Psychotherapy: child and adolescent Books

Book SynopsisThis groundbreaking book takes a humanistic approach to counselling young people, establishing humanistic counselling as an evidence-based psychological intervention. Chapters cover: Therapeutic models for counselling young people Assessment and the therapeutic relationship Practical skills and strategies for counselling young people Ethical and legal issues Research and measuring and evaluating outcomes Counselling young people in a range of contexts and settings. Grounded in the BACP's competencies for working with young people, this text is vital reading for those taking a counselling young people course or broader counselling and psychotherapy course, for qualified counsellors working with this client group, and for trainers. Trade ReviewStudents and lecturers have been waiting for a text like this which is thorough and thoughtfully put together. It synthesises theory and practice in way that is readable and applicable to CYP counselling work in the real world. -- Edith BellI welcome this important new guide for practitioners, which builds on the BACP’s Competences for humanistic counselling with young people (11-18 years) (BACP, 2014) to support counsellors to develop effective, ethical and evidence-based practice with children and young people. -- Dr Naomi MollerA comprehensive, accessible and contemporary guide to counselling practice with young people. The book addresses a range of issues that have become essential to the field, including cultural competence, the use of measures, and working across contexts and agencies. -- Professor Mick CooperRebecca′s book is a ′must have′ for all therapists working with young people. It is comprehensive and contains the answers to everything that you might wonder about when working in this field - development; theory and practice; professional and practice issues; context and settings. -- Dr Margaret RobsonIf you work therapeutically with children and young people, you need to read this book. -- Peter JenkinsTable of ContentsIntroduction Part 1: The Development of the Young Person 1. Understanding Young People and their Development Part 2: Counselling Young People: Theory and Practice 2. Therapeutic Models for Counselling Young People 3. Assessment with Young People 4. The Therapeutic Relationship 5. Working with Emotions 6. Using Creative and Symbolic Interventions 7. Working with Groups Part 3: Counselling Young People: Professional and Practice Issues 8. Engaging Young People and their Families 9. Evaluation and use of Measures in Counselling Young People 10. Ethical and Legal Issues 11. Risk and Safeguarding 12. Working with Other Agencies 13. Supervision 14. Developing Culturally Competent Practice Part 4: Counselling Young People: Contexts and Settings 15. Educational Settings 16. Voluntary/Third-sector Settings

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Book SynopsisPsychodynamics Commencing in Early Childhood: The Case for an Additional Tripartite Complex defines, delineates, and demonstrates the usefulness of an earlier variant of the Oedipus Complex, a complex first manifesting itself with the onset of separation-individuation and ending around the age of three. Of course, a child younger than three years of age has not matured to the degree of selfhood or become the psychically separate entity that, with usual maturation and development, are the attributes of the older child of the Oedipus complex, proper. Under these circumstances, the tripartite psychodynamics that are characteristic of and derived from the earlier period will differ from the better known triadic psychodynamics of Freud's Oedipus complex, proper. This book presents clinical case studies psychological research and psychological understandings from other fields of endeavor that focus on and document psychodynamics of the complex of the earlier age period and their reverberatioTrade ReviewOsman brilliantly uses classic myth, anthropology, and his own extensive clinical experience, to create a compelling account of the earliest challenges of life and elevate their importance in psychotherapeutic and psychoanalytic treatment. -- Peter Loewenberg, professor emeritus, UCLATable of ContentsChapter 1: The Building Blocks of an Earlier-Life Oedipus Complex Chapter 2: How Might the Earlier Complex Lend Additional Clarity to Twenty-First Century Psychoanalysis Chapter 3: The Role of the Earlier-Life Complex in Motivating Religious Endeavors Chapter 4: Illustrative Case Studies Chapter 5: Freud’s Rat Man from the Perspective of the Earlier-Life Complex Chapter 6: Listening to Schreber Chapter 7: Manifestations of the Earlier Complex Appearing in Psychodynamically Similar Persons living Three Centuries apart Chapter 8: Selected Religious and Mythical Exemplars Chapter 9: One Who Fears and also Worships Masculinity Chapter 10: Corroboration and Dissonance When Examining Primitive Peoples Initiation Rites Chapter 11: Affirmation from the Arts and Artists

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Book SynopsisAna María Rizzuto's groundbreaking explorations of the formation of God representations in early childhood and their elaboration throughout the life cycle have made their mark, enriching the practice of psychoanalysis and psychotherapy as well as scholarship within the psychoanalytic study of religion. Assessing Rizzuto's legacy on the thirty-fifth anniversary of the publication of The Birth of the Living God, contributors to this international collection of essays confirm the significance of Rizzuto's contributions to psychoanalytic theories of religious experience. They also underscore Rizzuto's most important contribution to clinical practice: rather than assert that psychoanalysis is incompatible with religious beliefs and practices or with spiritual concerns that patients may bring to a therapeutic context, Rizzuto makes room for the coexistence of psychoanalysis and religion in the therapeutic setting. Accompanied by illuminating commentaries by Rizzuto, the essays in this volumTrade ReviewAna-María Rizzuto is an essential figure in the psychoanalytical approach to the religious fact and in the understanding of the origin and development of God images. Being a witness to her dialogue about her work with some major figures in the field is a gift for which we should be thankful to the publisher. Clinical practice and theory come together in this volume in an unsurpassable way, mutually shedding light on and enriching each other. -- Carlos Domínguez-Morano, University of GranadaGoodman (Boston College) and Reineke (Univ. of Northern Iowa) have assembled a fine collection of essays related to the pioneering work of psychoanalyst Ana-Maria Rizzuto, whose book The Birth of the Living God (1981) transformed the way psychoanalysis approached the topic of religion. The present collection of six essays is in many ways an homage to that book's empirical and clinical interrogation of how representations of God are elaborated over the