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Mentalizing in Child Therapy: Guidelines for Clinical Practitioners [Mīkstie vāki]

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  • Formāts: Paperback / softback, 272 pages, height x width: 230x147 mm, weight: 431 g
  • Sērija : The Developments in Psychoanalysis Series
  • Izdošanas datums: 31-Dec-2008
  • Izdevniecība: Karnac Books
  • ISBN-10: 1855755815
  • ISBN-13: 9781855755819
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  • Mīkstie vāki
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  • Pievienot vēlmju sarakstam
  • Formāts: Paperback / softback, 272 pages, height x width: 230x147 mm, weight: 431 g
  • Sērija : The Developments in Psychoanalysis Series
  • Izdošanas datums: 31-Dec-2008
  • Izdevniecība: Karnac Books
  • ISBN-10: 1855755815
  • ISBN-13: 9781855755819
Citas grāmatas par šo tēmu:
Mentalization-based child therapy, previously known as developmental therapy, is the latest branch on the psychoanalytic tree of knowledge. It comprises a number of techniques that address deficiencies in specific areas of psychological development. It aims to treat children whose development has come to a standstill. A combination of data from psychoanalysis, infant research, attachment research, and neurobiology was of decisive significance in reaching this point. It is becoming clear that neurobiological processes can be understood very well on the basis of psychoanalytic frameworks. These new insights into peoples mental functioning also serve to foster collaboration, resulting in an integration of the more relationship-oriented and the more competence oriented treatments. This book aims to fill a growing need in mental health care for children and young people to recieve an integrated treatment.

Psychoanalysis has always been a developing field. It is becoming clear that neurobiological processes can very well be understood on the basis of psychoanalytic frameworks. This book aims to fill a growing need in mental health care for children and young people.

Recenzijas

'This book is a valuable instrument in clinical training, particularly because of the way it elaborates on the many interventions and techniques, differentiates and operationalizes them, and furthermore illustrates them using case material.'- Nicole Vliegen, PhD, Researcher and Psychoanalyst, University of Leuven, Belgium, in Kind en Adolescent [ Child and Adolescent]'The book is an excellent guideline for therapy with children who are developmentally threatened or disturbed.'- Anneke van den Bosch, Child Psychotherapist, Sofia Children's Hospital, Rotterdam, The Netherlands, in Kind en Adolescent Praktijk [ Child and Adolescent Practice]'The authors' merits lie within the fact that they are abundantly clear and thorough in their description of methodology and approach. This is the indispensable groundwork of any research, and will be sure to silence any sceptics.'- R.J. van der Gaag, Professor in Child Psychiatry, Radboud University, Nijmegen; The Netherlands in Tijdschrift voor Psychiatrie [ Journal of Psychiatry]'Despite the differing backgrounds of the authors that have worked together to bring forth this book, it is a remarkably clear text, with a crystal-clear structure, in a well-edited publication.'- Hans Peters in Tijdschrift Clientgerichte Psychotherapie (Journal of Person-Centred Psychotherapy]

