DOCSLIB.ORG

1 Infant-Parent Psychotherapy in the Clinical World

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 Infant-Parent Psychotherapy in the Clinical World Infant-parent psychotherapy in the clinical world: An overview of principles and the range of evidence-based practices and practice-based evidence. Introduction. The practice of infant-parent psychotherapy within a team setting, serving a local high risk population, was probably one of the main starting points for the now world-wide infant mental health movement; although a psychoanalytic approach to the early development, emotional needs and treatment of infants was already widely established (e.g. Furman, 1951; Cramer, 1974; Lebovici, 1983; Mahler, Pine and Bergman, 1975; Spitz, 1951; Winnicott, 1965), building on a long history of psychoanalytic thought about infancy going back to before the second world war (see Willheim, 2013 for an overview). This form of service provision began with the pioneering work of Selma Fraiberg and her colleagues in the Child Development Project at the University of Michigan (1963-1979), where she was the professor of child psychoanalysis, having come from a long interest in applying psychodynamic thought to the development of young children (Fraiberg, 1959). In 1972 they created a psychoanalytically based service for struggling low income mothers, working in the family home rather than a clinic setting, calling it ‘kitchen sink therapy’ since from the beginning there was a hands-on element to their approach, engaging with what was happening in the moment and addressing as far as possible any negative issues in the physical as well as psychological world affecting the family. This initiative, and the clinicians trained within it, went on to form the nucleus of the Michigan Association for Infant Mental Health, which in turn led to the establishment of the international Infant Mental Health Journal and the creation of the World Association for Infant Mental Health with all its in-country subsidiaries across the world. Fraiberg moved to the University of California with colleagues Jeree Pawl and Alicia Lieberman in 1979 but tragically died of a brain tumour in 1982. Her work, though, lived on as it provided a dynamic template for the relationship-based training in infant-parent (and later child-parent) psychotherapy as developed by Liebermann and Van Horn (2008) in San Francisco. 1 The aim of Fraiberg’s service was to address both the multiple difficulties in the current living situation and the unconscious conflicts and core beliefs stemming from the mother’s early childhood experiences within her family of origin that might be distorting her perceptions of and interactions with her baby. At the original heart of infant-parent psychotherapy was the idea freeing the ‘baby in peril’ (Fraiberg, Adeleson and Shapiro, 1975: 403) by addressing the parent’s unconscious ‘ghosts in the nursery’, a graphic metaphor for unresolved conflicts from their own early childhood that are unconsciously being played out both in their relationship with their child and in what may be fixed beliefs about significant others and themselves – states of mind recapitulated within significant relationships. A more European tradition might speak of ‘fantasmatic interactions’ (Kreisler and Cramer, 1981) which are ‘unconscious ways of seeing, perceiving, and reacting to the baby that are rooted in the parents’ own early experiences as a child reawakened or reactivated by the baby’ (Lebovici, Barriguete and Salinas, 2002: 164). But whatever the terminology, it is the unconscious determinants of the parent-baby relationship that concern infant- parent psychotherapy, since ‘an infant has a profound and almost uncanny ability to evoke primitive, nonverbal, and deeply internalized relationships in his parents. The infant is an almost perfect transference object’ (Wright, 1985: 253). A mismatch between perception and reality is common and has happened to everyone, but when this might become a threat to a child’s development swift help is necessary. ‘In every nursery there are ghosts. They are visitors from the unremembered pasts of the parents; the uninvited guests at the christening’ (Fraiberg, Adeleson and Shapiro, 1975: 387). She and her team tied this into their philosophy of intervention, writing: ‘The key to our ghost story appears to lie in the fate of affects in childhood. Our hypothesis is that access to childhood pain becomes a powerful deterrent against repetition in parenting, while repression and isolation of painful affect provide the psychological requirements for identification with the betrayers and the aggressors’ (ibid: 420). Thus this was an approach that from the beginning set out to break the generational continuity of trauma. 2 However, although the focus on unresolved conflicts leading to misperceptions remains a central concept it is also over simplistic if this is the only factor worked with in treatment (it was not in Fraiberg’s team), since in a family struggling with multiple stressors there will always be many other equally important issues that disrupt the infant-parent relationship that should be addressed as well. The idea of a ‘multimodal’ provision is more productive and better suited to the clinical situation. ‘The therapist changes roles and techniques depending on the initial problem and how the situation evolves’ (Maldonado- Durán and Lartigue, 2002: 129). A multidisciplinary infant mental health team (obviously not using such a title for parents) with a choice of theoretical lenses leads to better understanding, more flexibility and access to a variety of techniques; one size will never fit all. ‘When therapists are trained to use different interventions, they can apply