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What social workers need to know. A psychoanalytic approach
No full textSocial work deals with the heavy end of human difficulties such as cruelty, self-destructiveness, and severe and enduring mental health problems. How do social workers make sense of the emotional difficulties which come with the realities of practice? Understanding our clients is the best way of dealing with complex situations and avoiding burnout and stress. The contributors to this book argue that psychoanalysis provides a theory of development and behaviour capable of formulating a realistic model for understanding emotional difficulties and disturbances in both clients and ourselves.
The chapters demonstrate a way of thinking for the practitioner that can be used in all situations. The book examines in detail some of the difficult and disturbing conversations that social workers have with clients of all ages. It provides a psychoanalytic framework for understanding circumstances which may be puzzling, stressful or frightening, and a theory whose value for many social work problems is well underpinned by research evidence.
Written by senior practitioners who are all still working in the front line, this book puts complex real life experiences into words, to help the social worker become a more effective practitioner
Psychodynamic approaches to suicide and self-harm
No full textRates of suicide and self-harm are rising in many countries, and it is therapeutically important to explore the personal stories and relationships that underlie this behaviour. In this article psychoanalytic and psychodynamic principles and concepts in relation to violence towards the self are introduced and the various unconscious meanings of suicide and self-harm are explored within a relational context and attachment framework. We describe how a psychodynamic approach may enhance the risk assessment and treatment of patients presenting with self-harm and suicidality, particularly examining the role of transference and countertransference within the therapeutic relationship
Psychodynamic child and adolescent psychotherapy: Theories and methods
No full textPsychodynamic Child and Adolescent Psychotherapy is both a textbook and book of reference for all child and adolescent psychotherapists. It addresses both novices, who need to learn the theories and methods of the work, and also experienced psychotherapists, who want to expand their knowledge, at the same time getting a readily-accessible update and revival of the many ways in which psychodynamic child and adolescent psychotherapy enters into contemporary practice. The book offers a clear, methodologically precise and updated introduction to the theories, methods and practice of the field.
The authors demonstrate through practical examples what psychodynamic child and adolescent psychotherapy is, and how a psychotherapy can be planned and carried out, expounding the necessary preconditions, settings and methods. A personal understanding of the complexity of the therapeutic relationship is presented together with an elucidation of drawings and symbolic play, parallel work with parents, and the special conditions for work with adolescents. A special section deals with the meaning of time, beginnings, endings, and breaks in psychotherapy, followed by a part about the methodological adaptations necessary for psychotherapy with children and adolescents suffering from maltreatment and complex trauma. Psychodynamic Child and Adolescent Psychotherapy ends with a description of the present state of research in the field
Culture, Race and Language in the Consulting Room: Minding the Gaps
No full textAn Inner City Immigrant Analyst's Viewpoints. A section from
Kannan Navaratnem's article based on papers presented at the Cambridge Convention of the Association of Independent Psychoanalysts, May 2017 and the Regional Colloquium of the British Psychoanalytical Society, April 2018
An fMRI investigation of empathic processing in boys with conduct problems and varying levels of callous-unemotional traits
Get PDFThe ability to empathise relies in part on using one's own affective experience to simulate the affective experience of others. This process is supported by a number of brain areas including the anterior insula (AI), anterior cingulate cortex (ACC), medial prefrontal cortex (mPFC), and the amygdala. Children with conduct problems (CP), and in particular those with high levels of callous-unemotional traits (CP/HCU) present with less empathy than their peers. They also show reduced neural response in areas supporting empathic processing when viewing other people in distress. The current study focused on identifying brain areas co-activated during affective introspection of: i) One's own emotions (‘Own emotion’); ii) Others' emotions (‘Other emotion’); and iii) One's feelings about others' emotions (‘Feel for other’) during fearful vs neutral scenarios in typically developing boys (TD; n = 31), boys with CP/HCU (n = 31), and boys with CP and low levels of CU (CP/LCU; n = 33). The conjunction analysis across conditions within the TD group revealed significant clusters of activation in the AI, ACC/mPFC, and occipital cortex. Conjunction analyses across conditions in the CP/HCU and CP/LCU groups did not identify these areas as significantly activated. However, follow-up analyses were not able to confirm statistically significant differences between groups across the whole network, and Bayes-factor analyses did not provide substantial support for either the null or alternate hypotheses. Post-hoc comparisons indicated that the lack of conjunction effects in the CP/HCU group may reflect reduced affective introspection in the ‘Other emotion’ and ‘Feel for other’ conditions, and by reduced affective introspection in the ‘Own emotion’ condition in the CP/LCU group. These findings provide limited and ultimately equivocal evidence for altered affective introspection regarding others in CP/HCU, and altered affective introspection for own emotions in CP/LCU, and highlight the need for further research to systematically investigate the precise nature of empathy deficits in children with CP
Wolne skojarzenia i interpretacja a nieobecność słów [Free associations, interpretation and the absence of words]
No full textContainment and denial: Raising awareness of unconscious processes present when teachers are working with children and families where there is domestic abuse
Get PDFThis paper reports a small-scale, mixed methods research project exploring the perceptions and experiences of primary school teachers regarding domestic abuse. The paper focuses on the psychoanalytic concepts of containment and denial present in such situations. Questionnaire findings suggested that there was a significant difference between teachers who had attended relevant training and those who had not in their confidence levels in 1) responding to disclosures, and 2) recognising whether a child was exposed to domestic abuse (n = 165). Semi-structured interviews, analysed using thematic analysis, were carried out with experienced teachers (n = 8). Four overarching themes were identified: emotional factors of the teacher’s role; working within the school system; the relationship with the child and family; and uncertainty about what teachers need to know. Findings are discussed in relation to the psychoanalytic concepts of containment and denial. Implications for practice, identifying the roles of unconscious processes and holistic containment, are discussed
The fluidity of gender and implications for the biology of inclusion for transgender and intersex athletes
No full textOne of the most contentious issues in modern day sport arises when sports are divided into male and female categories. The International Association of Athletics Federations’ (IAAF) previous policy regulating intersex athletes was suspended by the Court of Arbitration for Sport (CAS), resulting in a new policy. The challenge faced by the governing body of athletics is to formulate a policy that upholds both international law and the Olympic charter that stipulates athletes compete without discrimination of any kind. Implementation of the policy has been delayed until after a verdict, expected no later than March 26, 2019, in the Semenya versus IAAF trial in the Court of Arbitration for Sport. If the policy is enacted, it will restrict athletes from competing in the female athletics category with specific differences of sex development (DSD) in races from 400 m up to the mile in international level competitions unless they lower their natural testosterone (T) levels below 5 nmol·L−1. To thoroughly assess this new IAAF policy, one needs to appreciate its legal, sociological, and scientific underpinnings but also the history of previous policies attempting to define precisely how athletes should be divided into male and female categories. We previously proposed a system to deal with gender variant athletes that relied on a determination of an “athlete/athletic gender.” The concept of “athlete gender” was presented to multiple audiences, and the resulting survey is included. A large majority of participants (71% of 153) who answered the survey agreed with the idea of an athlete gender. This position also was accompanied by the request for more studies (20% of those who agreed) and concern over the process of hormone monitoring (32% of those who agreed) to avoid doping misuse. The primary argument of those participating in the survey that disagreed with the position (23% of 153) was that biological differences between males and females remained even after the transition (47% of opposing comments). Mixed gender/sex competitions provide unique opportunities for athletes to compete against one another outside of the traditional male/female divide and pave the way for a more flexible approach for dealing with gender variant athletes