Lenneke R. A. Alink  Byron Egeland 《Aggressive behavior》2013,39(2):131-140

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Siri Erika Gullestad 《Scandinavian Psychoanalytic Review》2013,36(2):122-130

The analysis of a woman with difficulties in creating and sustaining mental images of persons, especially of those affectively close to her, is described. Neuropsychological and psychoanalytical aspects of this problem in revisualization are considered, and an attempt is made of understanding her problem in light of her history of early deprivation and disturbed attachment relations. Having this kind of problem, the analysand saw it as a personal project to explicitly recall places and situations from her childhood. Important phases in the analytic process are seen as different from both transference and reality, and they are discussed using the concepts of new beginning, developmental object and developmental illusion. The occurrence of what Riitta Tähkä has termed developmental illusion which is juxtaposed to neurobiological facts of development and change, and constraints to change, remains the hypothetical main curative factor in this analysis.  相似文献   

    

Cathy Urwin 《Journal of Child Psychotherapy》2013,39(2):193-213

Frances Tustin: Autistic States in Children, Published by Routledge and Kegan Paul Ltd. 1981 Price £12.50.

B.A. Farrell The Standing of Psycho-Analysis Published by Oxford University Press. 1981. Price £3.95.

Helen Featherstone: A Difference in the Family. Life with a Disabled Child. Published by Basic Books Inc. 1980.

Martin Richards: Infancy. World of the Newborn. The Life Cycle Series. Published by Harper &; Row. 1980. Price £2.25 (paperback).

Jerome Bruner: Under fives in Britain. Published by Grant McIntyre. 1980. £10.95 (hardback), £4.50 (paperback).  相似文献   

    

Anne Alvarez 《Journal of Child Psychotherapy》2013,39(2):158-180

The paper attempts some clarifications and differentiations concerning (1) Bick's classic distinction between states of helpless unintegration and states of defensive disintegration; (2) the difference between a state and a phase, and Bick's apparent challenge to some aspects of object relations thinking. The paper then lists some types of early pre-depressive and pre-Oedipal integrations and integrators: these include, as well as various kinds of containment, the role of the interested, interesting, and occasionally reclaiming object.  相似文献   

    

Becky L. Stewart  Michael R. Dadson  Marion J. Fallding 《Journal of aggression, maltreatment & trauma》2013,22(3):322-343

The concept of structural dissociation can provide useful information for increasingly complex applications of mentalizing in therapeutic settings; however, little integration of the two approaches has emerged. Grounded in the intricate case of a woman diagnosed with dissociative identity disorder, this case study integrates and applies the concepts of structural dissociation and mentalizing from an attachment perspective. Client history includes pervasive spiritual and sexual abuse, as well as extreme neglect throughout her development. The presenting problems, relevant history (including the profound impact of neglect), and the therapeutic models that guided treatment are described. Also presented are the specific therapeutic interventions that have facilitated and strengthened therapeutic alliances, levels of integration, and mentalizing capacity in this challenging but rewarding study of human resiliency.  相似文献   

    

Alfred Motalenayne Modise 《Journal of Psychology in Africa》2013,23(5):453-456

This study investigated schooling and community participation qualities of teenage learners affected by orphanhood in rural secondary South African setting. Participants were a purposive sample of 30 teenage learners, (female = 60% black = 98%, 12 to 19 years old). Data on their school and community participation were collected using semi-structured individual interviews. The data were thematically analyzed with open-coding. The findings indicated that learners need support for livelihoods, relationship development with extended family or guardians, school attendance, school task engagement and follow through. They experienced material shortages despite state support. From livelihood deprivations and forced opportunities, the learners who had been orphaned enter the working environment earlier than is typical and often do menial jobs.

Children who have been orphaned are those under the age of 18 years who have lost one or both parents from any cause (Jeff & Chris, 2002 Jeff, G., & Chris, D. (2002). Impacts and interventions. South Africa: University of Natal Press. [Google Scholar], UNICEF, 2003). This represents about 18.8% of South African children (3 374 971) and 7.3% of children (24 6373) from the Free State or central province of South Africa alone (Central Statistics South Africa, 2011). According to the World Bank (1998 World Bank. (1998). Confronting AIDS. Washington, DC: World Bank. [Google Scholar]), children affected by orphanhood are less likely to have proper schooling from lack of parenting and the resource deprivation associated with being orphaned. Under guardianship, the host family may reduce a child's attendance at school by labour demands or the inability to pay for schooling (UNICEF, 2003). From these deprivations, learners affected by orphanhood may enter the labour force prematurely, and mostly in the unregulated informal sector (UNICEF, 2012). As a matter of fact, a learner who is orphaned is deprived of childhood from the socio-economic demands on him or her which are developmentally atypical (Ganga & Maphala, 2013).  相似文献   

    

C. Edward Watkins Jr. 《Psychodynamic Practice》2013,19(4):393-407

While literature on psychotherapy supervision abounds, literature on supervisor supervision (i.e., the actual supervision of a supervisor trainee who is in the process of learning to supervise) is far more scarce. How might the supervision of supervision process be best understood? What is the developmental experience of supervisor trainees? How can supervisors effectively intervene when working with supervisor trainees? Those questions have been addressed in only the most meagre fashion, and guidance on how to engage in the supervision of supervision is sorely lacking. In this paper, a psychoanalytic developmental framework is used to provide a means of conceptualising the supervisor trainee experience and to suggest a programme by which supervisors can best respond to their supervisor trainees' needs. Supervisor trainee ‘unfolding’ and ‘becoming’ are captured within a developmental progression that punctuates separation and individuation processes. The place of the supervisor – in holding and containing, loosening and liberating, buffering and bolstering, and refuelling and reloading – is considered in the facilitation of supervisor trainee development.  相似文献   

    

Phillips CL  Vollmer TR 《Journal of applied behavior analysis》2012,45(1):37-54

The benefits of permanent pictorial prompts in enhancing maintenance and generalization are likely dependent on their degree of stimulus control and the extent to which their use is generalized. Although several studies on the use of pictorial prompts have demonstrated their efficacy (e.g., Pierce & Schreibman, 1994; Wacker & Berg, 1983; Wacker, Berg, Berrie, & Swatta, 1985), there is still some question regarding what ultimately controlled responding. The present study allowed an explicit examination of stimulus control by pictorial prompts. Three 4-year-old children with developmental disabilities were taught to complete 4 instructional sets (5 steps each) using pictorial prompts such that the prompts would control responding. All 3 participants showed generalization to the final set after training with 3 sets. These results suggest that training a single task sequence may not be sufficient for acquisition of generalized pictorial instruction following. However, establishing stimulus control by the pictorial prompts rather than teaching behavioral chains may facilitate acquisition of a generalized repertoire.  相似文献   

    

Hicks SC  Bethune KS  Wood CL  Cooke NL  Mims PJ 《Journal of applied behavior analysis》2011,44(3):675-679

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.  相似文献   

    

Kang S  O'Reilly MF  Fragale CL  Aguilar JM  Rispoli M  Lang R 《Journal of applied behavior analysis》2011,44(4):835-846

The rates of problem behavior maintained by different reinforcers were evaluated across 3 preference assessment formats (i.e., paired stimulus, multiple-stimulus without replacement, and free operant). The experimenter administered each assessment format 5 times in a random order for 7 children with developmental disabilities whose problem behavior was maintained by attention, tangible items, or escape. Results demonstrated different effects related to the occurrence of problem behavior, suggesting an interaction between function of problem behavior and assessment format. Implications for practitioners are discussed with respect to assessing preferences of individuals with developmental disabilities who exhibit problem behavior.  相似文献