various strategies to specific clinical challenges, taking into account factors such as the family’s motivation to change, the infant’s particular problems, and realistic constraints of the situation …’ (ibid: 131). The multimodal team should, ideally, have the resources to address the infant’s current or prospective difficulties within the Russian Doll pattern of stepped relationships that applies to their unique situation. As below: 3 The metaphor of ghosts from the unremembered past continues to be a feature of descriptions of therapeutic work with parent and their very young children that fall under the all-embracing American term of Child-Parent Psychotherapy, which expands the work into the phase of toddlerhood and beyond when the balance of attention has to shift slightly. ‘The lasting imprint of the “ghosts in the nursery” model is manifested in CPP’s attention to the parent’s and child’s ongoing efforts to adapt to the characteristics of (1) their environment, (2) the psychological and relational origins of current mental health problems, and (3) the parent’s and child’s deployment of coping strategies and unconscious defence mechanisms for the purpose of self-protection against intolerable internal emotional states and external dangers’ (Lieberman, Dimmler and Ghosh Ippen, 2019: 490). The core task within this tradition is to unpack how the parent’s ongoing and past experiences and their implicit assumptions about parenting are influencing the feelings, behaviours, ideas and perceptions that are affecting their baby. An effect of past experience that may be invisible to the parent, manifest in the present will, without remediation, likely flow into the future. A parent’s selective interpretation, or perceptual biases, in tuning into and understanding her or his infant’s cues will shape the child’s burgeoning sense of self and their expectations of others. This is an insight-oriented approach, not invariably the best for every parent, and it should always be tempered with here and now support. Past the period of infancy proper, once the child inhabits a verbal world, this methodology also addresses the child’s internalised responses to trauma where what was once a defensive adaptation has become an interpersonal drawback. But there is a balance. These days infant-parent psychotherapists also look for strengths, especially the angels in the nursery - ‘messages of intrinsic goodness and unconditional love’ from the parent’s own childhood (Lieberman, Padron, Van Horn and Harris, 2005: 506) that once re- connected with will then have the potential to become a powerful emotional resource in the form of ‘benevolent influences that affirm and guard the course of development’ (ibid) that can continue to be internally accessed after the 4 therapy has ended. Hope comes from an identification with a protector or nurturer rather than with the aggressor. The same applies to self-esteem. Therapeutic focus. Infant-parent psychotherapy exists to enable the best possible relationship between caregiver and infant so that, in attachment terms, the former becomes a secure base and safe haven for the child and ceases to be the potential scaregiver of disorganized attachment. (The work is not limited to biological parents.) ‘While the infant’s mental health is the ultimate goal, the primary therapeutic focus of infant-parent psychotherapy involves the uncovering of unconscious links between the parent’s psychological conflicts and parenting practices that are gravely misatuned to the baby’s needs and derail the infant’s normative development’ (Lieberman, 2004: 98). However, much care has to be taken here that technique does not get in the way of always keeping the parent’s feelings and willingness to work within a therapeutic relationship in mind. If a parent finds it hard to engage with their baby then engaging with a therapist may well be difficult, possibly deeply threatening, and take time. If a parent feels defensive then they
Load more

Recommended publications
  • Working with Parents in Child Psychotherapy 209
    t._ 7 Working with Parents in ~ Child Psychotherapy Engaging the Reflective Function* Arietta Slade 7 it Introduction This paper is about working with the parents of children we treat in psychotherapy or psychoanalysis. It is organized around several basic premises. The first is that virtually all child therapists work-in some way or other-with the parents of the children they treat in psychotherapy. As I will describe later, this work takes many forms, such as separate meetings with parents as an ongoing part of the treatment, direct work with the parents instead of work with the child, or inclusion of parents in the therapy sessions themselves. These are but a few of the many permutations that are typically part and parcel of this work, all of which arise in some organic way out of the process of an ongoing treatment. There is certainly no single way * This paper evolved from a presentation originally made to the Canadian Asso­ ciation for Psychoanalytic Child Therapists in association with the Toronto Child Psychoanalytic Program, on September 28, 2002. Revised versions were presented to psychoanalytic institutes in and around the New York metropoli­ tan area, including the Institute for Psychoanalytic Training and Research, the Postgraduate Center for Mental Health, the Westchester Center for the Study of Psychoanalysis and Psychotherapy, and the William Alanson White Institute. I [ would like to thank the many colleagues who helped shape my thinking along the way, particularly Steve Tuber, Arnold Zinman, Phyllis Beren, Mary Target, and Peter Fonagy. \1 1 207 I I I 208 Arietta Slade of approaching this work that will be universally helpful to children and families.