life-span. Each essay explores a different facet of Rizzuto's contribution to the psychology of religion, considering such topics as atheism, the healing factor in psychotherapy, the therapeutic use of metaphor, and the maternal matrix. A discussion by Rizzuto follows each essay, lending the collection a fresh dialogic dimension. These essays will serve as the best commentary on Rizzuto's important work to date, and will provide clinicians and scholars with material for further speculation on the relationship between psychoanalysis and religion. The interdisciplinary nature of the collection will serve as a model for future scholarship in the fields of religious studies, psychology, and psychotherapy. Summing Up: Essential. Upper-division undergraduates through faculty and professionals. * CHOICE *The book has the freshness of interactive dialogues that cross, connect and weave themselves between Rizzuto and a Freud she admires and defies, and between her and the different authors, providing the reader with a true feast of interdisciplinary thinking. The fecundity of Rizzuto’s work is demonstrated by the diversity of new developments it has given rise to in both theoretical and clinical psychoanalysis. This intellectually fascinating experience motivates the reader to rethink spirituality, religion and contemporary culture, leaving us wondering about the representation of God underlying new atheisms and the violent religious fundamentalisms of our century. -- Alicia Zanotti de Savanti, emerita, Ponticia Universidad Católica ArgentinaThe book is a model of how to advance important discussions not in lockstep, but with gracious respect when people differ, as several commentators do with parts of Rizzuto's thought and work. The first two chapters are extremely useful introductions to the wide applications of Rizzuto's work. . . . this is a valuable and insightful book with skillfully presented material. The editors and contributors are to be congratulated. * Logos: Journal Of Eastern Christian Studies *Reineke and Goodman have gathered a stellar group of scholars and clinicians to honor the thirty-fifth anniversary of Ana-Maria Rizzuto’s groundbreaking publication, The Birth of the Living God. Confirming the impact and ongoing significance of the work of the ‘mother’ of the psychoanalytic study of religious experience, contributors examine Rizzuto’s personal history and cultural backstory; apply her insights in case studies and personal reflections; tease apart cultural tensions between faith and reason, reality and illusion; and extend her legacy through explorations of atheism, belief maintenance, and the maternal matrix underlying personal and cultural fears of monsters. Rizzuto is powerfully present within the volume, commenting insightfully on each essay. A tour de force, this impressive compilation will provide rich resources for future psychoanalytic explorations of religion. -- Diane Jonte-Pace, Santa Clara UniversityIf there was ever a Hall of Fame for thinkers in the psychology of religion, this book would be a strong vote for Rizzuto’s election. The authors’ deep respect for Rizzuto is evident and the book shines in situating the importance of her work in the psychology of religion that today can be dominated by an empirical bias that tends to be atheoretical and atheological. Perhaps the hidden gem of the book is that Rizzuto herself comments on every chapter. While she is gracious and grateful to the authors, she is also correcting and clarifying. One can almost sense Rizzuto’s personality in her responses and it is easy to imagine this powerful woman who had the intellectual courage take on Freud, psychoanalysis, and the psychology of religion. * Reading Religion *The present volume, a Festschrift honoring Rizzuto’s continuing influence, is well worth reading in and of itself . . . . one of the real gifts of this volume is Rizzuto’s own responses to each chapter. Rizzuto answers the questions raised by the various authors, sometimes in considerable detail, offering up-to-date definitional and conceptual clarifications directly from Rizzuto’s own ongoing work. All of the insights offered in this volume have continuing relevance for the practice of spiritual care today, perhaps even moreso in the pluralistic and interfaith context where much spiritual care is practiced. * The Journal Of Pastoral Care and Counseling *The book has the freshness of interactive dialogues that cross, connect and weave themselves between Rizzuto and a Freud she admires and defies, and between her and the different authors, providing the reader with a true feast of interdisciplinary thinking. The fecundity of Rizzuto’s work is demonstrated by the diversity of new developments it has given rise to in both theoretical and clinical psychoanalysis. This intellectually fascinating experience motivates the reader to rethink spirituality, religion and contemporary culture, leaving us wondering about the representation of God underlying new atheisms and the violent religious fundamentalisms of our century. -- Alicia Zanotti de Savanti, emerita, Ponticia Universidad Católica ArgentinaAna-María Rizzuto is an essential figure in the psychoanalytical approach to the religious fact and in the understanding of the origin and development of God images. Being a witness to her dialogue about her work with some major figures in the field is a gift for which we should be thankful to the publisher. Clinical practice and theory come together in this volume in an unsurpassable way, mutually shedding light on and enriching each other. -- Carlos Domínguez-Morano, University of GranadaReineke and Goodman have gathered a stellar group of scholars and clinicians to honor the thirty-fifth anniversary of Ana-Maria Rizzuto’s groundbreaking publication, The Birth of the Living God. Confirming the impact and ongoing significance of the work of the ‘mother’ of the psychoanalytic study of religious experience, contributors examine Rizzuto’s personal history and cultural backstory; apply her insights in case studies and personal reflections; tease apart cultural tensions between faith and reason, reality and illusion; and extend her legacy through explorations of atheism, belief maintenance, and the maternal matrix underlying personal and cultural fears of monsters. Rizzuto is powerfully present within the volume, commenting insightfully on each essay. A tour de force, this impressive compilation will provide rich resources for future psychoanalytic explorations of religion. -- Diane Jonte-Pace, Santa Clara UniversityAna-María Rizzuto and the Psychoanalysis of Religion will become the classic text about a classic text. The material here will enrich the work of the clinician and deepen the thinking of the scholar. A crucial read for anyone concerned with psychotherapy and religion, contemporary psychoanalysis, and/or the study of religion or who wants to understand the psychological sources of religious beliefs. -- James W. Jones, Rutgers UniversityTable of