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.
Secrecy and Trauma: An Adopted Child’s Psychotherapy
Bruce, aged 14, resided with his adoptive parents and an 11-year-old biological sibling, Valerie. His adoptive parents were especially concerned about Bruce’s apparent disregard for authority and a pattern of increasingly serious antisocial behavior. For some time, household items had seemed to disappear without explanation, but now, one of Bruce’s teachers had reported her suspicion that he had stolen $20 from her purse. Confrontations yielded little aside from massive denial, pathological lies, and externalizations. It was always someone else’s fault, the teacher or his parents were simply in error, he was being treated unfairly, and so forth. However, there were other problems as well.
As early as the first grade, Bruce ...