    [Show full text]
  • The Public, the Private and the Corporation Paul N
    Marquette Law Review Volume 80 Article 2 Issue 2 Winter 1997 The Public, the Private and the Corporation Paul N. Cox Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Paul N. Cox, The Public, the Private and the Corporation, 80 Marq. L. Rev. 391 (1997). Available at: http://scholarship.law.marquette.edu/mulr/vol80/iss2/2 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. THE PUBLIC, THE PRIVATE AND THE CORPORATION PAUL N. Cox TABLE OF CONTENTS Preface ........................................... 393 I. Introduction to the Contractual and Communitarian Mod- els .......................................... 401 II. The Contractarian Perspective ..................... 411 A. The Contractual Theory of the Firm .............. 411 B. Individualist Contract and Neoclassical Contract .... 421 1. The Kantian Variation ...................... 422 2. The Humean Variation ..................... 425 3. The Hobbesian Variation .................... 431 4. Some General Distinctions .................. 434 5. Facilitation and Formalism .................. 450 III. The Communitarian Perspective .................... 470 A. Social Construction .......................... 474 B. Community and Morality ...................... 492 1. Communitarian Autonomy
    [Show full text]
  • SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE
    SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE SPECIALIZED PRACTICE CURRICULAR GUIDE for MACRO SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series Council on Social Work Education Alexandria, Virginia Copyright © 2018, Council on Social Work Education Published in the United States by the Council on Social Work Education, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any manner whatsoever without the prior written permission of the publisher. ISBN 978-0-87293-188-6 Council on Social Work Education 1701 Duke Street, Suite 200 Alexandria, VA 22314-3457 www.cswe.org Acknowledgments This document was developed through a collaborative partnership with the Council on Social Work Education (CSWE) and the Special Commission to Advance Macro Practice (SC) and with the generous support of the Fund for Social Policy Education and Practice (FSPEP). Additional support was provided by the following partner organizations: the Association for Community Organization and Social Administration (ACOSA), Influencing Social Policy (ISP), and the Network for Social Work Management (NSWM). COORDINATING FOCUS AREA TEAM COMMITTEE CHAIRS LEADERS Darlyne Bailey Bruce D. Friedman Bryn Mawr College (Administration/Management) California State University, Bakersfield Terry Mizrahi Capella University Hunter College, CUNY Sunny Harris Rome (Policy) Jo Ann Regan George Mason University Council on Social Work Education Tracy Soska (Community) Adrienne Walters University of Pittsburgh Council on Social Work Education v vi SPECIALIZED PRACTICE CURRICULAR GUIDE FOR MACRO SOCIAL WORK PRACTICE TEAM LEADERSHIP CONSULTANTS Mimi Abramovitz (Policy) Kimberly Richards Hunter College, CUNY The People's Institute for Survival and Beyond Michálle E.
    [Show full text]
  • You and Your Child's Psychotherapy: the Essential Guide for Parents
    You and Your Child’s Psychotherapy You and Your Child’s Psychotherapy The Essential Guide for Parents and Caregivers Michael O. Weiner, LCSW and Les Paul Gallo-Silver, LCSW-R 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Oxford University Press 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Weiner, Michael O. You and your child’s psychotherapy : the essential guide for parents and caregivers / Michael O.