ContentsAcknowledgments Introduction, by Martha Reineke and David Goodman Chapter 1: The Paradigm Shifting Research of Ana-María Rizzuto: Origins, Strategy, Reception, and Horizon, by John McDargh Discussion, by Ana-María Rizzuto Chapter 2: Becoming a Believer, Becoming an Unbeliever. The Contribution of Ana-María Rizzuto to the Psychology of Religion in the Light of Clinical Practice, by Mario Aletti Discussion, by Ana-María Rizzuto Chapter 3: The Persecuting God and the Crucified Self: The Vital Role of Metaphors in Psychotherapy, by Gry Stålsett, Arne Austad, and Leif Gunnar Engedal Discussion, by Ana-María Rizzuto Chapter 4: The Healing Factor in Psychotherapy: An Encounter with Ana-María Rizzuto, by Anthony Stern Discussion, by Ana-María Rizzuto Chapter 5: Birth of a Living Monster: Rizzuto and the Religious Imagination, by Martha Reineke Discussion, by Ana-María Rizzuto Chapter 6: Ana-María Rizzuto and the New Atheism: Science and Religion in Light of Psychoanalysis, by Jacob Waldenmaier Discussion, by Ana-María Rizzuto Conclusion, by Martha Reineke and David Goodman About the Contributors

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Book SynopsisPlay Therapy with Preteens presents integrative models of play therapy that incorporate expressive arts and evidence-informed interventions into working with preadolescents. The current research demonstrates treatment efficacy in incorporating creative, dynamic interventions into work with preadolescents and their families. This unique book is written specifically on play therapy with preadolescents, presenting a comprehensive yet practical approach that integrates expressive arts like music, movement, play, sand, and poetry into treatment, along with familial involvement. Contributors cover a multitude of therapy options including: cognitive behavioral; attachment-centered; Alderian; family play; relational transformation; nature-based; and directive. This volume is the perfect companion to beginning and seasoned practitioners.Trade ReviewPlay Therapy with Preteens is a very well-written, informative, and comprehensive guide to developmentally appropriate play interventions for preadolescents. Highly recommended! -- Charles E. Schaefer, PhD, RPT-S, cofounder and director emeritus, the Association for Play TherapyThis book is the first of its kind; it fills a void and provides a treasure trove of approaches, information, research, and practices in the field of play therapy with preteens. I highly recommend it for practitioners, graduate students, and academics. -- John Allan, professor emeritus, University of British Columbia, and author of Inscapes of the Child’s WorldThis unique volume offers treatment approaches for preadolescents as seen through the kaleidoscopic lens of theory and techniques. Poignant case studies enrich each chapter and offer practical applications. A useful addition for beginners as well as seasoned clinicians and play therapists! -- Athena A. Drewes, PsyD, MA, MS, RPT-S, director of Clinical Training, Astor Services for Children and FamiliesTable of ContentsChapter 1: Play Therapy with Preadolescents: A Developmental Overview by David Crenshaw and Sarah Caprioli Chapter 2: Cognitive Behavioral Play Therapy with Preadolescents: Using Academic Curricula Standards to Guide Treatment Interventions by Janine Shelby Chapter 3: Attachment-Centered Play Therapy with Middle School Student by Clair Mellenthin Chapter 4: Adlerian Play Therapy with Preadolescents by Kristin Meany Whalen Chapter 5: Family Play Therapy with Preteens by Anne Stewart, Ariel Marrero, and Joseph Pellegrino Chapter 6: Relational Transformation: Child Centered Play Therapy with Pre- and Early Adolescents by Dee Ray and Cody Lankford Chapter 7: Nature-Based Play Therapy with Preadolescents by Sang Min Chin and Jacqueline Swank Chapter 8: AutPlay® Therapy with Preadolescents Affected by Autism by Robert Jason Grant Chapter 9: Directive Play Therapy Techniques with Preadolescents by Pam Dyson Chapter 10: Sandplay Therapy with Preteens: Audrey Punnett Chapter 11: Play Therapy in Middle Schools: A Cognitive-Behavioral Play Therapy (CBPT) Approach for Preadolescent Social Skills Development by Laura Fazio-Griffith Chapter 12: Ethical Issues in Play Therapy with Preadolescents: Therapist Competence, Confidentiality, and Self-Care by Jodi Crane and Amie Myrick

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Book SynopsisPlay Therapy with Preteens presents integrative models of play therapy that incorporate expressive arts and evidence-informed interventions into working with preadolescents. The current research demonstrates treatment efficacy in incorporating creative, dynamic interventions into work with preadolescents and their families. This unique book is written specifically on play therapy with preadolescents, presenting a comprehensive yet practical approach that integrates expressive arts like music, movement, play, sand, and poetry into treatment, along with familial involvement. Contributors cover a multitude of therapy options including: cognitive behavioral; attachment-centered; Alderian; family play; relational transformation; nature-based; and directive. This volume is the perfect companion to beginning and seasoned practitioners.Trade ReviewPlay Therapy with Preteens is a very well-written, informative, and comprehensive guide to developmentally appropriate play interventions for preadolescents. Highly recommended! -- Charles E. Schaefer, PhD, RPT-S, cofounder and director emeritus, the Association for Play TherapyPlay Therapy with Preteens is a very well-written, informative, and comprehensive guide to developmentally appropriate play interventions for preadolescents. Highly recommended! -- Charles E. Schaefer, PhD, RPT-S, cofounder and director emeritus, the Association for Play TherapyThis book is the first of its kind; it fills a void and provides a treasure trove of approaches, information, research, and practices in the field of play therapy with preteens. I highly recommend it for practitioners, graduate students, and academics. -- John Allan, professor emeritus, University of British Columbia, and author of Inscapes of the Child’s WorldThis unique volume offers treatment approaches for preadolescents as seen through the kaleidoscopic lens of theory and techniques. Poignant case studies enrich each chapter and offer practical applications. A useful addition for beginners as well as seasoned clinicians and play therapists! -- Athena A. Drewes, PsyD, MA, MS, RPT-S, director of Clinical Training, Astor Services for Children and FamiliesTable of ContentsChapter 1: Play Therapy with Preadolescents: A Developmental Overview by David Crenshaw and Sarah Caprioli Chapter 2: Cognitive Behavioral Play Therapy with Preadolescents: Using Academic Curricula Standards to Guide Treatment Interventions by Janine Shelby Chapter 3: Attachment-Centered Play Therapy with Middle School Student by Clair Mellenthin Chapter 4: Adlerian Play Therapy with Preadolescents by Kristin Meany Whalen Chapter 5: Family Play Therapy with Preteens by Anne Stewart, Ariel Marrero, and Joseph Pellegrino Chapter 6: Relational Transformation: Child Centered Play Therapy with Pre- and Early Adolescents by Dee Ray and Cody Lankford Chapter 7: Nature-Based Play Therapy with Preadolescents by Sang Min Chin and Jacqueline Swank Chapter 8: AutPlay® Therapy with Preadolescents Affected by Autism by Robert Jason Grant Chapter 9: Directive Play Therapy Techniques with Preadolescents by Pam Dyson Chapter 10: Sandplay Therapy with Preteens: Audrey Punnett Chapter 11: Play Therapy in Middle Schools: A Cognitive-Behavioral Play Therapy (CBPT) Approach for Preadolescent Social Skills Development by Laura Fazio-Griffith Chapter 12: Ethical Issues in Play Therapy with Preadolescents: Therapist Competence, Confidentiality, and Self-Care by Jodi Crane and Amie Myrick

