Pub Date : 2023-01-02DOI: 10.1080/0075417X.2023.2182338
A. Spiliadis
In this paper
在本文中
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Pub Date : 2023-01-02DOI: 10.1080/0075417X.2023.2181847
Alexandra de Rementeria
As child psychotherapists we are familiar with thinking about the influence of environmental factors in our clinical work. But what do we mean when we refer to the ‘external environment’, are we referring to the maternal, paternal, or family environment? Or are we referring to broader aspects, such as culture, class, race, racism, inequality and poverty, the impact of Brexit and immigration controls, wars and the climate emergency? A common experience many of us as child psychotherapists have faced, when raising such issues, is to be told that our focus has strayed away to the external world, when our attention, as psychoanalytic practitioners, should be on the internal world . . . There is also a wider question we are curious about and want to explore further: is there any meaningful division between internal and external in psychoanalytic thinking? How do we think of this division? And if we believe – as we do in the JCP – that the external and the political should be at the centre of our thinking, rather than an occasional ‘add on’, how do we ensure this is the case? Frosh and Baraitser (2008) (cited in Morgan, 2021) claim that it is an important political act to challenge the theoretical division of what phenomenologically cannot be divided as ‘the warp and the weft’ (p. 383) of the fabric of being. However, Morgan also puts forward Hoggett’s (2008) challenge to this, which is that ‘internal and external worlds, while overlapping and mutually constituting, are also irreducible to one another, each governed by its own rules of structure formation . . . the hyphen in psychosocial signifies a difference that cannot be dissolved’ (p. 383). Whatever each therapist’s position on this debate, all our work is inevitably done within the context of myriad psycho-social elements, coming from us, from our patients, and from the wider environments around us. We are keen to think both about why this is a challenging area, and how we can work towards improvements in our practice.
{"title":"Editorial","authors":"Alexandra de Rementeria","doi":"10.1080/0075417X.2023.2181847","DOIUrl":"https://doi.org/10.1080/0075417X.2023.2181847","url":null,"abstract":"As child psychotherapists we are familiar with thinking about the influence of environmental factors in our clinical work. But what do we mean when we refer to the ‘external environment’, are we referring to the maternal, paternal, or family environment? Or are we referring to broader aspects, such as culture, class, race, racism, inequality and poverty, the impact of Brexit and immigration controls, wars and the climate emergency? A common experience many of us as child psychotherapists have faced, when raising such issues, is to be told that our focus has strayed away to the external world, when our attention, as psychoanalytic practitioners, should be on the internal world . . . There is also a wider question we are curious about and want to explore further: is there any meaningful division between internal and external in psychoanalytic thinking? How do we think of this division? And if we believe – as we do in the JCP – that the external and the political should be at the centre of our thinking, rather than an occasional ‘add on’, how do we ensure this is the case? Frosh and Baraitser (2008) (cited in Morgan, 2021) claim that it is an important political act to challenge the theoretical division of what phenomenologically cannot be divided as ‘the warp and the weft’ (p. 383) of the fabric of being. However, Morgan also puts forward Hoggett’s (2008) challenge to this, which is that ‘internal and external worlds, while overlapping and mutually constituting, are also irreducible to one another, each governed by its own rules of structure formation . . . the hyphen in psychosocial signifies a difference that cannot be dissolved’ (p. 383). Whatever each therapist’s position on this debate, all our work is inevitably done within the context of myriad psycho-social elements, coming from us, from our patients, and from the wider environments around us. We are keen to think both about why this is a challenging area, and how we can work towards improvements in our practice.","PeriodicalId":43581,"journal":{"name":"JOURNAL OF CHILD PSYCHOTHERAPY","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841909","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: 10.1080/0075417x.2022.2161002
Helen Sussman
ABSTRACT This paper draws on the author’s own experience of becoming a parent during the Covid-19 pandemic as a starting point from which to explore, and consider, how the experience of new parenthood was profoundly affected by the unusual and challenging circumstances created by the pandemic. Using a psychoanalytic lens, the author considers the legacy effects of Covid-19 restrictions and the atmosphere of heightened anxiety and danger, on the families who welcomed their first child in 2020 or 2021. The paper brings into focus the simultaneous experience of increased isolation and the withdrawal of support that would ordinarily be offered to new parents, along with the increased opportunities for closeness and early bonding this might bring, and considers how these factors might interrelate. It considers the changes to fatherhood that the pandemic created, and examines the benefits as well as pitfalls of the unusual circumstances brought about by successive lockdowns in the UK. The paper also explores the role that child psychotherapy has, as a profession, to examine and understand this experience for new parents and children born in the pandemic.
