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The Use of Play Therapy with Adult Survivors of Childhood Abuse
Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2007 The Use of Play Therapy with Adult Survivors of Childhood Abuse Mary J. Roehrig Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Counseling Psychology Commons, and the Other Psychology Commons Recommended Citation Roehrig, Mary J., "The Use of Play Therapy with Adult Survivors of Childhood Abuse" (2007). Dissertations. 666. https://digitalcommons.andrews.edu/dissertations/666 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews University School of Education THE USE OF PLAY THERAPY WITH ADULT SURVIVORS OF CHILDHOOD ABUSE A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Mary J. Roehrig April 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3261213 Copyright 2007 by Roehrig, Mary J. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. -
'Divine Child'
ARTÍCULOS SOBRE FERENCZI. ORFA, “WISE BABY”, TERATOMA Y OTROS CONCEPTOS. THE ANALYTIC NURSERY: FERENCZI’S ‘WISE BABY’ MEETS JUNG’S ‘DIVINE CHILD’. Christopher Fortune ABSTRACT: In 1923, Sandor Ferenczi wrote a paper entitled ‘The dream of the clever baby’, in which he identified a phenomenon he discovered through his clinical work: the notion that young children who had been traumatized often had accelerated developmental characteristics that led them to acquire highly acute sensitivities and intuitions – in short, wisdom beyond their years. He characterized them as ‘wise’ babies. Similarly, C. G. Jung, with Karl Kerenyi, (1949) elaborated a myth known as the ‘divine child’ – identifying an archetype which activates healing and intuitive understanding in children and adults. In their work, Jung (and Kerenyi) explored the ‘divine child’ archetype from a mythological and a psychological perspective. The following paper elaborates aspects of Ferenczi’s ‘wise child’ and Jung’s ‘divine child’, comparing and contrasting them, and suggesting new perspectives on the connections between Ferenczi’s and Jung’s theoretical and clinical perspectives, and the two men themselves. As well, and specifically, the paper explores a comparative understanding of the development of two different modalities of early psychodynamic concepts with regard to children and their response to trauma, aspects that continue through theoretical and clinical practice today. Key words: child archetype, confusion of tongues, development, divine child, Ferenczi, individuation, Jung, Orpha, Self, trauma, wise baby (child). RESUMEN: En 1923, Sandor Ferenczi escribió un artículo titulado “El sueño del bebé sabio”, en el que identificaba un fenómeno que descubrió a través de su trabajo clínico: la noción de que los niños pequeños que habían sido traumatizados a menudo tenían características aceleradas de desarrollo que los llevaban a adquirir sensibilidades e intuiciones muy agudas, -en resumen, sabiduría más allá de sus años. -
BIRTH, DEATH and BEYOND MELISSA JANE MIDGEN a Thesis Su
THE CHILD ANALYTIC TRADITION OF THE SOCIETY OF ANALYTICAL PSYCHOLOGY – BIRTH, DEATH AND BEYOND MELISSA JANE MIDGEN A thesis submitted in partial fulfilment of the requirements of the University of East London for the degree of Professional Doctorate in Child Psychoanalytic Psychotherapy December 2016 i Abstract This thesis seeks to chart the creation, development and eventual demise of the child analytic training of The Society of Analytical Psychology (SAP), the foremost Jungian Society in the UK. The brainchild of the Society’s founding director, Michael Fordham, the creation of the child training drew on the talents and persistence of many committed individuals. Through oral history interviews and archival research I weave together a narrative that will serve as testament to this achievement and offer first hand recollections for posterity. Through these sources the narrative also explores the difficulties that the training faced and which ultimately led to its eventual demise. Additionally I interrogate the current status of this tradition of child analysis and ask the question whether or not the tradition continues to exist and if so in what ways; I conclude that currently the tradition can only be said to exist in an attenuated form and that the future is bleak. In the course of the thesis I locate the SAP training within the development more generally of child analytic provision within the UK, the relationship of that to the child guidance movement and to the psychoanalytic diaspora, which made it possible. I describe the current obstacles faced by the child psychotherapy discipline as well as psychoanalytic psychotherapy in the NHS. -
Uno Tras Otro, Con Tal Esfuerzo Que Sean Muy Lentos Para Quien Ya Ha Pasado El Tiempo; DEVUÉLVELE a MI PECHO EL AGUA Y EL FUEGO, Si Es Que Vas a Volver a Devorarme
