Praxis Der Kinderpsychologie Und Kinderpsychiatrie最新文献

Ever since, people live in contact with nature and animals, even in relatively non-utilitarian ways. Erich Fromm and Edward Wilson termed this human universal "Biophilia". But why different species can live together in a social way, is explained by a "common social toolbox" of neural, psychological and physiologicalmechanisms, which evolved over phylogeny.Major components of this toolbox are found in the vertebrate brain, which evolved over the past 600 million years in a succession of key innovations and conservative preservation.The tegmental and diencephalic brain hosts a 450 million year old, structurally and functionally virtually unchanged "social network" which, in crosstalk with the mammalian prefrontal cortex or the analogous bird forebrain, enables complex social behaviour - within as well as between species. In addition, this toolbox features common principles of behavioural organization, including the expression and reading of emotions, as well as shared emotional, stress and calming systems. Such a common ground for social behaviour also explains the potential effectiveness of animal-assisted interventions in a wide range of pedagogic and therapeutic settings. However, positive effects aremostly revealed by experience and plausibility, whereas studies on animal- assisted activities and interventions according to biomedical scientific standards are still rare.

Attachment theory is known as an important therapeutic foundation. Establishing a secure attachment to a caregiver is equally relevant for the mental health of both humans and dogs. A bond can be formed between humans and dogs that is comparable to the attachment between mother and child. Patients with adverse attachment experiences often struggle to maintain stable relationships due to internal working models. Building a therapeutic alliance can also be challenging. On the other hand, establishing a relationship with a dog seems to be successful for patients with adverse attachment experiences. Inclusion of a therapy dog provides them with the opportunity for experiences of trustful relationships.These experiences can then be transferred to the therapist. Later on, internal working models of the patients can indeed come into play in the relationship with the dog. The resulting patterns of relationship can become visible in the interaction with the dog. Within the therapeutic triade of patient, therapy dog and therapist, these patterns can be reflected and integrated into the therapy process. However, achieving this requires a targeted and professionally grounded use of the dog. If dogs are employed with a therapeutic purpose but without professional guidance, there is a risk of reestablishing insecure attachment patterns, which could potentially lead to more disadvantages than benefits for both humans and dogs.

The article describes how a dog can be integrated into a psychotherapeutic process. Dogs react to momentary moods and functional abilities of patients and therapists and help shape an emerging "scene" according to their assessment if they are free to express themselves and are not reduced to a function.The therapist can verbalize the patient's way of shaping the interactions and use it to promote the ability tomentalize. Central therapeutic techniques are "reflective seeing", reflection on the scene and the therapist's attitude. After the general description of the concept, the special features of therapy with children and their caregivers are presented.

The effects of horses and dogs on disorder-specific behavior were examined in amovement-oriented behavioral training for children and adolescents with attention-deficit/hyperactivity disorders. This was done using two behavioral experiments, a two-group experimental plan and a three-group experimental plan, in a within-subject design. In small group settings (3-4 subjects), a total sample of N = 13 was examined in two experiments. In Experiment I, an equineassisted therapy session was compared to a therapy session using an additional person as a control condition (the horse is replaced by a sports student).This experiment was carried out three times in a small group setting with a total of nine subjects (n = 9). In Experiment II, an equineassisted therapy session was compared to a dog-assisted therapy session, using an additional person as a control condition (sports student). Experiment II (n = 4) was carried out once with a small group. In both experiments, symptom-oriented behavior was assessed by Conner's scales and by physical activity measured using accelerometry. As a control variable, the attitudes towards horses, dogs, and sports teachers were recorded by drawings and verbal statements.The results show that in both experiments, the equine-assisted therapy session reduced symptom behavior.The results of accelerometry indicate a superiority of equine-assisted interventions, as physical activity in the equine-assisted setting was lower than in the settings assisted by dog or human, which is considered a desired behavior change in hyperactivity.

The COVID-19 pandemic caused more adolescents with a pathological narcissistic personality to seek clinical as well as psychotherapeutic treatment due to suicidal crises, breakdown of social functioning and inability to continue school attendance. Recent study results show that youth with personality disorders (pd) had more trouble returning to school and to everyday life following pandemic related closures of schools. In a sample of adolescent patients with pd who were treated with transference focused psychotherapy (TFP-A) in a day-clinic programsignificantlymore juveniles remained absent fromschool during the pandemic then pre-pandemic. Only 42 % of the adolescents from the pandemic-group returned to school as a result of the treatment in comparison to 53%of the juvenile patients who returned to school after being treated before the pandemic. This might be explained by the specific effect the pandemic had on adolescents with narcissistic pd and their problem with being treated. Unfortunately, there is still hesitance in diagnosing and investigating narcissistic personality pathology in adolescence despite the knowledge that the early diagnosis and specified treatment could prevent unfavorable pathways and chronification of their severe problems. Changes in the conceptualization of pd in ICD-11 and DSM-5 enable a differentiated diagnosis beginning in late childhood. Furthermore, there are specialized manualized treatment approaches for adolescents with pd. This paper aims at illustrating the specific characteristics of narcissistic pd in youth as well as describing the symptom aggravation following the pandemic. It also points out the possibilities of a modified specialized treatment approach based on transference focused psychotherapy. Further research is needed to improve diagnostic and therapeutic modifications for juveniles with pd.