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Pub Date : 2023-01-02DOI: 10.1080/0075417x.2023.2178024
Alexandra de Rementeria
{"title":"‘Quietly subversive’: the selected works of Dilys Daws","authors":"Alexandra de Rementeria","doi":"10.1080/0075417x.2023.2178024","DOIUrl":"https://doi.org/10.1080/0075417x.2023.2178024","url":null,"abstract":"","PeriodicalId":43581,"journal":{"name":"JOURNAL OF CHILD PSYCHOTHERAPY","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44500907","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 : 2022-09-02DOI: 10.1080/0075417X.2022.2138943
R. Holloway
ABSTRACT The future development of psychoanalysis relies on our ongoing ability to make readily available our most recent clinical discussions and related theoretical developments. However, to publish ethically, we must also be aware of the ‘unboundaried’ nature of the current digital world, and the implication that what we write will be widely accessible, including being accessible to those patients we are writing about. The upshot of this is the need to seek informed and signed consent from those patients we write about and offer to provide them with a draft of what we write. This contribution considers the difficulties in seeking informed consent, and offers some suggestions for dealing with these difficulties.
{"title":"Consent for publication and the future of psychoanalysis","authors":"R. Holloway","doi":"10.1080/0075417X.2022.2138943","DOIUrl":"https://doi.org/10.1080/0075417X.2022.2138943","url":null,"abstract":"ABSTRACT The future development of psychoanalysis relies on our ongoing ability to make readily available our most recent clinical discussions and related theoretical developments. However, to publish ethically, we must also be aware of the ‘unboundaried’ nature of the current digital world, and the implication that what we write will be widely accessible, including being accessible to those patients we are writing about. The upshot of this is the need to seek informed and signed consent from those patients we write about and offer to provide them with a draft of what we write. This contribution considers the difficulties in seeking informed consent, and offers some suggestions for dealing with these difficulties.","PeriodicalId":43581,"journal":{"name":"JOURNAL OF CHILD PSYCHOTHERAPY","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45086510","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 : 2022-09-02DOI: 10.1080/0075417X.2022.2138944
E. Morgan
In this collection of papers, I feel we are privileged to hear how colleagues shape their internal flow of thoughts and ideas, based on clinical encounters, into something that can be expressed creatively in words and therefore shared in publication. With sensitivity and rigour, the authors engage with the question of how we might go about gaining informed consent and other important aspects of writing and publishing clinical material. Anagnostaki (2022) draws our attention to the importance of ‘trust’ in the psychoanalytic relationship with our patients and their families, and colleagues. This put me in mind of a parent I got to know very well, over several years, in a previous role working in a hospital school, before my clinical training, and whose nursery aged child I had imagined I’d like to write about one day. When I approached the parent about the possibility of gaining consent to publish, it was given with total compliance, verging on passivity. They agreed I could write whatever I liked about the child, now or in the future. As Anagnostaki asks in relation to ‘Jason’s’ family, was ‘agreement’ in fact a sort of denial? And if so, if it was a way of avoiding something, how can this be understood as ‘informed’ in any way? This concerned me. In my case, I had not asked the child how they felt about the idea of me writing about them one day. In retrospect, these events had undermined my own trust in my relationship to the family. My experience of trying to communicate my ambition to write about them posed questions in my mind about the power differentials between a professional and a family, who had become institutionalised, having been in hospital for months at a time, dependent on professionals. Whilst still working actively with a patient, Holloway (2022) suggests that one way of engaging our patients in the process of gaining informed consent and writing for publication is in the collaborative act of ‘co-writing’. This offers an opportunity for the experience to become an aspect of the therapeutic encounter. Yet, Holloway acknowledges that this will not always be appropriate, particularly within the context of abuse or serious psychotic illness. This reminded me of one of my own intensive training cases. I’d often had the thought, ‘what a brilliant case this would be to share with colleagues’, and yet I felt visceral unease about even entertaining the idea. ‘In whose interest would this be?’ I thought when probing deeper. There will be instances when we need to face the reality that not all patients’ stories can be told, for important clinical and ethical reasons. To get around these issues we may create composite cases.