    [Show full text]
  • Journal of Community Practice
    Journal of Community Practice ISSN: 1070-5422 (Print) 1543-3706 (Online) Journal homepage: http://www.tandfonline.com/loi/wcom20 Managing Out Michael J. Austin PhD To cite this article: Michael J. Austin PhD (2002) Managing Out, Journal of Community Practice, 10:4, 33-48, DOI: 10.1300/J125v10n04_03 To link to this article: http://dx.doi.org/10.1300/J125v10n04_03 Published online: 22 Sep 2008. Submit your article to this journal Article views: 163 View related articles Citing articles: 7 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=wcom20 Download by: [University of California, Berkeley] Date: 25 April 2016, At: 12:10 Managing Out: The Community Practice Dimensions of Effective Agency Management Michael J. Austin, PhD ABSTRACT. With the advent of welfare reform and managed care, the nature of managerial practice has increasingly shifted from a primary fo- cus on internal operations to a more external, community focus which in- volves actively monitoring and managing the boundary between the external environment and internal organizational arrangements. This ar- ticle explores the boundary spanning aspects of community practice, the related theories of inter-organizational relations, and the process of “managing out” by those in top management and middle management posi- tions in human service organizations. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <[email protected]>
    [Show full text]
  • A Guide to Community-Centred Approaches for Health and Wellbeing
    A guide to community-centred approaches for health and wellbeing Full report Community-centred approaches for health and wellbeing About Public Health England Public Health England exists to protect and improve the nation's health and wellbeing, and reduce health inequalities. It does this through world-class science, knowledge and intelligence, advocacy, partnerships and the delivery of specialist public health services. PHE is an operationally autonomous executive agency of the Department of Health. Public Health England Wellington House 133-155 Waterloo Road London SE1 8UG Tel: 020 7654 8000 www.gov.uk/phe Twitter: @PHE_uk Facebook: www.facebook.com/PublicHealthEngland Prepared by: Professor Jane South Supported by: Jude Stansfield, Pritti Mehta and advisory group: Anne Brice, Ann Marie Connolly, Catherine Davies, Gregor Henderson, Paul Johnstone (PHE), Olivia Butterworth, Luke O’Shea, Giles Wilmore (NHS England). Also Dave Buck, James Thomas, Ginny Brunton. Anne-Marie Bagnall and Kris Southby, Leeds Beckett University, undertook a scoping review for this publication. © Crown copyright 2015 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence v3.0. To view this licence, visit OGL or email [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this publication should be sent to [email protected]. Published February 2015 PHE publications gateway number: 2014711 2 Community-centred approaches for health and wellbeing Contents About Public Health England 2 Foreword 4 Executive summary 5 Introduction 7 Why work with communities? 8 Communities as building blocks for health 11 A family of community-centred approaches 15 Health outcomes and evidence 31 Conclusion 36 Appendix 1.
    [Show full text]
  • Community Organizing: Practice, Research, and Policy Implications ∗ Brian D
    Social Issues and Policy Review, Vol. 9, No. 1, 2015, pp. 193--222 Community Organizing: Practice, Research, and Policy Implications ∗ Brian D. Christens University of Wisconsin–Madison Paul W. Speer Vanderbilt University Community organizing—a field of practice in which residents collaboratively in- vestigate and undertake sustained collective action regarding social issues of mutual concern—has often proven an effective method for achieving changes in policies and systems at local, regional, and even national scales. The field is dynamic. It has expanded and has undergone numerous changes over re- cent decades. Research from a variety of disciplines has documented, evalu- ated, and informed many of these changes. This article scrutinizes the evolv- ing field of community organizing, with a particular focus on the current state of social and psychological research on broad-based community orga- nizing processes and outcomes. These findings include not only the effects of community organizing efforts on policies and systems, but also the influences of community organizing on psychological changes among the people and groups who participate. These findings are incorporated into recommendations for poli- cies, practices, and future research. Introduction Community organizing is an umbrella term for a field of practice in which residents collaboratively investigate and take collective action regarding social issues of mutual concern. Most often, the intent of organizing is to change policies regarding local issues, which have included, for instance: improvements in public safety (Speer et al., 2003), housing (Speer & Christens, 2012), employment con- ditions (Osterman, 2006), transportation (Speer, Tesdahl, & Ayers, 2014), public ∗ Correspondence concerning this article should be addressed to Brian D.