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Book SynopsisDonald Winnicott, the first pediatrician to become a child psychoanalyst, was the most influential and important child therapist in the field of child clinical psychiatry and psychology. Having consulted with over 30,000 mothers and children as part of his work in London city hospitals over 40 years, he had an almost magical capacity to engage with children and to soothe and guide parents through their most anxiety-ridden times. His optimistic notions of the “good enough” mother has calmed generations of parents; his depiction of security blankets (“transitional objects”) found full flower in the Charlie Brown character Linus; his stressing of the importance of the capacity to play as the gold standard of mental health had an enormous impact on preschool and kindergarten education and his focus on the insidious impact of a lack of authenticity or “false self” has led to countless papers on the malevolent impact of narcissism at both the individual and societal levels. Attachment, Play and Authenticity: Winnicott in a Clinical Context, 2nd edition, attempts to take these contributions and place them directly in the consulting room. Actual child-therapist vignettes are paired with each chapter's theoretical contributions. The reader is thus first transported to Winnicott's powerfully alive depictions of what happens in healthy and pathological mother-child interaction and then brought to see how these depictions manifest themselves in child therapy. No other work on Winnicott has applied this focus to the integration of theory and practice.Trade ReviewThis second edition stands out front as a unique exceptionally thoughtful integrated summary of Winnicott's work. Tuber carefully identifies what is essential for students and clinicians to know and brings to it a coherence that piecemeal study would never achieve. This book is a wonderful presentation of Winnicott's work, from which both Winnicott and the author emerge with immense distinction. -- Peter Fonagy, PhD, professor of Contemporary Psychoanalysis and Developmental Science, University College LondonThis is one of the few must-have books that no self-respecting psychotherapist should be without. There is something very special about Tuber’s capacity, not just to communicate Winncott’s ideas in a profound yet accessible way, but perfectly to embody his playful, creative brilliance. Each chapter moves seamlessly from exposition of a seminal Winnicott concept –the capacity to be alone, the necessity of hate, the use of an object, ruthlessness, true and false self -- through vivid contemporary up-dating, to detailed and truth-imbued clinical illustrations of work with children of varying ages, ethnicities and pathologies. As the man himself might have said: ‘hello glorious book, I’ve just devoured you’! -- Jeremy Holmes, MD, FRC, professor, Psychology, University of Exeter, UKSteve Tuber’s brilliant ode to Winnicott, now enriched with clinical material drawn from the work of beginning psychotherapists, brings the work of this master alive in all its richness and magic. I can think of no better interpreter of Winnicott for psychotherapists at all levels of training; this is a masterpiece. -- Arietta Slade, PhD, professor of Clinical Child Psychology, Yale Child Study CenterTable of ContentsChapter 1: Dialectical Meaning-Making in Infancy Chapter 2: A Good Object must be Found in Order to be Created Chapter 3: The True Self and False Compliance Chapter 4: We are Essentially Isolates, with the Capacity to be Alone Chapter 5: Using Objects and the Capacity to Hate Chapter 6: Integrating Theory with Therapy: The Case of Bob Chapter 7: The Meaning and Power of Play: How does learning to play enable work and indeed life to proceed? Chapter 8: The Mind, the Body and the World of Transitional Phenomena Chapter 9: Hate in the Countertransference Chapter 10: The Antisocial Tendency Chapter 11: The Aims of Psychoanalytic Treatment Chapter 12: Winnicott as Therapist more than Theorist

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Book SynopsisDonald Winnicott, the first pediatrician to become a child psychoanalyst, was the most influential and important child therapist in the field of child clinical psychiatry and psychology. Having consulted with over 30,000 mothers and children as part of his work in London city hospitals over 40 years, he had an almost magical capacity to engage with children and to soothe and guide parents through their most anxiety-ridden times. His optimistic notions of the “good enough” mother has calmed generations of parents; his depiction of security blankets (“transitional objects”) found full flower in the Charlie Brown character Linus; his stressing of the importance of the capacity to play as the gold standard of mental health had an enormous impact on preschool and kindergarten education and his focus on the insidious impact of a lack of authenticity or “false self” has led to countless papers on the malevolent impact of narcissism at both the individual and societal levels. Attachment, Play and Authenticity: Winnicott in a Clinical Context, 2nd edition, attempts to take these contributions and place them directly in the consulting room. Actual child-therapist vignettes are paired with each chapter's theoretical contributions. The reader is thus first transported to Winnicott's powerfully alive depictions of what happens in healthy and pathological mother-child interaction and then brought to see how these depictions manifest themselves in child therapy. No other work on Winnicott has applied this focus to the integration of theory and practice.Trade ReviewThis second edition stands out front as a unique exceptionally thoughtful integrated summary of Winnicott's work. Tuber carefully identifies what is essential for students and clinicians to know and brings to it a coherence that piecemeal study would never achieve. This book is a wonderful presentation of Winnicott's work, from which both Winnicott and the author emerge with immense distinction. -- Peter Fonagy, PhD, professor of Contemporary Psychoanalysis and Developmental