Pub Date : 2023-02-27DOI: 10.1080/15289168.2023.2178820
K. Barish
ABSTRACT In this article, I will discuss how affective neuroscience can help us be better child therapists. I will highlight several important contributions of affective neuroscience, especially theory and research on SEEKING, PLAY, separation distress, and the role of positive emotion systems in child mental health. I will describe how these ideas deepen our understanding of healthy and pathological emotional development in childhood and inform our therapeutic work with both children and parents. I will also discuss the importance of feelings of pride and shame – vital aspects of children’s emotional lives that have not yet been extensively studied by affective neuroscience. I will briefly describe an integrative model for child therapy, informed by both psychodynamic theory and affective neuroscience. Our most successful interventions with children and families set in motion positive cycles of healthy emotional and interpersonal experiences – increased confidence and engagement in life and more affirming interactions between parents and children. In this way, we help troubled children and families reclaim some of the joyousness and wonder of childhood.
{"title":"The Importance of Affective Neuroscience for Child Psychotherapy","authors":"K. Barish","doi":"10.1080/15289168.2023.2178820","DOIUrl":"https://doi.org/10.1080/15289168.2023.2178820","url":null,"abstract":"ABSTRACT In this article, I will discuss how affective neuroscience can help us be better child therapists. I will highlight several important contributions of affective neuroscience, especially theory and research on SEEKING, PLAY, separation distress, and the role of positive emotion systems in child mental health. I will describe how these ideas deepen our understanding of healthy and pathological emotional development in childhood and inform our therapeutic work with both children and parents. I will also discuss the importance of feelings of pride and shame – vital aspects of children’s emotional lives that have not yet been extensively studied by affective neuroscience. I will briefly describe an integrative model for child therapy, informed by both psychodynamic theory and affective neuroscience. Our most successful interventions with children and families set in motion positive cycles of healthy emotional and interpersonal experiences – increased confidence and engagement in life and more affirming interactions between parents and children. In this way, we help troubled children and families reclaim some of the joyousness and wonder of childhood.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"13 1","pages":"117 - 123"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81657907","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 : 2023-01-02DOI: 10.1080/15289168.2023.2166330
Elizabeth D. Storey, Tehela Nimroody, Tracy A. Prout, Timothy R. Rice, L. Hoffman
ABSTRACT Despite a long and rich history of psychoanalytically informed interventions in school settings, influencing child guidance and psychotherapeutic services provided to children and families, cognitive behavioral interventions have become the predominant method for working with children in schools. In the last 20 years there has been a reemergence of psychodynamic school partnerships, addressing many of the barriers to the provision of school-based psychotherapy. However, little research exists on the implementation and feasibility of delivering psychodynamic psychotherapy services through partnerships between psychodynamic clinical teams and schools. This pilot study examines psychotherapy outcomes within one such partnership between the New York Psychoanalytic Society and Institute and six New York City public schools during the 2020–21 school year. Therapists provided treatment using Regulation Focused Therapy for Children (RFP-C), a short-term manualized, psychodynamic intervention for children presenting with externalizing behaviors (delivered remotely/online due to the ongoing COVID-19 pandemic and hybrid school formats). After participation in RFP-C, parents reported a significant decrease in children’s symptoms of oppositional defiant disorder and some improvement in secondary attentional problems. This study also assessed the feasibility of implementing a school-based telemental health program in New York City. Strengths and limitations of the study, implications for future research, and clinical implications are also discussed.
