Editorial board page for “Psychodynamic Counselling”, Volume 1, Number 2

Abstract

This is a scanned image of the original Editorial Board page(s) for this issue.     

Editorial board page for “Psychodynamic Counselling”, Volume 1, Number 1

Abstract

This is a scanned image of the original Editorial Board page(s) for this issue.     

Editorial board page for “Psychodynamic Counselling”, Volume 1, Number 3

Abstract

This is a scanned image of the original Editorial Board page(s) for this issue.     

Editorial board page for “Psychodynamic Counselling”, Volume 1, Number 4

Abstract

This is a scanned image of the original Editorial Board page(s) for this issue.     

精神分析学中的隐喻研究

通过文献回顾的方法,从隐喻的视角来研究精神分析理论及其临床实践的问题,介绍了目前精神分析理论中有关隐喻研究的三方面前沿领域:具体化隐喻、与身体自我相关的隐喻、隐喻作为理解潜意识的途径,指出精神分析学的建立依赖于隐喻理论;在临床实践中,对梦的解析和对移情现象的处理均依赖于隐喻的思维方式,通过隐喻的视角,精神分析师可更加容易地帮助患者实现潜意识内容的意识化。最后指出了精神分析学中隐喻的价值与意义。     

Psychodynamic psychotherapy for children with disruptive disorders

Findings from a clinical project aiming to make psychodynamic psychotherapy more effective for children with disruptive disorders are summarised and discussed. In this project a supportive expressive model was used and the therapists worked with both children and parents. Nine boys aged 6 – 10 years were treated; all were reported to function better socially after therapy, but improvements were less marked in those boys who in addition to the initial diagnoses of ODD or CD had ADHD. Collaborative meetings with school teachers were associated with more positive effects.     

Psychodynamic group psychotherapy.

The author provides an overview of critical factors in the working phase of group psychotherapy from the perspective of psychodynamic theory. The discussion is organized around a clinical vignette to illustrate various types of intervention such as past, here and now, future; individual, interpersonal, group as a whole; in group--out of group; affect-cognition; and understanding--corrective emotional experience. The critical "windows into the unconscious," transference, counter-transference, and free association, are also discussed in terms of the clinical example. The author concludes his article with a few thoughts about the future of psychodynamic theory in relationship to group treatments.     

Psychodynamic group therapy for male survivors of sexual abuse

The group therapy literature on male sexual abuse is very preliminary and concerned solely with short-term support models. This paper describes a long-term psychodynamic therapy group for male survivors that has been running successfully in a clinic setting for almost three years. This combined group and individual treatment approach presupposes the selection of men who are capable of using group process to explore basic personality and relationship problems. With sexually abused men, certain treatment issues are paramount. These concern the safety of group boundaries, power and control, facilitating intimacy, handling shame and guilt, and the effects of trauma. Special attention is given to the gender-related dynamics and conflicts that occur in a group of male survivors with a male leader.     

Psychodynamic Measures of Therapeutic Change

After a brief critique of the current emphasis on symptom reduction as a criterion of therapeutic change, this paper presents several methods for assessing changes in the developmental organization and thematic content of mental representations (concepts of self and significant others). These methods constitute psychodynamically oriented ways of assessing therapeutic change in psychological structures in both long-term, intensive and brief treatment. We also consider how differences in pretreatment characteristics among patients have an important impact on the therapeutic process and on the nature of therapeutic change.     

Divergent Views in Psychodynamic Supervision

This paper surveys the supervisory process with emphasis on the diverging views that have emerged. Countertransference, parallel process, and the role of the supervisor in supervision are highlighted. Other factors affecting the supervisory experience including the selection of which patients to present and the choice of supervisor are also discussed. The paper raises and attempts to answer a number of questions that elicit divergent viewpoints, and these divergent issues are then summarized.     

Psychodynamic perspectives on teacher stress

Melanie Klein's concept of projective identification is now in common use by counsellors and psychotherapists. Julia Segal describes her own hypothesis about the way it works as well as her use of it in her practice, working as a counsellor for people with multiple sclerosis, members of their families and professionals working with them. When a person cannot bear to feel an emotional state they can evoke the feeling in someone else, not only a therapist or counsellor but also others within the family. Segal describes the way powerful emotions can be evoked in the counsellor; in particular the feeling that a certain idea cannot be shared with a client. She also describes working with clients who are on the receiving end of such projected feelings, sometimes evoked by illness within the family. She also points out that unresolved emotional states suffered in childhood can leave adults unable to bear certain feelings. If the feelings threaten to re-emerge in adulthood, perhaps triggered by their own children reaching a certain age, parents sometimes attempt to rid themselves of the emotional state by projective identification and in the process, evoke a version of the feelings in their own children. This may, for example, exert pressure on parents to divorce just as their own children reach the age they were when they themselves lost a parent.