    [Show full text]
  • With Children in Mind How Child Psychotherapy Contributes to Services for Children and Young People
    with children in mind how child psychotherapy contributes to services for children and young people The Child Psychotherapy Trust is dedicated to improving the lives of emotionally damaged children by increasing their access to effective child and adolescent psychotherapy services contents introduction Acknowledgements It is often assumed that the difficulties children have are just a part of growing up and will pass. 1 Introduction 1Sometimes, we do not recognise the depth of 2 What child psychotherapists do children’s emotional pain. There is now substantial 3 How child psychotherapists work evidence of high levels of emotional distress and mental health problems amongst children and 4 The principles of child psychotherapy young people which may persist into adult life. 5 Where child psychotherapists work We cannot afford to ignore the Primary care emotional distress of children and Local authority social services young people. The importance of early help in promoting the Education psychological health and well being Hospital and specialist services of children and young people is Older children and young people recognised by the Government in Youth justice system setting up the Social Exclusion Unit and in the Green Paper Our Is child psychotherapy effective? 1 6 Healthier Nation. Child Is child psychotherapy cost effective? psychotherapists help some of 7 About the profession the most severely disturbed children who may have been How child psychotherapy developed traumatised by abuse, family Training of child psychotherapists breakdown or other problems. They Availability of child psychotherapists also support and advise 8 Conclusions professionals who work with them – in primary care, education, social Publications from the Child services, health services and the Psychotherapy Trust youth justice system.
    [Show full text]
  • Openair@RGU the Open Access Institutional Repository at Robert
    OpenAIR@RGU The Open Access Institutional Repository at Robert Gordon University http://openair.rgu.ac.uk Citation Details Citation for the version of the work held in ‘OpenAIR@RGU’: MACDONALD, S., 2011. Suburbanomics – creativity and innovation at the edge. Available from OpenAIR@RGU. [online]. Available from: http://openair.rgu.ac.uk Full citation: MACDONALD, S., 2011. Suburbanomics – creativity and innovation at the edge. Paper presented at: Future Development of Suburbs Lecture Series: International Approaches, Ideas and Experiences combined with National Knowledge. 17 November 2011 – 1 March 2012. Helsinki. Unpublished. Copyright Items in ‘OpenAIR@RGU’, Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in ‘OpenAIR@RGU’ infringes copyright, please contact [email protected] with details. The item will be removed from the repository while the claim is investigated. SUBURBANOMICS: CREATIVITY AND INNOVATION AT THE EDGE Originally presented at the Future Development of Suburbs Lecture Series: International Approaches, Ideas and Experiences combined with National Knowledge, Helsinki, Finland December 2011 Abstract The basis of this paper is that we have prioritised the city centre and its planning sometimes to the impoverishment of the “suburbs” or outlying areas, despite the fact that most of us live there. Away from the headline projects at the city’s core with its appropriation of architecture to the experience economy and the interests of tourism and retail, there is evidence of creativity and innovation in outlying neighbourhoods, estates and suburbs. Using an expanded range of references from urbanism to service design, cultural studies and environmental writing, Glasgow is taken as a case in point because its large-scale post-industrial regeneration through the use of architecture to brand cultural festivals and centres, is perceived to have overshadowed interesting projects at the periphery.