Science, University College LondonThis is one of the few must-have books that no self-respecting psychotherapist should be without. There is something very special about Tuber’s capacity, not just to communicate Winncott’s ideas in a profound yet accessible way, but perfectly to embody his playful, creative brilliance. Each chapter moves seamlessly from exposition of a seminal Winnicott concept –the capacity to be alone, the necessity of hate, the use of an object, ruthlessness, true and false self -- through vivid contemporary up-dating, to detailed and truth-imbued clinical illustrations of work with children of varying ages, ethnicities and pathologies. As the man himself might have said: ‘hello glorious book, I’ve just devoured you’! -- Jeremy Holmes, MD, FRC, professor, Psychology, University of Exeter, UKSteve Tuber’s brilliant ode to Winnicott, now enriched with clinical material drawn from the work of beginning psychotherapists, brings the work of this master alive in all its richness and magic. I can think of no better interpreter of Winnicott for psychotherapists at all levels of training; this is a masterpiece. -- Arietta Slade, PhD, professor of Clinical Child Psychology, Yale Child Study CenterTable of ContentsChapter 1: Dialectical Meaning-Making in Infancy Chapter 2: A Good Object must be Found in Order to be Created Chapter 3: The True Self and False Compliance Chapter 4: We are Essentially Isolates, with the Capacity to be Alone Chapter 5: Using Objects and the Capacity to Hate Chapter 6: Integrating Theory with Therapy: The Case of Bob Chapter 7: The Meaning and Power of Play: How does learning to play enable work and indeed life to proceed? Chapter 8: The Mind, the Body and the World of Transitional Phenomena Chapter 9: Hate in the Countertransference Chapter 10: The Antisocial Tendency Chapter 11: The Aims of Psychoanalytic Treatment Chapter 12: Winnicott as Therapist more than Theorist

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Book SynopsisFreud described changes in the structure of the mind, including the consolidation of the superego with resolution of the oedipal complex. Important psychoanalytic thinkers since Freud have studied and emphasized the role of pre-oedipal development in the creation of psychological structure. While each of these authors developed his or her own language and concepts, they all described a fundamental transition in the structure and working of the mind that has profound importance for the psychological functioning of the child and the adult she later becomes. This book closely examines the analyses of two little girls. One began analysis having already achieved the transition to a more enduring and reliable psychic structure, a cohesive self. Because she had several experiences that overwhelmed her emotional capacities prior to entering the oedipal phase of development, her oedipal experience was filled with anxiety and overstimulation. At the start of her analysis , the second child contended with anxiety about loss of the object and abandonment, and she struggled with the process of separation/individuation. Her psychic structure, her self, was not cohesive, and she was vulnerable to fragmentation. During her analysis, her stymied development was freed up, and the authors trace the changes within her as psychic structure consolidated and oedipal material took center stage. Comparison of these two young girls and their analyses enables the authors to illustrate and discuss important mental phenomena and psychoanalytic concepts. These include psychic structure, the self, the similarities and differences between a mind that is vulnerable to fragmentation and one that is not, and the internal states associated with fragmentation and trauma. By looking into the differences (and similarities) in the ways each girl responded to interventions by her analyst, the authors explore psychoanalytic technique and therapeutic action, including the many manifestations of interpretation and insight, the role of the analyst as a developmental object, and the development of psychic structure. The authors show how similar manifest behavior and content have different latent meanings and sources for each child, and they further illustrate the transformations of fantasies, anxieties, preoccupations, and ego structures over the course of their analyses.Trade ReviewIn this easily readable yet deeply nuanced work, the brilliant analyses of two girls at different levels of psychic structure are presented. The reader is given a wonderful blend of theory and technique, but most importantly the deep humanity of both therapists and children are never out of the limelight. This is a first-rate book for psychodynamic thinkers and clinicians at all levels. -- Steven Tuber, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical ContextThis thoughtful examination by Edward Kohn of two gifted therapists’ analytic work with troubled young girls presenting altogether different levels of psychic structural pathology, his conceptualization of child development and the disorders stemming from the early period of life, and the analysis of this pathology is truly a masterpiece. This volume is a must read for not only child and adolescent analysts but for those who want to better understand their adult analysands. -- Cliff Wilkerson, Chicago Psychoanalytic InstituteA tour de force, this book explores the mind of the child and demonstrates how the clinician comprehends it, enters it, and helps it to mend and grow. Huddleston and Kaufman present what appear to be similar children, yet are strikingly different in the ways they are structured and analyzed, bringing the work alive for the reader. Kohn beautifully examines both cases through various lenses and with a depth that adds a significant contribution to our theories of development, relationships, technique, and therapeutic action. This book will appeal to all who work therapeutically with children, as well as adults. -- Jill M. Miller, Washington Baltimore Center for PsychoanalysisTable of ContentsChapter 1: Isabel, Christie Huddleston Chapter 2: Discussion of Isabel’s Analysis, Edward I. Kohn Chapter 3: Ella, Adele Kaufman Chapter 4: Discussion of Ella’s Analysis, Edward I. Kohn Chapter 5: Psychic Structure and Models of the Mind, Edward I. Kohn Chapter 6: Trauma and Fragile Psychic Structure, Edward I. Kohn Chapter 7: The Developmental Object, Edward I. Kohn Chapter 8: Fragmentation to Cohesive Self, Edward I. Kohn Chapter 9: Therapeutic Action, Edward I. Kohn Chapter 10: The Play Space, Edward I. Kohn Chapter 11: Relationship, Action, and Words, Edward I. Kohn Chapter 12: The Oedipal Phase and its Earlier Determinants, Edward I. Kohn Chapter 13: Termination, Edward I. Kohn

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Book SynopsisThe call for trauma-informed education is growing as the profound impact trauma has for the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do. This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth.

