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Self-harming thoughts and behaviors in a group of children and adolescents with gender dysphoria
No full textThis article presents the findings from an audit on self-harm in 125 children and adolescents referred to the Gender Identity Development Service in London. Data concerning self-harming thoughts and behaviors before attending the service were extracted from documents in the patient files and from clinician reports. The findings indicated that suicide attempts and self-harming were more common over the age of 12. Overall, thoughts of self-harm were more common in the natal males whereas actual self-harm was more common in the natal females. The number of suicide attempts did not differ significantly between the two genders. The implications of these findings are discussed. Limitations of the study are also discussed which include that the data was only collected over an 8-month period and that it was extracted from patient files and from clinician reports
The body one has and the body one is: Understanding the transsexual's need to be seen
No full textThe transsexual individual confronts the analyst with a disturbing otherness. How this otherness is understood, that is, how the analyst 'looks' at the patient through her distinctive theoretical lens impacts, in turn, on the patient's experience and what transpires between them. In this paper the author outlines a developmental model rooted in attachment and object relations theory to provide one alternative way of 'looking' at some of these patients' experiences in the clinical setting. It is suggested that in some cases of transsexuality the primary object(s) did not mirror and contain an early experience of incongruity between the given body and the subjective experience of gender: it remains unmentalized and disrupts self-coherence leading to the pursuit of surgery that is anticipated to 'guarantee' relief from the incongruity. Through an account of work with a male to female (MtF) transsexual who underwent surgery during her five years of psychotherapy, the author explores how a focus on the transsexual's experience of 'being seen', that is, of being taken in (or not) visually and mentally by the object in their state of incongruity, affords another window through which to approach the transsexual's experience in the transference-countertransference dynamics
Further iterations on using the problem analysis framework
No full textA core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area
Mirror, mirror on the wall: The role for neuroscience in comparative psychotherapy research
No full textYoung child observation: A development in the theory and method of Infant Observation
No full textObserving young children at play is an everyday and often fascinating and pleasurable experience for many of us. It also has a great pedigree in the development of psychoanalysis from Freud’s observation of his grandson’s game with the cotton-reel onwards.
This book describes the practice of observing young children in home and nursery settings in a systematic and non-intrusive way to expand our understanding of their emotional, cognitive, and social development. It uses a psychoanalytic lens to enrich the meaning of what is seen. How do minds and personalities take shape? How can we train people to see what is most relevant in helping children to develop?
The chapters range from classic papers by famous practitioners of an older generation to observations completed in recent years in the UK, Europe, and the US. Observation of this sort has also spread to Latin America, India, Australia, Africa, and the far East. The differences and continuities with Infant Observation are the starting point. What happens when a child starts nursery? How active a playmate should an observer be? How do we balance the close attention given to the observed child with the wider group of children in a nursery? How do we make sense of the marked cultural differences we see between families, nurseries, and indeed national cultures? How can we use observation as a baseline for early intervention and how can we research what we are doing?
The book is written for the many students and professionals concerned with the care and education of under fives, and for parents, grandparents, and all who are interested in the mind of the young child. The meeting of inner and outer worlds, which characterizes life in these crucial years, is vividly depicted. Readers will delight in the children’s capacity for imaginative thought and also find themselves pondering what makes a nursery a good-enough place for staff and children