    [Show full text]
  • I/ECMH Competency Guidelines
    Competency Guidelines Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting Infant and Early Childhood Mental Health® Copyright © 2017. All Rights Reserved. TABLE OF CONTENTS Introduction to Michigan Association for Infant Mental Health (MI-AIMH) 4 ® Competency Guidelines Overview 4 ® Endorsement Overview 7 References 8 INFANT FAMILY ASSOCIATE (IFA) and early chilDhooD family associate (ecfa) Infant and Early Childhood Family Associate Competencies 9 Theoretical Foundations 9 Law, Regulation, and Agency Policy 10 Systems Expertise 10 Direct Service Skills 11 Working With Others 12 Communicating 12 Thinking 13 Reflection 14 ® Endorsement Requirements for Infant Family Associate (IFA) 15 ® Endorsement Requirements for Early Childhood Family Associate (ECFA) 17 Impact Map for Infant Family Associate and Early Childhood Family Associate 19 INFANT FAMILY SPECIALIST (IFS) and Early ChilDhooD Family specialist (ECFS) Infant and Early Childhood Family Specialist Competencies 21 Theoretical Foundations 21 Law, Regulation, and Agency Policy 22 Systems Expertise 22 Direct Service Skills 23 Working With Others 24 Communicating 25 Thinking 25 Reflection 26 ® Endorsement Requirements for Infant Family Specialist (IFS) 27 ® Endorsement Requirements for Early Childhood Family Specialist (ECFS) 29 Impact Map for Infant Family Specialist and Early Childhood Family Specialist 31 2 Table of Contents MI-AIMH Copyright © 2017 INFANT MENTAL HEALTH SPECIALIST (imhs) and Early ChilDhooD Mental Health Specialist (ecmhs) Infant and Early
    [Show full text]
  • Child Psychology and Interventions Child Psychotherapy
    DIPLOMA IN Child Psychology and Interventions PROFESSIONAL DIPLOMA IN Child Psychotherapy “Like swimming, riding, writing or playing golf, happiness can be learned.” - Dr. Boris Sokoloff THE SCHOOL OF POSITIVE PSYCHOLOGY Our Story Since 2007, The School of Positive Psychology is the pioneer education and training facility in Singapore and Asia established to promote the art, science and practice of positive psychology and psychotherapy. Apart from providing education and credentialing, we promote research, training, and the dissemination of positive psychology. We are here to share the gift of joy and fulfilment using the methods offered in positive psychology. Our Mission To ‘POSITIFY’ people and organisations through the growth of positive psychology in Asia, leading to optimal levels of wellbeing and human functioning. Our Vision To cultivate a thriving population. Being a positive psychology education leader in Asia, we aim to provide an accessible platform for high quality applied positive psychology, psychotherapy, positive education, and positive organisational psychology courses for personal and organisational development. DIPLOMA IN CHILD PSYCHOLOGY AND INTERVENTIONS DIPLOMA IN CHILD PSYCHOLOGY AND INTERVENTIONS This course is a mental health education in Singapore. Courses offered by private programme that allows students to gain institutions are mainly traditional psychology, knowledge through the understanding and also known as modern psychology. Childhood applications of child and adolescent psychology. psychology and psychotherapy education are a unique branch of psychology and will be sought Offering a unique pedagogy that blends theory after by aspiring mental health practitioners and and practice, this course comprises 216 education leaders, given the pragmatism and contact hours and it contains all the societal demands.
    [Show full text]
  • UNIT 1 PSYCHOTHERAPY with Children and Adults CHILDREN and ADULTS
    Psychotherapy with UNIT 1 PSYCHOTHERAPY WITH Children and Adults CHILDREN AND ADULTS Structure 1.0 Introduction 1.1 Objectives 1.2 Psychotherapy with Children 1.2.1 Psychodynamic Therapy with Children 1.2.2 Psychodynamic Play Therapy 1.2.3 Working with Parents 1.3 Cognitive Behaviour Therapy with Children 1.3.1 Behaviour Modification and Parent Training 1.3.2 Individual Cognitive Behaviour Therapy 1.3.3 Working with Parents 1.4 Family Therapy 1.4.1 Children and Young People in Family Therapy 1.4.2 Brief Solution Focused Therapy 1.4.3 Narrative Therapy 1.5 Psychotherapy with Adolescents 1.5.1 Developmental Considerations 1.5.2 Depression 1.5.3 Interpersonal Therapy 1.5.4 Anxiety 1.5.5 Conduct Disorders 1.6 Functions of Family Therapy 1.6.1 Multisystem Therapy 1.7 Let Us Sum Up 1.8 Unit End Questions 1.9 Suggested Readings 1.0 INTRODUCTION Psychotherapy refers to a variety of techniques and methods used to help children and adolescents who are experiencing difficulties with emotion and behaviour. Although there are different types of psychotherapy, each relies on communication as the basic tool for bringing about change in a person’s feelings and behaviour. Psychotherapy may involve an individual child, group, or family. For children and adolescents, playing, drawing, building, and pretending, as well as talking, are important ways of sharing feelings and resolving problems. Psychotherapy helps children and adolescents in a variety of ways. They receive emotional support, resolve conflicts with people, understand feelings and problems, and try out new solutions to old problems.
    [Show full text]