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Book SynopsisChildren feel emotions in many ways. At times the intensity of children’s emotions may be create difficulties at school, home, and social settings, and obstruct children’s relationships with others in their lives. Dialectical behavioral therapy (DBT) has been proven as an evidencedbased intervention for teenagers and adults with various mental health diagnoses that focus on mindfulness, interpersonal relationships, distress tolerance, and emotional regulation. This helpful workbook will translate DBT principles through play therapy informed activities for children and their parents since children learn best through play. Supportive activities and techniques for use in the therapy room and at home with children are provided to assist children in managing their emotions and strengthen their relationships. Children need mediums to express themselves in order to channel their internal conflicts when posed with varying factors which contribute to a child’s inability to conceptualize their world. Blending the facilitative powers of DBT and play therapy will allow children to utilize the needed tools and techniques to process their internal conflicts. DBT techniques such as mindfulness, interpersonal reflective, emotional regulation, and distress tolerance, as well as play therapy techniques will be combined. Utilizing these skills while combining the therapeutic powers of play will allow children to play out these presenting challenges to better understand their world and the contributing factors which lead to their dysregulation and inability to cognitively process that which they cannot verbalize due to their limited cognitive ability.

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Book SynopsisChildren feel emotions in many ways. At times the intensity of children’s emotions may be create difficulties at school, home, and social settings, and obstruct children’s relationships with others in their lives. Dialectical behavioral therapy (DBT) has been proven as an evidencedbased intervention for teenagers and adults with various mental health diagnoses that focus on mindfulness, interpersonal relationships, distress tolerance, and emotional regulation. This helpful workbook will translate DBT principles through play therapy informed activities for children and their parents since children learn best through play. Supportive activities and techniques for use in the therapy room and at home with children are provided to assist children in managing their emotions and strengthen their relationships. Children need mediums to express themselves in order to channel their internal conflicts when posed with varying factors which contribute to a child’s inability to conceptualize their world. Blending the facilitative powers of DBT and play therapy will allow children to utilize the needed tools and techniques to process their internal conflicts. DBT techniques such as mindfulness, interpersonal reflective, emotional regulation, and distress tolerance, as well as play therapy techniques will be combined. Utilizing these skills while combining the therapeutic powers of play will allow children to play out these presenting challenges to better understand their world and the contributing factors which lead to their dysregulation and inability to cognitively process that which they cannot verbalize due to their limited cognitive ability.

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Book SynopsisThis book offers a unique perspective on clinical supervision, foregrounding experiential techniques and offering a refreshing, playful approach to professional development. Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition offers a holistic approach covering contextual factors, theory, practice, special topics, international voices, practical support, supervisor and supervisee self-care, and play within supervision itself. This book balances theory-driven chapters with intervention-driven chapters offering hands-on, creative methods for specialty supervision in play therapy, and speaks from the “experience of clinical supervision.” This volume is useful for training, teaching, and clinical supervision with clearly organized and logically-positioned chapters, to provide educational and practical support for clinicians and supervisors from beginning levels to the most experienced supervisor. The overall approach to this second edition demonstrates in-depth knowledge and understanding of the specialist demands of supervision for child therapists. The editors are themselves internationally renowned practitioners and they have brought together practitioners and educators recognized in the field to contribute from their expertise. The structure of the book addresses key issues in complementary sequence that builds up the reader's knowledge and understanding of the multi-faceted layers that can support truly interpersonal, creative, and culturally sensitive supervision. The chapters have been carefully considered and are inclusive, contemporary, comprehensive and practitioner-friendly. Table of ContentsForeword – Eliana GilIntroduction – Mullen & DrewesPart I: Groundwork and FoundationsChapter 1: Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision – Jodi Ann MullenAbstractThe ShiftCase Study: RowanDefining the Culture of ChildhoodAssessing Supervisees’ Cross-Cultural SkillsHow to Honor the Culture of Childhood in Mental HealthConclusionReferencesChapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes AbstractDevelopmental ModelsErik Erikson (1963) – Maturational-Developmental TheoryJane Loevinger (1976) – Ego DevelopmentJean Piaget (1932/1965) – Cognitive TheoryLawrence Kohlberg (1987) – Moral DevelopmentLev Vygotsky (1966) – Cognitive Development TheoryStanley Greenspan (1993) – Emotional DevelopmentSigmund Freud (1905) – Psychosexual DevelopmentSue and Sue (2003) – Racial/Cultural Identity DevelopmentSpecial ConsiderationsAssessing Cognitive-Developmental LevelImpact of Trauma on DevelopmentSexualized Behavior: Normal Development vs AbuseCase ExampleConclusionReferencesChapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-EdwardsAbstractTheoretical ApproachRelevant ResearchUnique Aspects and Challenges of SupervisionIncorporating Experiential