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Infant observation
No full textThe idea that the future development of psychoanalysis lay in child analysis led to the encouragement by Freud, Ferenczi and Abraham of the two most significant figures in child analysis in the 20th century: Anna Freud and Melanie Klein. Each of these women based their theories on close observation of children, in both clinical and ordinary life settings. In this chapter, the story is presented of how Klein's work led to the invention of Infant Observation as a disciplined practice within psychoanalytic education and how the experience of observing infants in turn influenced the scope and direction of clinical work in psychoanalysis
'I definitely felt an exception' discourse analysis: A father talks about his son's transition to school
No full textA single case study was conducted to explore how schools might better engage fathers in their children's education. Women traditionally mediate early years education, and communication from schools to parents is directed to mothers. Some fathers are more involved in the day-to-day care of their children than others, but the predominant culture, both in the reception class and at home, is feminine. Where fathers are involved in education, irrespective of mothers’ involvement, children achieve better educational outcomes. There is no existing research on what fathers say about transition to school. Fatherhood and masculinities literature using discourse analysis reveal a theoretical, functional psychoanalytic discourse in Western culture. The research question posed here is: ‘What might be learned from what a father says about his son’s transition to school?’ A qualitative research design from a relativist ontological stance and social construction epistemology was used to explore what one father said on this topic, and to emancipate his voice. Willig’s (2013) stages of Foucauldian discourse analysis provided the framework for the analysis of a researcher-transcribed interview. Transition to school was discursively constructed: constructions were compared, contrasted and located in the masculinities, feminist, psychoanalytic, educational and economic discourses. Actions and subject positions available to challenge gender roles and stereotypes in early years education and to promote fathers’ involvement were noted. The findings revealed a complex subjectivity in the father’s many ways of seeing and being in relation to transition to school and the theoretical collective unconscious in functional psychoanalysis. The role of educational psychologists is discussed in influencing policy to include fathers in their children’s education
A constructivist grounded theory study of the decision-making processes of professionals in a children’s service, mixed multi-disciplinary assessment team
No full textSince 2003, Children’s Services have sought to promote more consolidated work by professionals of different disciplinary backgrounds who might otherwise follow independent forms of practice. This is believed to enhance efficacy and reduce inequality in providing for vulnerable children (Boddy, Potts, & Statham, 2006; DCSF, 2003). Evidence that this improves child outcomes is mixed, however. Professionals may have difficulties working together effectively, for example Anning, Cottrell, Frost, Green, & Robinson (2006) and Sloper (2004).
This research presents a qualitative study into the decision-making processes of a Children’s Services multi-disciplinary team (MDT) of educational, health and social care professionals. The study explores which aspects of the MDT strengthen and undermine collaborative work, and how this influences child assessment outcomes.
The study was exploratory, using Constructivist Grounded Theory (CGT) analysis of the recorded discussions of professionals concerning six preschool child cases. All six children were referred with neurodevelopment difficulties. The transcripts revealed a fragmentary MDT with a singular, medical model approach to practice, which in this particular situation, averted collaborative working.
The established context for the operation of decision-making was in the professionals’ referral system, whereby a Child Assessment ‘pathway’ functioned. Decision-making comprised System routines, Weighing-up significance, Expediency including Centralisation and Convenience, Continuation of Function, and Avoidance of Difficulty/Unpleasantness.
Use of the Autism Diagnostic Observation Schedule (ADOS) cut-off score to diagnose autism spectrum disorders (ASD) was an outcome of the decision-making process. Discussions revealed that once such decisions were made, they remained unchanged. Psychoanalytically informed concepts (Hollway, 2011) were used in analyses. This enabled a framework of understanding for professionals’ work, as well as for promoting organisational development and change
Surviving and thriving in care and beyond: Personal and professional perspectives
No full textThis is a book about children who have to grow up apart from their biological parents, the impact of this on their lives and on those who look after them, and how we can respond to the challenges this poses in order that they can grow and develop in healthy directions. It provides a systemic framework to describe working with children and adults who are or have been in care or adopted, as well as working with their adoptive parents and carers, highlighting their own narratives and those of professionals working with them.
The authors have tried to make space for multiple voices to speak and describe aspects of the care system and life beyond. There are contributions from those who have been brought up away from their biological parents, their adoptive parents and foster or kinship carers. There are also contributions from researchers and professionals with expertise in working with children in substitute care, who describe their theoretical and clinical approaches, privileging the voices of those with whom they work.
This book seeks to highlight the possibilities and opportunities that can be offered and taken by people who were not able to grow up in their biological families. Combining a mixture of insider knowledge, realism, creativity and hope, it is essential reading for all working and living in this field
Investigating links between intimacy and violence in intensive psychotherapy
No full textThis research examines links between intimacy and violence within the transference relationship of a three year old boy during intensive psychotherapy. Psychoanalytic clinical findings are used to examine triggers to violence that initially appeared to link with moments of emotional warmth. The research uses a retrospective single case study design. The clinical data cover a period of transition in the child's life from being a 'looked after child' in foster care to being adopted. There was a history of early trauma from neglect and domestic abuse. Clinical process notes from supervised sessions were coded using an adapted grounded theory approach to reveal complex interlinking themes of intimacy, violence, Oedipal issues, control and difficulties regulating affect. Data in this study show how intimacy and violence are linked when there is evidence of a separation between the self and the object of intimacy. Explosive violence is triggered by the threat of loss of the object and the rage is, at times directed towards the object of intimacy. The findings of this study support concepts identified by earlier research in the field about the impact of a lack of maternal containment on innate violence, associated struggles with the Oedipal complex and the impact upon the capacity for symbol formation and thinking. However, the research findings challenge Glasser's (1979) theory of the 'core complex' that suggests that intimacy triggers violence. The results of this research indicate that it is the threat to the loss of intimacy as a result of separation from the object that is the trigger to violence. I believe this study may, in a modest way, further understanding about links between violence and intimacy in human relationships. This may help other child psychotherapists be alert to certain dangers when dealing with violence in the therapy room
Working in a National Health Service setting with toddlers at risk of autistic spectrum disorder
No full textPsychosocial perspectives on end of life care
No full textPersonal and professional experience has made the author aware of the way in which emotional responses to vulnerability, life threatening illness, death and dying can significantly influence the course and outcome of medical and social interventions, as well as the provision and quality of care provided. In recent years psychoanalytic studies have enabled a deeper understanding of the unconscious primitive anxieties and associated defences that are part of being human, and to think about the implications for health and social care workers as society strives to meet the needs of an increasingly ageing population. Aspects of psychoanalytic theory, including contemporary applications, have been useful in reflecting on what it means to provide care for those at the end of life. The author will discuss the value of applying psychoanalytic understanding and faculties to this developing area of health and social care. Early findings from a doctoral research project, 'Bringing Death Home', will be referred to. The conclusion will reflect on personal knowledge and lived experience of palliative care social work to consider the significant contribution that relationship-based social work practice can make to the ongoing implementation of the end of life care strategy and the wider integrated care agenda
The Tavistock and Portman's approach to delivering 'Risk Support' [Case study]
Get PDFA discussion concerning the Tavistock and Portman’s multi-agency approach to delivering ‘Risk Support’. This case study provides an example of how the i-THRIVE community of practice sites has approached implementing some of the THRIVE principles locally