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