{"title":"Feasibility of a Psychodynamic School-Partnered Mental Health Service: A Pilot Study","authors":"Elizabeth D. Storey, Tehela Nimroody, Tracy A. Prout, Timothy R. Rice, L. Hoffman","doi":"10.1080/15289168.2023.2166330","DOIUrl":"https://doi.org/10.1080/15289168.2023.2166330","url":null,"abstract":"ABSTRACT Despite a long and rich history of psychoanalytically informed interventions in school settings, influencing child guidance and psychotherapeutic services provided to children and families, cognitive behavioral interventions have become the predominant method for working with children in schools. In the last 20 years there has been a reemergence of psychodynamic school partnerships, addressing many of the barriers to the provision of school-based psychotherapy. However, little research exists on the implementation and feasibility of delivering psychodynamic psychotherapy services through partnerships between psychodynamic clinical teams and schools. This pilot study examines psychotherapy outcomes within one such partnership between the New York Psychoanalytic Society and Institute and six New York City public schools during the 2020–21 school year. Therapists provided treatment using Regulation Focused Therapy for Children (RFP-C), a short-term manualized, psychodynamic intervention for children presenting with externalizing behaviors (delivered remotely/online due to the ongoing COVID-19 pandemic and hybrid school formats). After participation in RFP-C, parents reported a significant decrease in children’s symptoms of oppositional defiant disorder and some improvement in secondary attentional problems. This study also assessed the feasibility of implementing a school-based telemental health program in New York City. Strengths and limitations of the study, implications for future research, and clinical implications are also discussed.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"51 1","pages":"14 - 27"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88266934","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 : 2023-01-02DOI: 10.1080/15289168.2023.2171679
Billie A. Pivnick
ABSTRACT Adoptees and their families long for a relational home in which they can feel safe and accepted. Parents’ and children’s divergent histories, experiences, and visions of the future can make that vision a challenging one to achieve. As an adoptive mother and a clinical psychologist, the author is deeply familiar with seldom considered aspects of the adoption experience, including mismatched rhythms, struggles for recognition, loss aversion, and uncertainty borne of absences in family stories. This article presents a relational model for treating adoptees and their families that highlights parent engagement and employs both nonverbal and narrative modalities so that a joint vocabulary can develop, leading to new stories that are co-created, coherent, and sustaining despite the gaps they inevitably contain. Adoption thus construed becomes not just a loss, but also an opportunity for growth for all three of the parties to the adoption triangle. The article outlines key developmental dilemmas, presents a repertoire of techniques for drawing out nascent self-experience, and employs illustrative clinical vignettes to assist clinicians in encountering the often overwhelming affects and impasses common in working with these families.
{"title":"Homing in on Adoption: Dreaming, Drawing, and Telling Stories in Relational Psychotherapy","authors":"Billie A. Pivnick","doi":"10.1080/15289168.2023.2171679","DOIUrl":"https://doi.org/10.1080/15289168.2023.2171679","url":null,"abstract":"ABSTRACT Adoptees and their families long for a relational home in which they can feel safe and accepted. Parents’ and children’s divergent histories, experiences, and visions of the future can make that vision a challenging one to achieve. As an adoptive mother and a clinical psychologist, the author is deeply familiar with seldom considered aspects of the adoption experience, including mismatched rhythms, struggles for recognition, loss aversion, and uncertainty borne of absences in family stories. This article presents a relational model for treating adoptees and their families that highlights parent engagement and employs both nonverbal and narrative modalities so that a joint vocabulary can develop, leading to new stories that are co-created, coherent, and sustaining despite the gaps they inevitably contain. Adoption thus construed becomes not just a loss, but also an opportunity for growth for all three of the parties to the adoption triangle. The article outlines key developmental dilemmas, presents a repertoire of techniques for drawing out nascent self-experience, and employs illustrative clinical vignettes to assist clinicians in encountering the often overwhelming affects and impasses common in working with these families.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"25 1","pages":"62 - 75"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81499242","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 : 2023-01-02DOI: 10.1080/15289168.2023.2165874
L. Hoffman, Tracy A. Prout, Timothy R. Rice, Margo Bernstein
ABSTRACT Emotion regulation difficulties are a central component of distress in childhood. The challenges children face in managing, understanding, and expressing difficult emotions can be addressed through a range of treatment approaches designed for school-aged children. Four therapies commonly used today – Child Centered Play Therapy, Mentalization Based Therapy for Children, Regulation Focused Therapy for Children, and Dialectic Behavior Therapy for Children – recognize the connection between behavior and emotion and the need to promote the child’s emotion regulation. In this paper we present a brief overview of each treatment and compare the ways in which they utilize play and employ reappraisal, a specific type of emotion regulation. Additionally, we highlight the centrality of verbalization of feelings across each of the four treatments. We propose that play, verbalization of feelings, and explicit and/or implicit reappraisal are common factors that promote emotion regulation in a wide range of psychotherapeutic approaches for children.