uno tras otro, con tal esfuerzo que sean muy lentos para quien ya ha pasado el tiempo; DEVUÉLVELE A MI PECHO EL AGUA Y EL FUEGO, si es que vas a volver a devorarme. Y si, oh amor, sólo en realidad vives de las amargas y dulces lágrimas de las criaturas, ahora poco ganarás de quien está viejo y acabado. Mi alma casi está en el otro lado, y DARDOS más compasivos me protegen de los tuyos, LA LLAMA HACE EL FUEGO POBRE EN LA MADERA YA QUEMADA. Una LLAMA ARDIENTE , por gran BELLEZA repartida entre mil corazones INFLAMADOS, puede ser comparada a las pesas, leves y pequeñas para muchos , fatal para uno. Cuando estrechamente comprimida, la ROCA DURA se convierte en cal, y en un instante la disuelve el agua, así como con pruebas conoce la verdad quien la observa. Divina, prende una LUMBRE, por mil hombres en mí, que deja mi corazón ABRASADO al máximo. Pero las lágrimas que nunca cesan bien pueden disolver lo fuerte y duro; mejor no ser, que ARDER y no morir. 225 Si las cosas BELLAS están en la memoria, también debe haber muerte, que puede retirar su cara de ahí, como te la ha quitado a ti y cambias risa por lágrimas y FUEGO POR HIELO. Entonces se vuelven enemigas por lo que del corazón vacío no presumen. No obstante, si él fijara sus BELLOS OJOS hacia el punto familiar , ellos estarían como palos secos para HOGUERA ARDIENTE. Esta mujer está aquí presa, en su ira ingobernable, de que voy a QUEMAR y transformarme a lo que no va a pesar ni una onza y morir mi SANGRE se pierde libra a libra, desanimando mi cuerpo, devaluando mi espíritu; le da placer acicalarse, ante su fiel espejo, donde se mira tan bella como el cielo después me pide que la aprecie, quien, edad aparte, puede lograr que su cara junto a la mía se vea más bella cubriéndome de repudio en tal HOGUERA prefiero la vejez. -
Therapy, Depth Psychology and Executive Coaching: Where and How Do They Meet?
Therapy, Depth Psychology and Executive Coaching: where and how do they meet? by John Schuster The fields of coaching and therapy/counseling are distinct, have different histories and origins, and yet share similarities as psychological endeavors. This study condenses the many differences and similarities between coaching and counseling and the roles of those pursuing them. It concludes with two illustrations: (1) some types of coaching are closer to therapy than other types of therapy are, and (2) the wisdom traditions add a needed dimension of human experience to both fields as they pursue human wholeness. Introduction Discussions with licensed psychologists who seek coaching certi- Two notes: I will use a broad-based language, influenced by fication often leads to the question: what is the blend and overlap coaching, leadership development, depth or psycho-dynamic of coaching with psychology, therapy and counseling? The same psychology, the neurosciences and CBT (cognitive behavioral question arises in discussions with coaches who are aware of the therapy). Metaphor and imagery carry a type of thinking that similarities and differences. The question has not been an easy complements science, and vice versa. Additionally, I will not fully one to address. This paper provides an overview of responses to define all terminology, like transference, and will assume readers that question as presented in the literature along with some origi- have a working knowledge of the terms. Secondly, coaching and nal research through surveys and interviews. It explores how that therapy are too varied country to country to pretend that this question has been addressed by those in the profession of execu- paper, or certain sections of it in particular, are true globally. -
Päivi Alho: a Jungian Theory of Mind
Päivi Alho A Jungian Theory of Mind According to Jungian theory, the “inside” of our heads, which is so eagerly derived from the “out- side” has a structure of its own. A lot of the brain and its functioning is inherited but needs to be activated in interaction with other people and the environment, under the influence of archetypal patterns. Without the archetypal structure it would Päivi Alho be impossible for people to understand each other, yet, without cultural and personal variations in archetypal patterns there would be neither culture nor individuality. Theory of Mind | 2020 Alho | A Jungian Päivi A Jungian Theory of Mind Culture is not something that’s added to a society Individuality lost, gained, and transcended after everything else is in place. Culture is actu- ally the foundation onto which everything else – such as economy, education, and legislation – are constructed. Therefore, it’s important to think twice before we ban, neglect, or ridicule cultural values. On the other hand, they, like all values are ambigu- ous; they have a bright and dark side. Integration of personality traits, or a culture, can be painstaking because it often requires integrat- ing something we have perceived as negative. An orderly person does not want to become irrational, or a talkative person secretive. Assertive people look down on submission and polite folks avoid rudeness. Obviously, there is no way integrating evaluative opposites. Try the descriptive opposites instead! Transcending the pairs of opposites stimu- lates integration of new wisdom on the personal and collective level. This truth was eagerly studied already by alchemist and philosophers of Antiquity. -