Acknowledgements xi
Series Foreword xiii
About the Editors and Contributors xvii
Foreword xxi
Peter Fonagy
Introduction
1(6)
Marcel G. J. Schmeets
Annelies J. E. Verheugt-Pleiter
Jolien Zevalkink
Theoretical concepts
7(15)
Marcel G. J. Schmeets
Introduction
8(1)
Developmental tasks of the infant
9(3)
Gergely and Watson's social biofeedback theory of parental affect mirroring: the representation loop
12(3)
Limitations in the capacity to mentalize
15(5)
Actual mode, pretend mode, and integrative mode
16(2)
Manifestations of the inability to mentalize
18(2)
In conclusion
20(2)
Assessment of mentalizing problems in children
22(19)
Jolien Zevalkink
Target population
23(8)
Theoretical and psychiatric description of the target population
23(5)
Indicator criteria for mentalization-based child therapy
28(3)
Standardized diagnostics
31(9)
Introduction
31(1)
Attachment representation
31(5)
Personality dynamics
36(2)
Cognitive function
38(1)
Questionnaires for anxiety and depression
39(1)
Behavioural problems according to parents and teacher
40(1)
In conclusion
40(1)
Treatment strategy
41(28)
Annelies J. E. Verheugt-Pleiter
Introduction
42(1)
Backgrounds
43(5)
Framework of the treatment
48(7)
Working with the adults in the child's life
48(1)
The representational mismatch
49(1)
Setting of child therapy
49(1)
The therapist as development object
50(2)
Working ``in'' the transference
52(3)
Principles behind the technique of mentalization-based child therapy
55(11)
Working in the here and now of the relationship
55(2)
Recognizing the child's level of mental functioning and meeting at the same level
57(2)
Giving reality value to inner experiences
59(2)
Playing with reality
61(3)
The process is more important that the technique
64(2)
Ending the treatment
66(1)
Notes
67(2)
Helping parents to promote mentalization
69(22)
Marja J. Rexwinkel
Annelies J. E. Verheugt-Pleiter
Introduction
69(2)
General aspects of guidance for parents
71(3)
Helping parents to promote mentalization
74(1)
The parent guidance framework
75(4)
Mentalizing techniques
79(7)
Giving reality value to the inner experience of the parents with their child
79(2)
Learning to observe and read the child's inner world
81(2)
Working in the here and now
83(1)
Repairing misattunement
84(2)
Parent guidance: one, two, or more parents
86(2)
Collaboration with other therapists
88(2)
In conclusion
90(1)
Observation method
91(17)
Jolien Zevalkink
Identifying intervention techniques: a brief history
92(1)
Working method for the observation of interventions in mentalization-based child therapy
93(14)
Introduction
93(1)
Selection of suitable cases
93(3)
Agreements prior to data collection
96(1)
Reactions of children to the observer and the video recorder
97(4)
Systematic collection of the observations
101(4)
Discussing interventions in peer review meetings
105(2)
In conclusion
107(1)
Note
107(1)
Intervention techniques: attention regulation
108(24)
Annelies J. E. Verheugt-Pleiter
Introduction
108(2)
What is attention regulation?
110(1)
Accepting the child's regulation profile and attuning to the same level
111(8)
Attention to the content of the child's play or activity/introducing structure in play or story
113(1)
Naming/describing physical states
114(1)
Naming/describing behaviour aimed at the naming of mental content (cognitions and feelings)
115(1)
Naming/describing anxiety and feeling threatened
116(1)
Naming/describing a state of animosity
117(2)
Working on the ability to make contact
119(5)
Maintaining contact and introducing continuity in contact
120(1)
Creating a safe environment
121(1)
Naming/describing explicit interactions
122(2)
Working on the basis for intentional behaviour
124(3)
Joining into the child's activities visually and/or in gestures
125(2)
Giving reality value to preverbal interactions by taking the child's own style seriously
127(4)
Directing attention at describing behaviour
128(2)
Focusing on the child's qualities
130(1)
In conclusion
131(1)
Intervention techniques: affect regulation
132(20)
Annelies J. E. Verheugt-Pleiter
Introduction
132(3)
Playing within boundaries
135(4)
Introduction of fantasy to facilitate the pretend mode
135(1)
Focus on separating fantasy and reality
136(1)
Setting boundaries
136(2)
Joining in the pretend mode
138(1)
Giving reality value to affect states
139(5)
Giving reality value to an affect state of a play figure
139(3)
Giving reality value to an affect state of a child
142(2)
Deducing second-order affect representations
144(6)
Guiding and differentiating affect
145(2)
Looking for your own share in enactments
147(3)
In conclusion
150(2)
Intervention techniques: mentalization
152(27)
Annelies J. E. Verheugt-Pleiter
Introduction
152(2)
Comments on mental contents
154(9)
Making comments on mental content in pretend mode
155(1)
Discussing thoughts and feelings with respect to attachment figures
156(3)
Comments on mental content of the child
159(2)
Additions of positive content
161(2)
Comments on mental processes of the child
163(10)
Making comments on mental processes of the child such as remembering, asking, wanting, fantasizing, and making connections
163(3)
Verbalization of wish and/or intention in the pretend mode
166(1)
Verbalization of wish and/or intention of the child
167(3)
Verbalization of thoughts about the mental life of others/objects
170(2)
Stressing the individual character of the child's mental world
172(1)
Comments on interactive mental processes
173(4)
In conclusion
177(2)
Treatment in practice
179(16)
Froukje M.E. Slijper
Introduction
179(2)
The setting
181(4)
The frequency
181(1)
The therapy room, the toys
181(1)
Playing
182(1)
The first therapy session
183(2)
The initial stages
185(2)
The therapeutic relationship
185(2)
Midway
187(4)
Transference, development object, and countertransference
187(1)
Setting boundaries
188(1)
Interruptions
189(1)
Shifting the level of interventions
190(1)
The final stages
191(4)
Criteria for termination
192(3)
Research strategy
195(14)
Jolien Zevalkink
Research in child and adolescent psychotherapy
196(11)
Step 1: Theory and research on the nature of the clinical disorder
197(1)
Step 2: Theory and research on change processes and treatment mechanisms
198(3)
Step 3: Specification of the treatment
201(1)
Step 4: Assessment of the treatment results
202(3)
Step 5: Assessment of the moderating factors
205(1)
Step 6: Assessment of the generalizability and applicability
206(1)
In conclusion
207(2)
Appendix A Intervention techniques 209(2)
Appendix B Glossary 211(8)
References 219(14)
Index 233
MGJ Schmeets