{"title":"Addressing Emotion Regulation with Children: Play, Verbalization of Feelings, and Reappraisal","authors":"L. Hoffman, Tracy A. Prout, Timothy R. Rice, Margo Bernstein","doi":"10.1080/15289168.2023.2165874","DOIUrl":"https://doi.org/10.1080/15289168.2023.2165874","url":null,"abstract":"ABSTRACT Emotion regulation difficulties are a central component of distress in childhood. The challenges children face in managing, understanding, and expressing difficult emotions can be addressed through a range of treatment approaches designed for school-aged children. Four therapies commonly used today – Child Centered Play Therapy, Mentalization Based Therapy for Children, Regulation Focused Therapy for Children, and Dialectic Behavior Therapy for Children – recognize the connection between behavior and emotion and the need to promote the child’s emotion regulation. In this paper we present a brief overview of each treatment and compare the ways in which they utilize play and employ reappraisal, a specific type of emotion regulation. Additionally, we highlight the centrality of verbalization of feelings across each of the four treatments. We propose that play, verbalization of feelings, and explicit and/or implicit reappraisal are common factors that promote emotion regulation in a wide range of psychotherapeutic approaches for children.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"36 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88262814","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 : 2023-01-02DOI: 10.1080/15289168.2023.2175566
P. Sauvayre
ABSTRACT This paper uses clinical material to develop the notion that adolescence, at least in this culture, is a developmental fulcrum, a pivot, for foundational, even primary experiences that are refracted in the theoretical concepts of negation and negativism, as developed by André Green in his masterpiece, The Work of the Negative. His thesis is that the negative is a, if not the, foundational psychoanalytic concept, with negation being conceptualized as its creative “work” momentum, and negativism its pathological destructive entropy. Using the original sources Green’s densely rich introduction points us to, we will follow the thread of the negative to link clinical material through philosophy, clinical theory, and metapsychology. This thread that will take first to the “master-slave dialectic” (Hegel), then to the “fort-da game” (Freud), to “the birth of the subject into the symbolic order” (Lacan), to “absence and the transitional object” (Winnicott), to “attacks on linking” (Bion), to “the effort to drive the other crazy” (Searles), and to depression without an object (Marty). Finally, we will also highlight some theoretical dimensions of negation, specifically the socio-cultural, that are notably overlooked in Green’s associative sequence. These include the concepts of “destruction as the cause of coming into being” (Spielrein), of “woman as Other” (De Beauvoir), and of the “adherence of black skin” (Fanon). To conceptualize the cultural dialectical arrest as a simple variant of individual development (notwithstanding the infinite amounts of overlap), would be a grave error, and be victim to the forces that keep this “dialectical arrest” in place, and the individuals in the dialectical struggle, in their place.
