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.

Applications to Special Clinical Issues and Problems of Childhood

Applications to Special Clinical Issues and Problems of Childhood
4 Applications to special clinical issues and problems of childhood

Clinical work with disturbed children and those felt to be otherwise at risk has historically involved a wide range of play techniques and modalities—among them doll play, costume play, water play, puppetry, clay modeling, sandplay, drawing, and the therapeutic use of games—although, at times, the traditional therapeutic play modalities simply cannot provide the child clinician either with sufficient, dynamically meaningful information about the child or with an effective vehicle for conveying both therapeutic understanding of the child’s narrative and therapeutic communications of a more specific nature. All too often, those children most in need of the clinician’s empathic understanding and interventive skills are also the children ...

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