Child Psychotherapy

"Boris Levinson was the first professionally trained clinician to formally introduce and document the way that companion animals could hasten the development of a rapport between therapist and patient, thereby increasing the likelihood of patient motivation. The original edition of this fascinating book was the first work to document "pet-oriented psychotherapy." That text is reproduced here in its original form; furthermore, in order to update and revise the text, footnotes have been added to identify and highlight research and practices which have occurred since the book was first published in 1969. Also, a list of resources now appears in the appendix. This classic work has universal appeal, from human service practitioners, health and mental health practitioners, to educators in social work, psychology, nursing, veterinary medicine and counseling."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Print+CourseSmart

"The relational and the developmental point of view have never been brought together in an adequate way. This up-to-date scholarly, yet practical, integration opens a new vista within relational psychoanalysis and pioneers a fresh approach in the psychoanalytic treatment of children and adolescents. It is a work of great and lasting value to the field." —Peter Fonagy Child therapists practicing today are faced with the challenge of developing a coherent theory and technique while drawing on a number of diverse traditions as disparate as psychoanalysis, behavior therapy, and family systems theory. This diversity presents child therapists with a rich background, but it also presents a formidable complexity to be integrated into their therapeutic work. This book develops such an integration, offering a complete overview of issues currently being addressed by clinicians and theoreticians, and exploring various relational models and their implications for treatment. The authors bring to light the critical issues of clinical practice with children and offer powerful new models for child psychotherapists. The problems and strategies for approaching the clinical relationship between child and therapist, as well as that between parent and therapist, are examined in depth. The authors also explore the clinical setting versus the role of the therapist in the extra-clinical context of a child’s life, the therapeutic aspects of play, and the unique behaviors of children manifested in the therapeutic environment.

Contemporary Child Psychotherapy: Integration and Imagination in Creative Clinical Practice demonstrates the step-by-step process of developing the depth of understanding, creativity, knowledge and skill that underpin a modern integrative child psychotherapist. Portrayed is a flexible model that is fluid and evolving, bringing together traditional, long-held ideas with fresh perspectives and up-to-date research. In bringing together psychoanalytic theory, attachment theory, trauma theories, the arts and creativity, neuroscience and the body, a rich framework is created. From this, the individual integrative child psychotherapist can choose the interventions which best foster the emotional development of each unique child and their parents today.

Developmental Perspectives in Child Psychoanalysis and Psychotherapy incorporates recent innovations in developmental theory and research into our understanding of the nature of change in child psychotherapy. Diverse psychoanalytic ideas and individual styles are represented, challenging the historical allegiance in analytic child therapy to particular, and so often singular, schools of thought. Each of the distinguished contributors offers a conceptually grounded and clinically rich account of child development, addressing topics such as refl ective functioning, the role of play, dreaming, trauma and neglect, the development of recognition and mutuality, autism, adoption, and non- binary conceptions of gender. Extended clinical vignettes offer the reader clear vision into the convergence of theory and practice, demonstrating the potential of psychoanalytic psychotherapy to move child development forward. This book will appeal to all practicing mental health professionals.

This book provides access to classic papers from the early years of the Journal - papers previously difficult to obtain. The papers are grouped thematically to cover the entire range of work represented in the journal: theoretical, clinical, applied.

This book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools. The book begins by looking at children’s emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parent–child interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, featuring a school for children with severe physical and cognitive disabilities; a primary pupil referral unit; and a therapeutic school. These chapters show psychotherapy with a non-verbal boy with autism; therapy groups with children who have missed out on the building blocks of development alongside reflective groups for school staff; and child psychotherapy approaches at lunchtime and in breaks, with insights from a parent, a clinical lead nurse, a head teacher, and a child psychotherapist. Finally, there is an evaluation of evidence about the impact of child psychotherapy within primary schools. Recognizing the increasing importance of attending to the emotional difficulties of children whose relationships and learning are in jeopardy, this book will be invaluable to all those working in primary schools, to commissioners of child mental health services, to parents and carers, and to experienced and training clinicians.

Evidence-based and effective clinical homework for adolescent clients and their caregivers In the newly updated sixth edition of The Adolescent Psychotherapy Homework Planner, a team of distinguished practitioners delivers a time-saving and hands-on practice tool designed to offer clients valuable homework assignments that will further their treatment goals for a wide variety of presenting problems. The Homework Planner addresses common and less-common disorders—including anxiety, depression, substance use, eating, and panic—allowing the client to work between sessions on issues that are the focus of therapy. This book provides evidence-based homework assignments that track the psychotherapeutic interventions suggested by the fifth edition of The Adolescent Psychotherapy Treatment Planner. They are easily photocopied, and a digital version is provided online for the therapist who would prefer to access them with a word processor. The Homework Planner also offers: Cross-referenced lists of suggested presenting problems for which each assignment may be appropriate (beyond its primary designation) Several brand-new assignments, as well as adapted assignments that have been shortened or modified to make them more adolescent-client-friendly Homework assignments for the parents of adolescents in treatment, assignments for the adolescents themselves, and assignments for parents and adolescents to complete together An essential and practical tool for therapists and practitioners treating adolescents, The Adolescent Psychotherapy Homework Planner, Sixth Edition will benefit social workers, psychologists, psychiatrists, and other clinicians seeking efficient and effective homework tools for their clients.