NEW TO THIS EDITION: Revised and expanded chapters throughout incorporate significant changes in the field of dynamic child treatment over the last 15 years. New clinical illustrations represent a wide range of presenting problems from venues such as family service, community mental health, and outpatient child psychiatry, and illustrate aspects of therapeutic communication with children through metaphors. KEY FEATURES: Transcriptions of the actual stories told by children and reconstructions of specific therapeutic responses demonstrate how such techniques are actually used, lending additional clarity to clinical material. Specific information on how to use children’s projective stories in dynamic clinical assessment helps readers prepare to use strategies in their own clinical practice. Practical guidelines for identifying clients who are good candidates for storytelling include taking into account such factors as the child’s diagnosis, age, maturity, verbal ability, and resistance to engagement. Variations on the basic storytelling process range from non-reciprocal diagnostic techniques to stories used in conjunction with therapeutic games or other play techniques. Examples from the author’s case files illustrate storytelling with children suffering from attachment disorders, borderline disturbances, self-object disorders, and complex posttraumatic conditions. Chapter-ending discussion questions assist readers in discerning the most essential ideas and concepts.

Autogenic Stories, Projective Drawings, and the Clinical Assessment Process

Autogenic Stories, Projective Drawings, and the Clinical Assessment Process
2 Autogenic stories, projective drawings, and the clinical assessment process

Although stories and storytelling hold a time-honored role in therapeutic work with children, the elicitation of an autogenic (stimulus-independent) story for diagnostic purposes has not generally been advocated as a useful technique. Yet children’s stories have long been recognized as important sources of information about intrapsychic structure, characteristic conflicts, and defensive adaptations. They can also provide information about disturbing wishes and fantasies, interpersonal relations, the development of the self, and other aspects of character.

Such projective instruments as the Fairy Tales Test, the Tell-Me-A-Story Test, the Roberts Apperception Test, Bellak’s Children’s Apperception Test (CAT), and Blum’s Blacky Pictures have made use of pictorial stimuli suggesting various themes ...

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