Depth: Refl Ections on the Challenges and Rewards of Integrating Depth Psychology Into Research Methodology
Copyright © eContent Management Pty Ltd. International Journal of Multiple Research Approaches (2013) 7(3): 295–305. ‘Teaching’ depth: Refl ections on the challenges and rewards of integrating depth psychology into research methodology + OKSANA YAKUSHKO PHD*,1 AND ELIZABETH NELSON PHD ,1 *Chair and Research Coordinator, Clinical Psychology Program, Pacifi ca Graduate Institute, Santa Barbara, CA, United States of America; +Dissertation Policy Director, Research Coordinator, Psychotherapy and Somatics Specializations, Depth Psychology Program, Pacifi ca Graduate Institute, Santa Barbara, CA, United States of America Abstract: This article discusses how students enrolled in graduate level methodology courses can integrate key depth psy- chological values into the research process. As Coppin and Nelson (2005, p. 101) suggest, inquiry centered on the psyche asks researchers ‘to be fully involved with the opus on every level,’ both personal and archetypal, which ‘makes the work especially meaningful and especially arduous.’ This is equally true when teaching depth research and conducting depth research. To illus- trate, we describe the personal challenges and rewards of being instructors and discuss three models, composite case examples, of integrating depth that have emerged in the classroom. In the fi rst model, students begin by actively, rigorously separating their intellectual research pursuits from their depth experiences, either due to prior research education in non-depth oriented settings or due to a lack of understanding of how depth psychology applies to the research process. In the second model, the student chooses a topic based on intellectual appeal or the availability of resources for the study. Though a traditional starting point for most human science research, the student is curious about, and eager to, examine the depth psychological dimensions of their research. -
I-RSJA Recommended Reading List (Adopted 2001, Revised 2009)
I-RSJA Recommended Reading List (Adopted 2001, Revised 2009) Readings from Jung’s Collected Works Reference Priority Personality Development A Case of Neurosis in a Child (Vol 4) Supplemental The Psychology of the Child Archetype (Vol 9i) Essential Psychic Conflicts in a Child (Vol 17) Essential Psychopathology Psychology of Dementia Praecox (Vol 3) Essential Review of Complex Theory (Vol 8) Essential History & Theory Development Zofinga Lectures (Supplementary Vol A) Supplemental Analytic Psychology: Notes on the Seminar Given in Essential 1925 (Supplementary Volume) The Associations of Normal Subjects (Vol 2) Essential General Description of the Types (Vol 6) Essential Two Essays on Analytical Psychology (Vol 7) Essential On Psychic Energy (Vol 8) Essential The Transcendent Function (Vol 8) Essential Instinct & the Unconscious (Vol 8) Essential The Structure of the Psyche (Vol 8) Essential On the Nature of the Psyche (Vol 8) Essential Basic Postulates of Analytic Psychology (Vol 8) Essential Structure & Dynamics of the Psyche, (Vol 8) Essential Concept of the Collective Unconscious (Vol 9i) Essential Tavistock Lectures (Vol 18) Essential Case Studies On the Psychology of the So-called Occult Essential Phenomenon (Vol 1) Symbols of Transformation (Complete Vol 5) Essential Study in the Process of Individuation (Vol 9i) Essential Contrasexual & Gender-Related Concerning Archetypes with Special Refererence to the Anima Concept Essential (Vol 9i) Page - 2 Development of the Analyst & the Development of Analytic Practice The Practice of -
Seeding Liberation: a Dialogue Between Depth Psychology and Liberation Psychology." in D
1 "Seeding liberation: A dialogue between depth psychology and liberation psychology." In D. Slattery & L. Corbett (Eds.), Depth Psychology: Meditations in the Field. Einsiedeln, SW, 2002. Seeding Liberation: A Dialogue Between Depth Psychology and Liberation Psychology Mary Watkins Depth psychology and the liberation of being Over the past thirty years since my initial love affair with depth psychology--particularly Jungian and archetypal psychology--I have periodically wondered about what it was that so seduced and intrigued me. Was it its acceptance and valuing of inbreaks of the imaginal, of depression, of pathologized images and experiences, all of which frightened me as a young woman? Was it the impassioned deconstructing of cultural and psychological ideas beneath this acceptance that appealed to my fierce desire to see beneath the taken-for-granted? More recently I have thought that this long marriage between myself and depth psychology has been possible because I found in depth psychology a basic orientation to being that seeks to allow what is to be present in its animation and its difference. It is a desire for the liberation of being.1 In depth psychology our habitual point of view, the "ego," is held suspect, and seen as partial and prejudiced. The various methods of depth psychology-- Freud's free association, Jung's active imagination, Reich's body work, Winnicott's play, dream work, working the transference--attempt to have us 1This paper is half of a longer presentation given at a Pacifica Graduate Institute conference, Mythologies of Soul, Spring 1997. The other half, previously published, traces the effort toward liberation in the methods of Freud, Jung, Reich, Winnicott, and existential- phenomenology (see Watkins, 2000). -