{"title":"‘I Am Not Your Son!’: Adolescence as the Fulcrum for Negation and Negativism","authors":"P. Sauvayre","doi":"10.1080/15289168.2023.2175566","DOIUrl":"https://doi.org/10.1080/15289168.2023.2175566","url":null,"abstract":"ABSTRACT This paper uses clinical material to develop the notion that adolescence, at least in this culture, is a developmental fulcrum, a pivot, for foundational, even primary experiences that are refracted in the theoretical concepts of negation and negativism, as developed by André Green in his masterpiece, The Work of the Negative. His thesis is that the negative is a, if not the, foundational psychoanalytic concept, with negation being conceptualized as its creative “work” momentum, and negativism its pathological destructive entropy. Using the original sources Green’s densely rich introduction points us to, we will follow the thread of the negative to link clinical material through philosophy, clinical theory, and metapsychology. This thread that will take first to the “master-slave dialectic” (Hegel), then to the “fort-da game” (Freud), to “the birth of the subject into the symbolic order” (Lacan), to “absence and the transitional object” (Winnicott), to “attacks on linking” (Bion), to “the effort to drive the other crazy” (Searles), and to depression without an object (Marty). Finally, we will also highlight some theoretical dimensions of negation, specifically the socio-cultural, that are notably overlooked in Green’s associative sequence. These include the concepts of “destruction as the cause of coming into being” (Spielrein), of “woman as Other” (De Beauvoir), and of the “adherence of black skin” (Fanon). To conceptualize the cultural dialectical arrest as a simple variant of individual development (notwithstanding the infinite amounts of overlap), would be a grave error, and be victim to the forces that keep this “dialectical arrest” in place, and the individuals in the dialectical struggle, in their place.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"8 1","pages":"76 - 92"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77193371","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 : 2023-01-02DOI: 10.1080/15289168.2023.2167045
Jordan Bate, Joseph T. Mikulka, L. Rosenberg, Shana Grover, A. Khadivi, J. Bellinson
ABSTRACT In May 2022, a gunman entered Robb Elementary School in Uvalde, TX and shot and killed 21 people, including 19 children. Section II (child and adolescence) of the American Psychological Association, Division 39 (the Society for Psychoanalysis and Psychoanalytic Psychology) responded by organizing a two-part conversation series, titled, “What’s going on around here? Psychodynamic Thinking on Guns, Violence, and Youth in America,” a heading we hoped would capture the intention to think together about these issues, which themselves are difficult to define and label. This paper is a manuscript of the first of these conversations, with discussants Shana Grover, PhD, Ali Khadivi, PhD, and Larry Rosenberg, PhD, who were invited based on their clinical and professional experience working with young people who are considered at-risk for perpetrating violence, as well as those who have themselves been victims of violence. The conversation centered on the ways that psychodynamic thinking can inform how mental health professionals conceptualize what underlies an individual’s threats or acts of violence, approach risk assessment and intervention, and formulate an understanding of these horrific events at an individual, and cultural and societal level, to guide our responses both inside and outside of the therapy room.
{"title":"What’s Going on Around Here? Psychodynamic Thinking on Guns, Violence, and Youth in America: Aggression, Depression, and Destruction","authors":"Jordan Bate, Joseph T. Mikulka, L. Rosenberg, Shana Grover, A. Khadivi, J. Bellinson","doi":"10.1080/15289168.2023.2167045","DOIUrl":"https://doi.org/10.1080/15289168.2023.2167045","url":null,"abstract":"ABSTRACT In May 2022, a gunman entered Robb Elementary School in Uvalde, TX and shot and killed 21 people, including 19 children. Section II (child and adolescence) of the American Psychological Association, Division 39 (the Society for Psychoanalysis and Psychoanalytic Psychology) responded by organizing a two-part conversation series, titled, “What’s going on around here? Psychodynamic Thinking on Guns, Violence, and Youth in America,” a heading we hoped would capture the intention to think together about these issues, which themselves are difficult