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141.
The aim of this article is to propose some benchmarks for a Doctor of Psychology (DPsych) in advanced training in Child Psychology in South Africa, and to highlight key elements in offering such a programme. In doing so, we use as case illustration an existing DPsych programme currently being offered at the University of the Free State, South Africa. We consider advanced child psychology training to registered psychologists in the clinical, counselling and educational categories. The DPsych option encompasses clinical practice, research, training, selection, and student outcomes in the context of theory as well as evidence-based practices. A wider adoption of a DPsych, focusing on child psychology, would add value to the integration of the best available research and clinical expertise in child mental health care in South Africa. 相似文献
142.
Gaby Illingworth Morag MacLean Luci Wiggs 《European Journal of Developmental Psychology》2016,13(4):488-503
Maternal mind-mindedness has been described both as a cognitive-behavioural trait and as a relational construct. This study assessed stability over time and consistency across relationships of maternal mind-mindedness in relation to preschool and primary school siblings and compared representational and interactional mind-mindedness. Mothers with two children between 2½ and 10 years were assessed twice, nine months apart (N = 32 at Time 1; N = 30 at Time 2). Representational mind-mindedness for a partner/friend was also assessed twice. Mothers’ representational mind-mindedness showed temporal stability but was inconsistent across relationships with two children and a partner/friend. Conversely, mothers’ interactional mind-mindedness was stable and highly consistent across relationships with two children. This supports the possibility that mothers’ interactional mind-mindedness is trait-like, while findings are equivocal for representational mind-mindedness. Representational mind-mindedness and interactional mind-mindedness were unrelated in this preliminary study, suggesting that these measures of maternal mind-mindedness were not equivalent for this age group. 相似文献
143.
Luisa C. Busch de Ahumada Jorge L. Ahumada 《The International journal of psycho-analysis》2015,96(1):11-38
Conveying that psychoanalysis offers rich opportunities for the very early treatment of autistic spectrum disorders, this clinical communication unfolds the clinical process of a 19 month‐old ‘shell‐type’ encapsulated mute autistic girl. It details how, in a four‐weekly‐sessions schedule, infant Lila evolved within two years from being emotionally out‐of‐contact to the affective aliveness of oedipal involvement. Following Frances Tustin's emphasis on the analyst's ‘quality of attention’ and Justin Call's advice that in baby–mother interaction the infant is the initiator and the mother is the follower, it is described how the analyst must, amid excruciating non‐response, even‐mindedly sustain her attention in order to meet the child half‐way at those infrequent points where flickers of initiative on her side are adumbrated. This helps attain evanescent ‘moments of contact’ which coalesce later into ‘moments of sharing’, eventually leading to acknowledgment of the analyst's humanness and a receptiveness for to‐and‐fro communication. Thus the ‘primal dialogue’ (Spitz) is reawakened and, by experiencing herself in the mirror of the analyst, the child's sense of I‐ness is reinstated. As evinced by the literature, the mainstream stance rests on systematic early interpretation of the transference, which has in our view strongly deterred progress in the psychoanalytic treatment of autistic spectrum disorders. 相似文献
144.
JACQUELINE HAFT 《The Psychoanalytic quarterly》2015,84(4):867-892
Depersonalization is the frightening experience of being a shut‐inside, ghostlike, “true” self that observes another part of the self interacting in the outside world. The “true” self hides safely within, while the “participating” self holds all affects and impulses. This split in the ego is created via internal projective identification in the face of overwhelming affect, unavailability of adequate identifications, and insufficient support for psychic cohesion. As the transference develops, the powerful entrapping cocoon of depersonalization can be projected onto the now‐entrapping analyst, where it can be addressed. A clinical vignette illustrates these points. 相似文献
145.
ROBERT S. WHITE 《The Psychoanalytic quarterly》2015,84(4):893-920
In the analysis of a woman with multiple childhood traumas, the fairy tale “Hansel and Gretel” figured prominently. The author discusses the use of the fairy tale in this case at various levels. He suggests an interplay between a national myth, the fairy tale, and a personal myth—the patient's psychodynamics. The fairy tale can be used to illuminate personal meanings derived from it. In the experience of childhood trauma, the repeated reading of a fairy tale can help organize and defend against terrifying anxiety. 相似文献
146.
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148.
Karen Zilberstein 《Psychoanalytic Social Work》2013,20(1):23-38
Research on attachment predominantly traces the effect of a single or primary attachment and/or attachment style on working models and behavior. However, most children form multiple attachments. This article reviews research on multiple attachment representations in children and considers how such information can usefully be applied to clinical settings. Through the case study of a six-year-old adopted boy with a history of maltreatment, it explores how those internal working models can be assessed in treatment and the clinical value of recognizing different attachment representations and styles. Implications for treatment interventions are explored. 相似文献
149.
Parent–child reminiscing conversations in early childhood have received theoretical attention as a forum for children's self‐concept development, but this has been little addressed in empirical work. This study examines associations between emotion reminiscing and children's self‐concepts and, building from the reminiscing and personality development literatures, also explores the role of children's coping. Sixty 4‐ and 5‐year‐old children and their mothers completed reminiscing conversations about events in which the child had experienced negative emotion, children completed an age‐appropriate assessment of their self‐concept, and mothers and teachers reported on children's coping strategies. Children's self‐perceived timidity was associated with their explanations for negative emotions during reminiscing. Children's self‐perceived negative affect was associated with fewer emotion resolutions during reminiscing, and with distinctive patterns of coping. Both reminiscing and coping made unique contributions to children's self‐concepts, and findings also suggest that coping may in some contexts indirectly connect reminiscing with self‐concept. These findings suggest that reminiscing conversations both reflect children's characteristics and provide a context for learning about their characteristics, along with strategies for emotion management. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
150.
Hannah R. Smith Suna Eryigit‐Madzwamuse Jacqueline Barnes 《Infant and child development》2013,22(4):335-348
Research on the effect of paternal mental health problems, particularly on young children, is based predominantly on clinical levels of depression. Furthermore, potential mediators such as marital discord have often been overlooked. This longitudinal community study assessed the association between paternal mental health symptoms in a community sample (N = 705) assessed at 3 months postnatally (Edinburgh Postnatal Depression Scale) and 36 months (General Health Questionnaire) and children's socio‐emotional and behavioural problems at 51 months (Strengths and Difficulties Questionnaire) as reported by mother, father and teacher. Controlling for socioeconomic status and maternal mental health symptoms at 3 and 36 months, paternal postnatal depressive symptoms predicted more father‐reported child problems at 51 months but, in contrast to previous findings, not mother‐reported problems. Paternal mental health symptoms at 36 months predicted both maternal and paternal reports of child problems at 51 months controlling for both paternal and maternal postnatal symptoms. Paternal mental health symptoms at 3 and 36 months were not significant predictors of teacher‐reported child problems. Postnatal marital discord and paternal mental health problems at 36 months both mediated the relationship between paternal postnatal symptoms and later child emotional and behavioural problems. Child gender did not moderate the relationship. Implications for interventions are discussed. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献