Elements in SupervisionExercises1. Attachment History and Patterns Rationale Attachment Constellation Materials Instructions Reflection 2. Secure Base and Safe Haven Rationale Design Your Own Supervision Space Materials Exercise Instructions Reflection Storm Shelter Materials Exercise Instructions Reflection Working Alliance Rationale Supervision Jigsaw Materials Exercise Instruction Reflection ConclusionReferencesChapter 4: Integrating the Use of Placement and Assessment Review (PAR) in Play Therapy Supervision – Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi ParsonAbstractIntroductionWhat Are Competencies?Competencies in Play TherapyIntroducing the Placement Assessment and Review (PAR)Development of the Placement Assessment and Review (PAR)The What, How and Why of the Placement Assessment and ReviewThe Supervisory RelationshipDomain A: Links Theoretical Knowledge to Inform Play Therapy PracticeDomain B: Reflects on Clinical Play Therapy Practice and Therapeutic SkillsDomain C: Demonstrates Professional Practice and ConductFurther Applications and ConsiderationsConclusionRecommended ResourcesReferencesChapter 5: When Approaches Collide: New Insights Using the Play Therapy Dimensions Case Conceptualization Tools – Ken Gardner and Lorri Yasenik Rationale for a Defined Play Therapy Supervision ModelThe Play Therapy Dimension ModelDecision-Making Using the Four QuadrantsDevelopmental Framework for SupervisionAvoiding Collision Points in Play Therapy: Supervision Mechanisms and ToolsChild and Therapist Moderator Factors ScaleTherapist Degree of Immersion ScaleCase VignetteJoleneSummaryReferencesPart II: Growing Supervisees and SupervisorsChapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable – Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou AbstractIntroductionSupervision DefinitionModels of SupervisionHumor in SupervisionEthical ConsiderationsSetting the International Supervision SceneYour Time or MineAdditional Considerations for International Supervision ContractsResourcesNavigating the NarrativeBackgroundPresenting IssuesAims and Objectives of Play TherapyThemesProgressFirst sessionsSupervisionMiddle sessionsSupervisionEnd sessionsAn Aesthetic Response to Tommy’s Story and the Process of the International SupervisionConclusionKey ReadingsAdditional ResourcesReferencesChapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes AbstractIntroductionSupervision of SupervisionSupervisor CompetenciesRegulatory RequirementsDefining Supervision of Supervision and Its LevelsBoundariesMirror EffectSetting Clear GoalsDifference and Power in SupervisionResearchCase ExampleConclusionReferencesChapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley AbstractCreative PotentialExploring the KeysGet Up and MoveSpend Time in NatureListen to MusicEngage in Mindfulness PracticeSeek Sanctuary, Silence, and StillnessGet Some RestJust Do ItCreativity UnlockedReferencesChapter 9: Playful Supervision: Sharing Attachment-informed Exercises in the Supervision of Play Therapists – Anne Stewart, William F. Whelan, and Lennis G. Echterling Supervision and Play TherapyCaregiving and Effective SupervisionAttachment Security as a Guide to Secure SupervisionAttachment-Informed ExercisesSafe Haven Needs Sensory Mapping Pocket Pals Mindful Walk Secure Base Needs Getting to Know You Cultural Collage Coregulation Original Work Supervisionland Tag Team Role Playing Reflective Functioning Drawing Together Quotes Inkshedding Storytelling ConclusionReferencesChapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer AbstractSupervision in the Sand TrayModel of SupervisionSand Tray as a Supervisory InterventionExperiential Sand Tray ActivitiesUnderstanding the SystemUnderstanding their WorldCompare and ContrastUnderstanding ParentsUnderstanding the SessionUnderstanding Your Professional DevelopmentPlay GenogramsResistant SuperviseesProcessing Sand Tray in the Supervision SessionResearchConclusionReferencesPart III: Critical Building BlocksChapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists – Lyrica Fils-Aime Children See InequitiesWhat is Multicultural Supervision?Why Focus on Race in Play Therapy SupervisionDeveloping an Equity Lens as a Play TherapistUnconscious BiasColorblindness BiasDeficit ThinkingSupervision across Similar IdentitiesHow Does Racism Impact Children?Supervision across DifferenceGoals for SuperviseesA Culturally Responsive Play TherapistReferencesAppendix 1Appendix 2: Recommended Reading to Keep LearningAppendix 3Chapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson AbstractAuthor IntroductionsIntroductionIs It Safe?ConclusionRecommended ResourcesReferencesChapter 13: Developing Cultural Humility: Play-based Techniques for Supervisors – Ariel Marrero What is Cultural Humility?Research on Cultural HumilityThe Difference Between Cultural Competence and Cultural HumilityCultural Humility in SupervisionThe Supervisor-Supervisee RelationshipConversations about CultureSupporting Supervisee Self-ReflectionUsing Play-Based Techniques in SupervisionCultural Humility MapTough Conversation Puppet ShowCultural Ruptures in the SandPast, Present, and Future SelfConclusionReferencesChapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van NuenenAutonomyNonmaleficence and BeneficenceJusticeConclusionReferencesChapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings AbstractModels of Supervision PracticeNeuro-Dramatic-Play (NDP)Theater of Resilience (ToR)The Supervisory MandalaThe Story of Markandeya (Adapted from the Mahabharata)ReferencesPart IV: Working with Parents, Families, and GroupsChapter 16: Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness – Sue C. Bratton, Alyssa Swan, and Kristie K. Opiola AbstractGroup Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-AwarenessSupervision ModelImportance of Self-AwarenessGroup SupervisionIncorporating Expressive MediaRole of the Supervisor in Presenting Expressive MediaExample Experiential ActivityObjectivesActivity: Sand TrayMaterials and Set-upStructureProcessing PromptsAdaptationsUnique Aspects and ChallengesConclusionReferencesChapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet AbstractTheoretical ApproachBackgroundInfluences on Supervision ApproachThe VanFleet Collaborative Model of SupervisionSupporting Principle of the Collaborative