to define and label. This paper is a manuscript of the first of these conversations, with discussants Shana Grover, PhD, Ali Khadivi, PhD, and Larry Rosenberg, PhD, who were invited based on their clinical and professional experience working with young people who are considered at-risk for perpetrating violence, as well as those who have themselves been victims of violence. The conversation centered on the ways that psychodynamic thinking can inform how mental health professionals conceptualize what underlies an individual’s threats or acts of violence, approach risk assessment and intervention, and formulate an understanding of these horrific events at an individual, and cultural and societal level, to guide our responses both inside and outside of the therapy room.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"7 1","pages":"43 - 61"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80081297","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 : 2023-01-02DOI: 10.1080/15289168.2023.2166331
M. Wilken, J. Vaz, Johanna Boehme, Antonia Jockenhoefer
ABSTRACT Over the past three decades, a dramatic increase in infants with total food aversion and a dependence on artificial feeding via tube has been reported. This condition, known as Feeding Tube Dependency, is complex, and the psychodynamics contributing to it is largely unknown. To overcome FTD and the underlying food aversion, we must gain an understanding of the motivational patterns as well as the feeding relationship. Here, we outline the psychodynamic of Feeding Tube Dependency in early childhood. Based on this research, we suggest a treatment program and provide a case example. Abbreviation: DC: 0-3R: Diagnostic Classification: 0-3 Revised; FTD: Feeding Tube Dependency; PTFD: Posttraumatic Feeding Disorder
{"title":"Psychodynamic Treatment for Infants with Feeding Tube Dependency","authors":"M. Wilken, J. Vaz, Johanna Boehme, Antonia Jockenhoefer","doi":"10.1080/15289168.2023.2166331","DOIUrl":"https://doi.org/10.1080/15289168.2023.2166331","url":null,"abstract":"ABSTRACT Over the past three decades, a dramatic increase in infants with total food aversion and a dependence on artificial feeding via tube has been reported. This condition, known as Feeding Tube Dependency, is complex, and the psychodynamics contributing to it is largely unknown. To overcome FTD and the underlying food aversion, we must gain an understanding of the motivational patterns as well as the feeding relationship. Here, we outline the psychodynamic of Feeding Tube Dependency in early childhood. Based on this research, we suggest a treatment program and provide a case example. Abbreviation: DC: 0-3R: Diagnostic Classification: 0-3 Revised; FTD: Feeding Tube Dependency; PTFD: Posttraumatic Feeding Disorder","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"437 1","pages":"28 - 42"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77348714","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 : 2022-10-02DOI: 10.1080/15289168.2022.2135935
A. Erlandsson, David Forsström, A. Rozental, A. Werbart
ABSTRACT Psychotherapy has traditionally been delivered in person, but recent technological advances have made it possible to conduct remote treatments. There is currently strong evidence for the efficacy of guided self-help with online support from a therapist, but less is known about video-mediated psychotherapy. The COVID-19 pandemic has however forced many therapists to provide remote treatments. This transition might be especially trying for therapists of children and adolescents, but their experiences are underexplored. This study aimed to investigate their perceptions of video-mediated psychotherapy. Semi-structured interviews were conducted with 16 therapists and analyzed using thematic analysis. The therapists described how they struggled with technical and ethical issues and tried to overcome the loss of their usual therapeutic tools. They were concerned that the online format led to less effective treatments or could have negative effects, even if it might increase care availability. Generally, they felt frustrated, inadequate, and stressed, and experienced less job satisfaction. The therapists concluded that video-mediated sessions might be a good alternative for children and adolescents – provided the therapists themselves could determine for whom and when to offer video sessions. Implications of their experiences are discussed, including how psychotherapy training might have to incorporate issues related to remote psychotherapy.
