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The Frankish model of disability psychotherapy in practice: an integrative model
- Author:
- McINNIS Erica Elaine
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(1), 2016, pp.74-81.
- Publisher:
- Emerald
Purpose: This paper focuses on the theory and practice of disability psychotherapy (DP) using the integrative Frankish model. This draws on the model’s use with a 28-year-old male with a mild intellectual disability (ID) who presented with a range of emotional and behavioural problems. Design/methodology/approach: A case study reporting on the practice of DP of psychodynamic orientation. Findings: Adaptations useful in providing DP with people with IDs and the type of issues which arise are reported. Research limitations/implications: DP is possible and beneficial in community settings. Limitations of a single case study include generalisability of findings. Originality/value: Existing papers focus on the model, development of the emotional development measuring tool and contextual issues. This case study provides novel information on the practice of DP, and analysis of manifestations of white supremacy (Ani, 1994) in psychotherapy with people with IDs. (Edited publisher abstract)
Revisiting 'What works for whom?': A qualitative framework for evaluating clinical effectiveness in child psychotherapy
- Author:
- URWIN Cathy
- Journal article citation:
- Journal of Child Psychotherapy, 33(2), August 2007, pp.134-160.
- Publisher:
- Routledge
This paper describes a framework for evaluating the effectiveness of child psychotherapy used by child psychotherapists in an inner city Child and Adolescent Mental Health Service (CAMHS). The Hopes and Expectations for Treatment Approach (HETA) involves using the assessment for psychotherapy that normally precedes treatment to derive a baseline from which to generate a set of hopes/expectations as regards the effects of the treatment on the part of parents and the psychotherapist, to be revisited one year after the start of the psychotherapy and/or at its completion. The Strength and Difficulties Questionnaire, for parents and schools, was also administered before and after the treatment. The characteristics of the first 30 children referred for psychotherapy over a particular time period are described. Of the first 15 children in this group to complete one year of individual psychotherapy, all showed change or significant change in the areas concerning parents' and therapists' hopes at the end-of-year review, as rated by parents and psychotherapists. A case of a child with conduct disorder is used to describe how the assessment generated a psychoanalytic formulation, how the therapist's understanding was fed back to the parents, and how the parents' and therapist's hopes and expectations were derived and recorded. This case illustrates powerfully the impact of trauma in the parents' backgrounds on the internal world of the child, and how the method provides a useful bridge between parent and child work. Feedback from the psychotherapists, the parents and the referrers using the framework is reviewed, and in conclusion the paper argues for the framework's value in promoting good practice in the treatment and management of complex cases and in enhancing awareness of the nature and scope of the psychotherapy process.
Psychodynamic psychotherapy for children with disruptive disorders
- Author:
- ERESUND Pia
- Journal article citation:
- Journal of Child Psychotherapy, 33(2), August 2007, pp.161-180.
- Publisher:
- Routledge
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.
Behaviour problems in handicapped children: the Beech Tree House approach
- Author:
- JONES Malcolm C
- Publisher:
- Souvenir Press
- Publication year:
- 1983
- Pagination:
- 240p.,illus.,bibliog.
- Place of publication:
- London
Children in psychodynamic psychotherapy: changes in global functioning
- Authors:
- ODHAMMER Fredrik, et al
- Journal article citation:
- Journal of Child Psychotherapy, 37(3), December 2011, pp.261-279.
- Publisher:
- Routledge
The aim of this study was to investigate if children's global functioning improves after psychodynamic psychotherapy. Data were collected as part of the Erica Process and Outcome Study. The sample consisted of 33 children aged 5-10 years who participated in psychodynamic psychotherapy with parallel work with parents. Twenty-nine children had at least one DSM-IV diagnosis, the most frequent of which were attention disorder and disruptive behaviour, and 15 children had comorbid conditions. The child was given 1 or 2 psychotherapy sessions per week from between 6 months to 2.5 years. Parents were expected to participate in their own psychotherapy at least once fortnightly. Child psychotherapists rated the children's global functioning using the measures the Children’s Global Assessment Scale (CGAS) and the Hampstead Child Adaption Measure (HCAM). The findings showed that the children’s global functioning improved substantially. However, no correlations were found between global functioning and different variables including age, gender, diagnosis, or number of sessions. In order to illuminate the complex connection between process and outcome, the study was complemented with 2 in-depth case studies where data were taken from questionnaires, completed by the child therapists every 3rd month. The analysis showed that important individual change, for example, attainment of formulated goals, was not always reflected in the change rated using the CGAS.
Bearing the unbearable: an insight into the world of emotionally fragmented children and young people
- Authors:
- BRADLEY Christine, (Author)
- Publisher:
- Plant Pot Productions
- Publication year:
- 2010
- Pagination:
- booklet, DVD
- Place of publication:
- Alford
A DVD and training manual for social care professionals working with children with complex emotional and behavioural needs. Experts from across the sector offer their perspectives and knowledge on therapeutic work with children and young people in the areas of social work, residential child care, fostering and adoption, mental health and education. The training manual covers the areas of: integration and unintegration; needs assessment; therapeutic treatment of unintegrated children; and strategies for intervention.
Group psychotherapy with learning disabled adults
- Authors:
- JONES Alison M., BONNAR Sally
- Journal article citation:
- British Journal of Learning Disabilities, 24(2), 1996, pp.65-69.
- Publisher:
- Wiley
An account is offered of group psychotherapy with five mildly learning disabled adults with emotional and maturational difficulties. Group content, dynamic process and problems, and evaluation are examined. Psychodynamic group psychotherapy with this client group is a treatment option not often undertaken but it is appropriate and potentially beneficial to this group of people. The task of the therapist is not easy and supervision and support are essential.
The trouble with teenagers: a guide to caring for disturbed adolescents
- Author:
- ROSE Melvyn
- Publisher:
- Positive Publications
- Publication year:
- 1993
- Pagination:
- 59p.
- Place of publication:
- London
Borderline and antisocial personality disorders: summary of NICE guidance
- Author:
- KENDALL Tim
- Journal article citation:
- British Medical Journal, 31.1.09, 2009, pp.293-295.
- Publisher:
- British Medical Association
This article summarises key recommendations form the National Institute for Health and Clinical Excellence (NICE) on the management of both borderline and antisocial personality disorder. The guideline includes preventive strategies, namely interventions for conduct disorder in childhood and adolescence.
The insanity of normality: toward understanding human destructiveness
- Author:
- GRUEN Arno
- Publisher:
- Cooperative Communication Skills Teaching Material
- Publication year:
- 2007
- Pagination:
- 244p.
- Place of publication:
- Berkeley, CA
The psychoanalyst Arno Gruen challenges that assumption, arguing instead that at the root of evil lies self-hatred, a rage originating in a self-betrayal that begins in childhood, when autonomy is surrendered in exchange for the "love" of those who wield power over us. To share in that subjugating power, we create a false self, an image of ourselves that springs from a powerful and deep-seated sense of fear. Gruen traces this pattern of adaptation and smoldering rebellion through a number of case studies, sociological phenomena - from Nazism to Reaganomics - and literary works. The insanity this attitude produces, unfortunately, goes widely unrecognized precisely because it has become the "realism" that modern society inculcates into its members. Gruen warns, however, that escape from this pattern lies not simply in rebellion, for the rebel remains emotionally tied to the object of his rebellion, but in the development of a personal autonomy. His elegant and far-reaching conclusion is that while autonomy is not easily attained, its absence proves catastrophic to both individual and society. With compassion and conviction Dr. Gruen carefully exposes the undiagnosed and undisclosed insanity unwittingly accepted as normality.