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.
The Unfolding of the Narrative in the Psychotherapy of a Traumatized 10-Year-Old Boy
Creating and maintaining the necessary therapeutic environment to enhance and cultivate the unfolding of the child’s narrative account are critically important and often difficult tasks in child psychotherapy, more so when there is a history of trauma. Under ordinary circumstances, the child develops a narrative sense of self during the third or fourth year of life (Zeanah, Anders, Seifer, & Stern, 1989, p. 662). Most children are capable of verbal sequencing, an important prerequisite for the construction of a narrative, by the time they turn three—that is, they can say what happens first, what comes after, and so ...