{"title":"Accessibility at What Price? Therapists’ Experiences of Remote Psychotherapy with Children and Adolescents During the COVID-19 Pandemic","authors":"A. Erlandsson, David Forsström, A. Rozental, A. Werbart","doi":"10.1080/15289168.2022.2135935","DOIUrl":"https://doi.org/10.1080/15289168.2022.2135935","url":null,"abstract":"ABSTRACT Psychotherapy has traditionally been delivered in person, but recent technological advances have made it possible to conduct remote treatments. There is currently strong evidence for the efficacy of guided self-help with online support from a therapist, but less is known about video-mediated psychotherapy. The COVID-19 pandemic has however forced many therapists to provide remote treatments. This transition might be especially trying for therapists of children and adolescents, but their experiences are underexplored. This study aimed to investigate their perceptions of video-mediated psychotherapy. Semi-structured interviews were conducted with 16 therapists and analyzed using thematic analysis. The therapists described how they struggled with technical and ethical issues and tried to overcome the loss of their usual therapeutic tools. They were concerned that the online format led to less effective treatments or could have negative effects, even if it might increase care availability. Generally, they felt frustrated, inadequate, and stressed, and experienced less job satisfaction. The therapists concluded that video-mediated sessions might be a good alternative for children and adolescents – provided the therapists themselves could determine for whom and when to offer video sessions. Implications of their experiences are discussed, including how psychotherapy training might have to incorporate issues related to remote psychotherapy.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"69 1","pages":"293 - 308"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79032016","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 : 2022-10-02DOI: 10.1080/15289168.2022.2132044
K. Barish
Jack and Kerry Kelly Novick, along with Denia and Thomas Barrett and an international group of child and adolescent psychoanalysts, have given us two unique and important books on the psychoanalytic treatment of children and adolescents. Both Casebooks present detailed therapeutic work, followed by commentaries and editorial reflections. All of the therapists and discussants are anonymous, ensuring greater confidentiality and allowing more in-depth descriptions of the therapeutic process.
{"title":"Review: Two Casebooks on Child and Adolescent Therapy","authors":"K. Barish","doi":"10.1080/15289168.2022.2132044","DOIUrl":"https://doi.org/10.1080/15289168.2022.2132044","url":null,"abstract":"Jack and Kerry Kelly Novick, along with Denia and Thomas Barrett and an international group of child and adolescent psychoanalysts, have given us two unique and important books on the psychoanalytic treatment of children and adolescents. Both Casebooks present detailed therapeutic work, followed by commentaries and editorial reflections. All of the therapists and discussants are anonymous, ensuring greater confidentiality and allowing more in-depth descriptions of the therapeutic process.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"26 1","pages":"361 - 366"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90372816","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 : 2022-10-02DOI: 10.1080/15289168.2022.2138690
Ionas Sapountzis, J. Wainstein, Jennifer K. Pereira, Kirkland C. Vaughans, Nicole Daisy-Etienne, Yvette M. Jones
ABSTRACT The Weaving Thoughts (WT) peer group process is a method for eliciting insight that is used by analytic groups in Europe. The process involves the presentation of a therapy session to a group of colleagues who know nothing about the case and share their reactions and associations after the presentation of the session. This paper offers an account of the use of the WT group process at a university-run school-based community clinic, the Derner Hempstead Child Clinic. Through the use of the WT group process the directors and supervisors of the clinic were able to create a nested mentalization frame that was experienced as supportive by student therapists, faculty supervisors and administrators.
{"title":"Using the Weaving Thoughts Peer Supervision Method to Generate a Nested Mentalization Frame: The DHCC Experience","authors":"Ionas Sapountzis, J. Wainstein, Jennifer K. Pereira, Kirkland C. Vaughans, Nicole Daisy-Etienne, Yvette M. Jones","doi":"10.1080/15289168.2022.2138690","DOIUrl":"https://doi.org/10.1080/15289168.2022.2138690","url":null,"abstract":"ABSTRACT The Weaving Thoughts (WT) peer group process is a method for eliciting insight that is used by analytic groups in Europe. The process involves the presentation of a therapy session to a group of colleagues who know nothing about the case and share their reactions and associations after the presentation of the session. This paper offers an account of the use of the WT group process at a university-run school-based community clinic, the Derner Hempstead Child Clinic. Through the use of the WT group process the directors and supervisors of the clinic were able to create a nested mentalization frame that was experienced as supportive by student therapists, faculty supervisors and administrators.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"70 2 1","pages":"349 - 360"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77936485","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：