhood, its developmental tasks, neurobiology, cultural differences and how trauma and neglect undermines its course.” Barish (2023) once again introduces us to the work of Jaak Panksepp (1998), the renowned neurobiologist who coined the term “Affective neuroscience.” As he has done in previous work on adolescence (Barish, 2020) he explores in experience near and easily accessible terms, his integration of Panksepp’s contributions, the power of affects and his own
{"title":"Middle Childhood and Beyond: Evolving Psychoanalytic Perspectives on Developmental Tasks and Clinical Work, Post Classical Theoretical Contributions, Neurobiology, and Our Changing Culture","authors":"S. Warshaw","doi":"10.1080/15289168.2023.2210047","DOIUrl":"https://doi.org/10.1080/15289168.2023.2210047","url":null,"abstract":"The four articles in this section 1 represent reflections by prominent psychoanalysts on the critical developmental tasks of middle childhood and beyond, whose mastery is essential to healthy adaptions and personality growth at later stages of development as well. Three contributors reconsider the meaning and tasks of the period termed “latency” in light of evolving post classical theoretical contributions, understanding of affect development, neurobiology and significant cultural considerations. Our fourth article contributes a novel framework rooted in affect theory and evolutionary anthropology which is useful in understanding and working with affective instability. Each article presents implications for the developmentally facilitating aspects of the psychoanalytic work, with considerations beyond models which privilege interpretation of unconscious conflict. Beginning with Anne Alvarez’s classic article (2023), “Development toward the latency period: Splitting and the need to forget in borderline children, originally published in 1989 Volume 15 of Journal of Child Psychotherapy ,” we travel with Dr Alvarez as she considers the evolution of her thinking about middle childhood tasks, classical perspectives, and engages us in an exploration and reconsideration of our very understanding of middle childhood (aka latency). She addresses the developmental tasks of that period and changes in the psychoanalytic psychotherapeutic process needed to facilitate maturation in seriously disturbed children. Graham Music (2023), considers the changing nature of the clinical difficulties he sees in recent and current practice with children who are in middle childhood. He explores the important neurobiological changes of middle childhood as well as current cultural shifts which impact and inform the title of his article “Latency? If only: Rethinking middle childhood, its developmental tasks, neurobiology, cultural differences and how trauma and neglect undermines its course.” Barish (2023) once again introduces us to the work of Jaak Panksepp (1998), the renowned neurobiologist who coined the term “Affective neuroscience.” As he has done in previous work on adolescence (Barish, 2020) he explores in experience near and easily accessible terms, his integration of Panksepp’s contributions, the power of affects and his own","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"20 1","pages":"93 - 94"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78638017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15289168.2023.2205755
Joshua Kellman, K. Radwan
ABSTRACT In this paper we present perspectives from clinical work, neuroscience, and evolutionary anthropology that together provide a useful framework to think about and work clinically with patients with early developmental psychopathology, in particular certain aspects of borderline personality structure. Our argument is that conceptualizing a line of affective development starting with basic, primary affects, and progressing to nuanced, contextualized, tertiary affects helps locate the origin of the affective instability and dysregulation of some patients. When this line of affective development is interrupted, a limited, inflexible self develops. When the development of tertiary affects is facilitated, it allows for a richer, more flexible self. We also argue that, separate from splitting as a defense, a black and white form of cognition often accompanies the early experience of primary and secondary affects. When development of more sophisticated, contextualized affects is interrupted, this binary form of cognition tends to persist, but when that development is facilitated, richer, more nuanced forms of cognition also contribute to a more robust self.
{"title":"A Developmental Line for Affects: The Relevance of Contextualization of Affects for the Psychodynamic Treatment of Early Developmental Psychopathology","authors":"Joshua Kellman, K. Radwan","doi":"10.1080/15289168.2023.2205755","DOIUrl":"https://doi.org/10.1080/15289168.2023.2205755","url":null,"abstract":"ABSTRACT In this paper we present perspectives from clinical work, neuroscience, and evolutionary anthropology that together provide a useful framework to think about and work clinically with patients with early developmental psychopathology, in particular certain aspects of borderline personality structure. Our argument is that conceptualizing a line of affective development starting with basic, primary affects, and progressing to nuanced, contextualized, tertiary affects helps locate the origin of the affective instability and dysregulation of some patients. When this line of affective development is interrupted, a limited, inflexible self develops. When the development of tertiary affects is facilitated, it allows for a richer, more flexible self. We also argue that, separate from splitting as a defense, a black and white form of cognition often accompanies the early experience of primary and secondary affects. When development of more sophisticated, contextualized affects is interrupted, this binary form of cognition tends to persist, but when that development is facilitated, richer, more nuanced forms of cognition also contribute to a more robust self.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"28 1","pages":"124 - 137"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85188996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1080/15289168.2023.2184122
Graham Music
ABSTRACT This paper examines middle childhood. It compares newer understandings with classic psychoanalytic accounts of latency. It introduces the biological hormonal phenomenon of adrenarche and links this to the tasks of middle childhood, such as the development of social capacities and executive functioning. It also looks at cross-cultural theory and how it might cast light on the original psychoanalytic conceptualization of latency. A central theme is that the children who are presenting for therapy these days are often a far cry from traditional latency children, and that both trauma and neglect, as well as the impact of screens and technology and other contemporary pressures, might mean that in fact children are losing out on the gains that can be made from what middle childhood once was. Some clinical work is presented to illustrate some of these issues.
{"title":"Latency? If Only. Rethinking Middle Childhood, Its Developmental Tasks, Neurobiology, Cultural Differences and How Trauma and Neglect Undermine Its Course","authors":"Graham Music","doi":"10.1080/15289168.2023.2184122","DOIUrl":"https://doi.org/10.1080/15289168.2023.2184122","url":null,"abstract":"ABSTRACT This paper examines middle childhood. It compares newer understandings with classic psychoanalytic accounts of latency. It introduces the biological hormonal phenomenon of adrenarche and links this to the tasks of middle childhood, such as the development of social capacities and executive functioning. It also looks at cross-cultural theory and how it might cast light on the original psychoanalytic conceptualization of latency. A central theme is that the children who are presenting for therapy these days are often a far cry from traditional latency children, and that both trauma and neglect, as well as the impact of screens and technology and other contemporary pressures, might mean that in fact children are losing out on the gains that can be made from what middle childhood once was. Some clinical work is presented to illustrate some of these issues.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"36 1","pages":"104 - 116"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88933175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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