The Orphan Figure in Latter Twentieth Century Anglo-American Children's
The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-1-2016 In Absentia Parentis: The Orphan Figure in Latter Twentieth Century Anglo-American Children’s Fantasy James Michael Curtis University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Children's and Young Adult Literature Commons, and the Modern Literature Commons Recommended Citation Curtis, James Michael, "In Absentia Parentis: The Orphan Figure in Latter Twentieth Century Anglo- American Children’s Fantasy" (2016). Dissertations. 322. https://aquila.usm.edu/dissertations/322 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. IN ABSENTIA PARENTIS: THE ORPHAN FIGURE IN LATTER TWENTIETH CENTURY ANGLO-AMERICAN CHILDREN’S FANTASY by James Michael Curtis A Dissertation Submitted to the Graduate School and the Department of English at The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: ________________________________________________ Dr. Jameela Lares, Committee Chair Professor, English ________________________________________________ Dr. Eric Tribunella, Committee Member Associate Professor, English ________________________________________________ Dr. Charles Sumner, Committee Member Associate -
Jung and the Making of Modern Psychology: the Dream of a Science
Jung and the Making of Modern Psychology Occultist, Scientist, Prophet, Charlatan – C. G. Jung has been called all these things and after decades of myth making is one of the most misunderstood figures in Western intellectual history. This book is the first comprehensive study of the formation of his psychology, as well as providing a new account of the rise of modern psychology and psy- chotherapy. Based on a wealth of hitherto unknown archival materials it reconstructs the reception of Jung’s work in the human sciences, and its impact on the social and intellectual history of the twentieth century. This book creates a basis for all future discussion of Jung, and opens new vistas on psychology today. is a historian of psychology and a Research As- sociate of the Wellcome Trust Centre for the History of Medicine at University College London. His most recent book Cult Fictions: C. G. Jung and the Founding of Analytical Psychology won the Gradiva Prize for the best historical and biographical work from the World Association for the Advancement of Psychoanalysis. Jung and the Making of Modern Psychology The Dream of a Science Sonu Shamdasani Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge , United Kingdom Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521831451 © Sonu Shamdasani 2003 This book is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. -
2018-2019 Course Catalog
2018-2019 Course Catalog September 1, 2018-August 31, 2019 Masters and Doctoral Programs in the Tradition of Depth Psychology Table of Contents The mission of Pacifica Graduate Institute ...................................... 4 Masters in Counseling Psychology .................................................. 5 Doctoral Programs in Clinical Psychology ..................................... 28 Ph.D. in Clinical Psychology .......................................................... 29 Psy.D. in Clinical Psychology ........................................................ 48 M.A. and Ph.D. in Depth Psychology ............................................. 71 Somatic Studies Specialization ...................................................... 73 Jungian and Archetypal Studies Specialization ............................. 85 Community Psychology, Liberation Psychology, and Ecopsychology Specialization ....................................................... 97 Integrative Therapy and Healing Practices Specialization ........... 112 M.A./Ph.D. in Mythological Studies .............................................. 128 M.A. in Engaged Humanities and the Creative Life ..................... 142 Executive Administration ............................................................. 151 Core and Adjunct Faculty ............................................................ 159 Admission Requirements ............................................................. 172 On-Campus at Pacifica ................................................................ 179