Developmental Perspectives In Child Psychoanalysis And Psychotherapy

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.

The Importance of Play in Early Childhood Education presents various theories of play and demonstrates how it serves communicative, developmental, and relational functions, highlighting the importance and development of the capacity to play in terms useful to early childhood educators. The book explicitly links trauma, development, and interventions in the early childhood classroom specifically for teachers of young children, offering accessible information that can help teachers better understand the meanings of children’s expressive acts. Contributors from education, psychoanalysis, and developmental psychology explore techniques of play, how cultural influences affect how children play, the effect of trauma on play, factors that interfere with the ability to play, and how to apply these ideas in the classroom. They also discuss the relevance of ideas about playfulness for teachers and other professionals. The Imprtance of Play in Early Childhood Education will be of great interest to teachers, psychoanalysts, and psychotherapists as well as play therapists and developmental psychologists.

Is play only a children’s activity? How is the spontaneous play of adults expressed? What is the difference between “play” and “game”? What function does play have during war? Play:Psychoanalytic Perspectives, Survival and Human Development explores the importance of play in the life of the individual and in society. Most people associate psychoanalysis with hidden and “negative” instincts, like sexuality and aggressiveness, very seldom with “positive urges” like the importance of love and empathy, and almost never with play. Play, which occupies a special place in our mental life, is not merely a children’s activity. Both in children and adults, the lack of play or the incapacity to play almost always has a traumatic cause – this book also shows the crucial importance of play in relation to the survival in warfare and during traumatic times. In this book Emilia Perroni argues that whether we regard play as a spontaneous creation or whether we see it as an enjoyable activity with defined rules (a game), that it is impossible to conceive human existence and civilization without it. The papers collected in this book are the results of the research offered on the subject of play by several Israeli therapists from different psychoanalytic schools Freudian, Jungian, Kleinian, Winnicottian and Self-Psychology. Other contributions are from Israeli researchers and academics from various fields such as literature, music, art, theatre and cinema, contemporary psychoanalysis and other disciplines. Play: Psychoanalytic Perspectives, Survival and Human Development offers new ways to think about, and understand, play as a search for meaning, and as a way of becoming oneself. This book will be of interest to psychoanalysts, researchers, therapists, parents, teachers and students who are interested in the application of psychoanalytic theory to their fields including students of cultural studies, art, music, philosophy. Emilia Perroni is a clinical psychologist, supervisor at the School of Psychoanalytic Psychotherapy at the University of Tel Aviv and the Bar Ilan University. She has a private practice in Jerusalem and in Tel Aviv. She is a member of the Israeli Association of Psychoanalytic Psychotherapy, the Israeli Association of Psychotherapy, she is an Associated-Member of the Israeli Institute of Jungian Psychology, and Research Fellow at the Van Leer Institute in Jerusalem.

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.

The mainstream upper-level undergraduate textbook designed for first courses in Developmental Psychopathology Developmental Psychopathology provides a comprehensive introduction to the evolving scientific discipline that focuses on the interactions between the biological, psychological, behavioral, and social contextual aspects of normal and abnormal human development. Designed for advanced undergraduates and early graduate students with no previous engagement with the subject, this well-balanced textbook integrates clinical knowledge and scientific practice to help students understand both how and why mental health problems emerge across the lifespan. Organized into four parts, the text first provides students with essential background information on traditional approaches to psychopathology, developmental psychopathology (DP), normal development, and insecure attachment. The next section addresses attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and other problems emerging in childhood. Part III covers problems that arise in adolescence and young adulthood, such as depression, suicide, eating disorders, and schizophrenia. The text concludes with a discussion of special topics such as the relation between pathopsychological issues and divorce, separation, and loss. Each chapter includes a visual demonstration of the DP approach, a clinical case, further readings, and discussion questions. Developmental Psychopathology: Presents a coherent organization of material that illustrates the DP principle of cutting across multiple levels of analysis Covers common psychopathological problems including antisocial behavior, substance use disorders, fear and anxiety, and emerging personality disorders Features integrative DP models based on the most recent research in psychopathological disorders Provides instructors with a consistent pedagogical framework for teaching upper-level students encountering the discipline for the first time Developmental Psychopathology is the perfect textbook for advanced undergraduate or graduate courses in Child Psychopathology, Abnormal Child Psychology, Clinical Psychology, and Family Dynamics and Psychopathology.

"Psychoanalytic Perspectives on Developmental Psychology" explores the growing areas of mutual influence between psychoanalytic theory and the study of human development. /// This volume explores the shift in the psychodynamic conceptualization of the infant-caretaker relationship toward the active role of the child, and the reciprocal influence between parent and child--and, by extension, between therapist and patient. Developmental psychologists now use the language of object relations theory to describe how psychoanalytic thinking has shaped studies of identity development and the construction of self-concept. /// The empirical research examined in this volume highlights the expansion of psychoanalytic theory from infant and child development to a lifespan view, recognizing important developmental milestones throughout adolescence and adulthood and into the realm of aging. (PsycINFO Database Record (c) 2004 APA, all rights reserved).

What do mothers want and need from their parenting partners, their extended families, their friends, colleagues, and communities? And what can mental health professionals do to help them meet their daunting responsibilities in the contemporary world? The talented contributors to What Do Mothers Want? address these questions from perspectives that encompass differences in marital status, parental status, gender, and sexual orientation. Traversing the biological, psychological, cultural, and economic dimensions of mothering, they provide a compelling brief on the perplexing choices confronting mothers in the contemporary world. Of course, mothers most basically want their children to be safe and healthy. But to this end they want and need many things: caring partners, intergenerational and community support, a responsive workplace, public services, and opportunities to share their experiences with other mothers. And they want their feelings and actions as mothers to be understood and accepted by those around them and by society at large. The role of psychotherapy in reaching these latter goals is taken up by many of the contributors. They reflect on the special psychological challenges of pregnancy, birth, and the arrival of a newborn into a couple’s (whether hetero- or homosexual) life, and they address new venues of therapeutic assistance, such as brief low-cost therapy for at-risk mothers and infants and group interventions to help couples grow into the new role of parental couples.

Like hiking off the well-traveled trail, attempting to bridge foreign do mains of research and practice entails certain risks. This volume repre sents an effort to explore the relatively uncharted territory of cognitive and social-cognitive processes embedded in child psychotherapy. The territory is largely uncharted, not because of a lack of interest in children and cognition, but because child psychotherapy has been chronically neglected by clinical researchers. For example, recent meta-analyses of the effectiveness of child psychotherapy draw on less than 30 non behavioral studies of child psychotherapy conducted over a 30-year period. The average of one study per year pales in comparison to the volume of research on adult psychotherapy. Moreover, research exam ining cognitive, affective, and language processes in child psycho therapy is virtually nonexistent. Consequently, the contributions to this volume should not be seen as reviews of an extant, clinical-research literature. Instead, they represent attempts to expand the more familiar and well-researched province of developmental psychology into the rel atively uncharted domain of child psychotherapy process. In addition to bridging the literature on child psychotherapy with research perspectives on children's cognitive and social-cognitive devel opment, this volume attempts to cross a second gap. Recent surveys of the utilization of psychotherapy research by practicing psychotherapists indicate the distance between these two domains is substantial. Only a small minority of practitioners find psychotherapy research to be a useful source of information for their practice.