13 research outputs found
Offering a 'therapeutic presence' in schools and education settings
This paper outlines a framework for conceptualizing the contributions that psychoanalytically-informed therapeutic professionals working within education settings can make to school staff and systems as well as to children and families. The paper combines theoretical concepts with case examples of work undertaken in different education settings, to illustrate the opportunities provided by offering a 'therapeutic presence' within schools. Examples include direct work with children and their families, as well as work with teachers and other education professionals, and include work in mainstream nursery, primary and secondary settings, as well as settings offering specialist provision
Internalizing Dimensions Profiles of Children Referred for Externalizing Behaviours in School Psychological Services
Externalizing behaviours are among the most common and challenging childhood disorders. These behavioural traits are often associated with less obvious internal states, such as anxiety, depression or personality disorders, which are commonly ignored by mental health professionals. Recognizing and assessing these mood states in terms of anxiety level and depressive symptoms (especially self-esteem) and personality traits may help mental health specialist to design more effective interventions. 24 children aged 8 to 14 referred to school psychological services for disruptive behaviour disorders were compared to a control group, paired by age, gender and intellectual efficiency. Parents and teachers completed the Strenghs and Difficulties Questionnaire (SDQ) in order to assess disruptive behaviours. Manifest anxiety, depressive symptoms, personality traits were assessed using respectively the Revised Children's Manifest Anxiety Scale (R-CMAS), the Multiscore Depression Inventory for Children (MDI-C), and the Hierarchical Personality Inventory for Children (HiPIC). Children with externalizing disorders presented many discreet indices of affective distress as higher level of physiological anxiety, sad mood, instrumental helplessness, social introversion, pessimism and lower level of conscientiousness and benevolence. These results should encourage child and adolescentâs clinicians to screen for psychological vulnerabilities during a holistic psychological assessment including self-report questionnaires and child interviews in addition to the classical parents or teachersâ questionnaires
Grasping complexity
Whatever approach one might favor, the future of projective techniques lies in our capacity to collaborate at international and interdisciplinary levels. Isolation will only weaken our scientific position and expose us to more criticism. The Editorial Board of Rorschachiana hopes to modestly contribute to this endeavor by becoming a platform for interdisciplinary dialogs. Volume 32 of Rorschachiana contains a variety of topics that are explored using different lenses. A study by Arnon, Maoz, Gazit, and Klein establishes key indicators for the Rorschach Comprehensive System which can contribute to the diagnosis of posttraumatic stress disorder. Guinzbourg demonstrates how the Rorschach can be useful in understanding various subtypes of eating disorders in her study comparing 106 eating disorder patients to a normative sample. Verdonâs comprehensive review of the use of the Thematic Apperception Test with older adults is an elegant and thought-provoking contribution to a field that is gaining momentum. Ikiz narrates how the Rorschach Test was adopted in Turkey and discusses some of the challenges the use of the test has encountered over the years. Finally, Carstairs shows how projective methods can be an invaluable addition to the assessment of parents in cases of child neglect. The Special Section of this volume is introduced by our Guest Editor Professor Latife Yazigi, who has collated a variety of contributions on the use of projective methods with children and adolescents
Quelques éléments de réflexion sur la dépression chez l'enfant : à partir et au-delà de la position dépressive
Cet article propose une relecture de la position dépressive à l'aide des théories contemporaines de la relation d'objet de l'école britannique de psychanalyse
Learning from the inkblot
The contributions of Wilfred Bion to psychoanalysis and Hermann Rorschach to personality assessment have had considerable influence on psychotherapy. Both authors developed their own systems in attempts to establish a more scientific approach to the study of the mind. This article introduces some key concepts from the work of Bion and shows their applications to the Rorschach Test
La formulation de cas : un modĂšle dâĂ©valuation psychologique de lâenfant et de lâadolescent
Lâarticle prĂ©sente le modĂšle de la formulation de cas pour lâĂ©valuation psychologique de lâenfant et de lâadolescent. La formulation de cas sâest dĂ©veloppĂ©e en rĂ©ponse au diagnostic psychiatrique qui peut ĂȘtre perçu comme une approche rĂ©ductionniste du fonctionnement psychique. En Europe, de nombreux psychologues cliniciens ont adoptĂ© ce modĂšle, qui a initialement Ă©tĂ© dĂ©veloppĂ© par les psychothĂ©rapeutes dâorientation cognitivo-comportementale, et lâont adaptĂ© Ă leur pratique respective. Ce modĂšle, aujourdâhui bien ancrĂ© dans la pratique clinique quotidienne, consiste Ă Ă©laborer diffĂ©rents regards thĂ©oriques intĂ©grant les rĂ©sultats de la recherche scientifique pour favoriser la comprĂ©hension dâun cas clinique. Ce modĂšle sâinscrit parallĂšlement dans une approche centrĂ©e sur les preuves et dans une pratique rĂ©flexive de la clinique. Lâobjectif de la formulation de cas est dâĂ©laborer des hypothĂšses et de proposer des traitements adĂ©quats. La famille est toutefois intĂ©grĂ©e dans le processus de discussion et de prise de dĂ©cision, ce qui permet de renforcer lâalliance thĂ©rapeutique. Cet article prĂ©sente les trois courants thĂ©oriques les plus utilisĂ©s dans la formulation de cas : les approches cognitivo-comportementale, psychodynamique et systĂ©mique. Lâutilisation dâune seule et mĂȘme vignette permettra de montrer la pertinence du modĂšle et la complĂ©mentaritĂ© des diffĂ©rentes approches cliniques
Revue des modÚles et théories sur les hyperactivités de l'enfant : Antagonisme ou complémentarité? [A review of child ADHD theories and models: Antagonism or complementary?]
Child hyperactivity is a puzzling presentation for parents, teachers and Child Mental Health Professionals. The latter have developed a number of concepts and theories that are an attempt at explaining the nature and origin of various behavioural disorders. As a result, children and parents are confronted to a myriad of theories, sometimes contradictory. Child psychologists play a paramount role in linking together those various representations during initial consultations with families. The present literature review aims to introduce the principal theoretical models of hyperactivity (neuropsychological, neurobiological, psychodynamic and temperament)