{"title":"Response piece from a delegate at the symposium","authors":"E. Morgan","doi":"10.1080/0075417X.2022.2138944","DOIUrl":"https://doi.org/10.1080/0075417X.2022.2138944","url":null,"abstract":"In this collection of papers, I feel we are privileged to hear how colleagues shape their internal flow of thoughts and ideas, based on clinical encounters, into something that can be expressed creatively in words and therefore shared in publication. With sensitivity and rigour, the authors engage with the question of how we might go about gaining informed consent and other important aspects of writing and publishing clinical material. Anagnostaki (2022) draws our attention to the importance of ‘trust’ in the psychoanalytic relationship with our patients and their families, and colleagues. This put me in mind of a parent I got to know very well, over several years, in a previous role working in a hospital school, before my clinical training, and whose nursery aged child I had imagined I’d like to write about one day. When I approached the parent about the possibility of gaining consent to publish, it was given with total compliance, verging on passivity. They agreed I could write whatever I liked about the child, now or in the future. As Anagnostaki asks in relation to ‘Jason’s’ family, was ‘agreement’ in fact a sort of denial? And if so, if it was a way of avoiding something, how can this be understood as ‘informed’ in any way? This concerned me. In my case, I had not asked the child how they felt about the idea of me writing about them one day. In retrospect, these events had undermined my own trust in my relationship to the family. My experience of trying to communicate my ambition to write about them posed questions in my mind about the power differentials between a professional and a family, who had become institutionalised, having been in hospital for months at a time, dependent on professionals. Whilst still working actively with a patient, Holloway (2022) suggests that one way of engaging our patients in the process of gaining informed consent and writing for publication is in the collaborative act of ‘co-writing’. This offers an opportunity for the experience to become an aspect of the therapeutic encounter. Yet, Holloway acknowledges that this will not always be appropriate, particularly within the context of abuse or serious psychotic illness. This reminded me of one of my own intensive training cases. I’d often had the thought, ‘what a brilliant case this would be to share with colleagues’, and yet I felt visceral unease about even entertaining the idea. ‘In whose interest would this be?’ I thought when probing deeper. There will be instances when we need to face the reality that not all patients’ stories can be told, for important clinical and ethical reasons. To get around these issues we may create composite cases.","PeriodicalId":43581,"journal":{"name":"JOURNAL OF CHILD PSYCHOTHERAPY","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45012645","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 : 2022-09-02DOI: 10.1080/0075417X.2022.2127839
Rachel Acheson
to for mental health screen time, vice versa. social media use is associated with mental health in young people but underlying processes are not well understood. i) assesses whether social media use is associated with adolescents’ depressive symptoms, and ii) investigates multiple potential explanatory pathways via online harassment, sleep, self-esteem and body image. We used population based data from the UK Cohort Study on 10,904 14 year olds. Multivariate regression and path used to examine associations between social media use and depressive symptoms. with 1–3 daily use: 3 < 5 h 26% increase in scores vs h for and Methods: The data were from 2 nationally representative Health Behaviour in School-aged Children (2010, 2014) surveys across 44 European and North American countries. Psychosomatic health was assessed using 8 complaints and dichotomized as high or low. Discretionary time spent on passive (e.g., TV) and mentally active (e.g., electronic games, computer use) screen-based activities was categorized into 3 groups. Data were analyzed in 2021. Results: The study included 414,489 adolescents (average age, 13.6 [SD=1.63] years; 51.1% girls). Multilevel modeling showed that psychosomatic complaints increased monotonically once all forms of screen time exceeded 2 hours/day. Adolescents reporting high (>4 hours/day) TV time, compared with those reporting low (≤2 hours/day), had higher odds of reporting psychosomatic complaints with 67% higher odds (OR=1.67, 95% CI=1.62, 1.72) in boys and 71% (OR=1.71, 95% CI=1.66, 1.75) in girls. High electronic game use was associated with psychosomatic complaints, with odds being 78% higher in boys (OR=1.78, 95% CI=1.73, 1.84) and 88% higher in girls (OR=1.88, 95% CI=1.82, 1.94). Similar associations were found between computer use and psychosomatic complaints. Conclusions: Passive and mentally active screen time are adversely associated with psychosomatic complaints in a dose-dependent manner, with associations slightly stronger for active than passive screen time. This study supports limiting any type of screen time, either passive or active, to 2 hours/day to foster of used. during bedtime hours to minimize any harmful effects of screen time on sleep and wellbeing. Future research better account for the methodological limitations of the extant studies, and seek to better understand the magnitude and mechanisms of the association. These steps will help the development and implementation of policies or interventions related to screen time among youth. Evidence suggests that chronic sensory stimulation via excessive exposure to screen timemay affect brain development in negative ways. Excessive smartphone use may increase therisk of cognitive, behavioral, and emotional disorders in adolescents and young adults thatalso has the potential to increase the risk of early onset dementia in late adulthood. Thisscoping review assessed theoretical and empirical evidence for the relationships betweenexcessive screen t
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Pub Date : 2022-09-02DOI: 10.1080/0075417x.2022.2137836
J. Davids
ABSTRACT Writing and publishing have always confronted the clinician writer in the child and adolescent field with the dilemmas of confidentiality and consent. This is never more so than in our contemporary digital era, where access to publication of the intensely private can be just a tap of the finger away. This paper discusses the different kinds of clinical writing, and describes the author’s concepts of consent anxiety and writing through. The dynamics of reading or hearing others’ clinical work are described and discussed. The paper concludes that there are no simple guidelines; the clinical writer has to weigh up the risks versus the protective factors for each publication. The need to seek consent and show the patient the material may cast important light on the intersubjective nature of the therapeutic action in this new era of publication.
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Pub Date : 2022-09-02DOI: 10.1080/0075417X.2022.2133156
Judith Edwards
ABSTRACT This paper looks at the role of fathers in the family. Structured around three poems, it emphasises the need for a triangular structure in the mind, enabling the child (and any individual) to look at ‘reality’, internal and thus external too, from a third position. The Oedipal situation, what Hanna Segal called ‘the core complex’, lies deep within the mind of any individual, and continues to have vital relevance in the lives of modern families. Clinical material is included in the paper to illustrate the points made.
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Pub Date : 2022-09-02DOI: 10.1080/0075417X.2022.2136230
Alison Roy
ABSTRACT This paper was presented at the Association of Child Psychotherapy (ACP) annual conference, alongside images of birds’ nests of all shapes and sizes, to illustrate their versatile and unique qualities specifically required for their young. It explores the experience of parenting children who come from ‘other’ worlds, with a focus on adoptive parents, and examines how parenting, or being parented by someone who appears to be so very different to ourselves, can be extremely complicated and can cause significant distress. The paper will refer to some of the challenges of being good enough or secure enough, when it comes to building ‘home’ or nest. These challenges are also experienced by professionals, who can feel that they have limited resources to offer these children given their complex needs. It can feel as though they are continuing the cycle of deprivation, balancing on the edge of the nest with vulnerable fledglings, and preparing them for flight which they may not yet be ready for. These themes are also relevant when considering the context and ‘edginess’ of our times – coming out of the pandemic, many of us have had the experience of being cast out of the workplace and other connected or communal spaces, feeling less protected at home, while being exposed to more of the threat normally held within our clinics. We have all found ourselves living in a changed world.
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