ModelStandard Aspects of SupervisionThe Process of the Collaborative Model Supervisee Case Presentation Supervisor Responds to this Information Supervisee Shares Ideas and Plans for Future Sessions Supervisor Responds, and Shares Suggestions and Ideas for the Next Several Client Sessions Supervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision) Supervisee Gives Reactions to Suggestions Made Supervisor and Supervisee Jointly Develop Action Plan, and Follow-Up Plan in Future Supervision Meetings Guidelines for Giving FeedbackRelevant ResearchUnique Aspects and Challenges of SupervisionExperiential Elements of SupervisionCreate a Playful ClimateUse Recorded Session Segments Whenever PossibleSuggest a Roleplay of a Client SituationUse Playful Roleplays to Rehearse Next StepsBuild Agency with Case Formulation GuidelinesUse Professional Development PlansConclusionReferencesChapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng AbstractSupervising the Group Play TherapistSupervision Case Studies Noise and Mess Matching and Timing Imbalanced Responsiveness toward Children Limit-Setting Role of Therapist Control Issues Experiential TechniquesStructural ElementsExperiential ActivitiesConclusionReferencesPart V: Trauma-Focused SupervisionChapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown AbstractIntroduction to TraumaPlayThe Cascade of CareStorykeeperPerson of the Therapist Work and Parallel Process in SupervisionSupervision around the Authentic SelfThe Primacy of Cross-Hemispheric Work in SupervisionPerson of the Therapist Work around the Safe Bos RolePerson of the Therapist Work around the Nurturer RoleIntentional Invitations to EmbodimentThe More Knowledgeable Other and Person of the Therapist WorkPerson of the Therapist Work around the Storykeeper RoleFive and DiveConclusionReferencesChapter 20: Supervision of Play Therapists Working with Aggressive Children – David A. Crenshaw and Alyssa Swan Appreciating Complexity in Understanding the Aggression of ChildrenAssessment of the Supervisory RelationshipIssues of CountertransferenceConflicts about Limit SettingPlayful Tools in Supervision of Play TherapistsPlay FightingCreative ConceptualizationConclusionReferencesChapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska AbstractTrauma-Informed SupervisionRationale for Integrating Expressive Approaches into Trauma-Informed SupervisionExpressive Approaches for Trauma-Informed SupervisionPlay-Based ApplicationsArt-Based ApplicationsSandtray ApplicationsUnique Aspects of Trauma-Informed SupervisionConclusionReferencesChapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels AbstractUnique Aspects and Challenges of Supervising Healthcare Play ProfessionalsPlay-Based Supervisory Techniques for Healthcare Play ProfessionalsPlayful Techniques for Building Trusting RelationshipsPlayful Techniques for Encouraging Emotional Expression and CommunicationPlayful Techniques for Facilitating Exploration and Problem-SolvingConclusionReferencesPart VI: Special SettingsChapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti AbstractFoundational Philosophies, Theories and ModelsPhilosophiesTheoriesModelsPlay Therapists and ParaprofessionalsClinical Practice with Special Populations in Diverse SettingsTraining and ExperienceScope of PracticeSupervisionSuitability of Collaborative Clinical PracticePractice Example One – The TORAPractice Example Two – The CORAEstablishing Collaborative RelationshipsIntegration of Play into Supervised PracticeCritical Supervision ConsiderationsAccessFrequency, Length, and FormatCompetenceReflexivityConcluding CommentsReferencesChapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson AbstractSchool-Based Play Therapy Supervision ConsiderationsSchool Play Therapy Supervision ResearchUnique Aspects and Challenges of Supervising Play Therapy in the SchoolsAcademic FocusSchool CultureTeachers and Parents/CaregiversSpace and TimeCultural InclusivityPresenting Problems – The Need to Know It AllPlay Therapists ConfidenceSupervision TechniquesConclusionReferencesChapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen AbstractWhat is Teleplay?The Why of TeleplayAspects of the ProcessConsiderations when Providing Play Therapy Techniques and Interventions Getting Started Ethical Issues Professional Competency What Supervision of Teleplay Looks Like Techniques and Interventions for Supervision Authentic Learning Virtual-Video Conference Supervision Individual and Group Supervision Role Play Practice ConclusionReferencesAppendix: Home Play Therapy KitChapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman AbstractTheoretical Foundation/Models of SupervisionAdlerian Supervision of Play TherapyIntegrative Developmental Model of SupervisionSystem Approach to Supervision (SAS)Playful Telesupervision TechniquesConclusionReferencesChapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton AbstractTheoretical Approach or Model UsedNeurodiversitySynthesized Developmental Model1.Skill-focused2.Experimentation and Questioning3.Philosophical decision-making transformed into practice4.Person of Play Therapists emerges as professionalRelevant ResearchUnique Aspects and Challenges of SupervisionPlay Therapy ExercisesSensory Processing DrawingDirective SandtrayMasksExecutive Functioning UnderstandingConclusionReferencesChapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney AbstractOverview of Infant Play Therapy within an Infant Mental Health lensReflective Supervision in Infant Mental HealthCase study: “Speaking As If Baby Carlos” in a FirstPlay Reflective Infant SupervisionInfant SupervisionFirstPlay Infant Play Therapy IntroductionFirst Play Supervision Post-training Certification RequirementsCase Vignette Problem BackgroundBrief Literature Review of the CaseProblem of Neonatal Abstinence SyndromeInitial Case Sessions and Outcome ProblemFacilitating a Reflective Supervision Baby-doll Gestalt DialogueEncounter Supervisee, Colleen Baby-doll Carlos speaking back to Colleen FirstPlay Supervisor: “Colleen Can You Please Say What is Happening for you now.” Supervisee, Colleen First Play Supervisor Compilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos Babydoll, Carlos speaking back to Colleen Supervisee, Colleen speaking to Babydoll Carlos Final SummaryDecision Questions and Role Play ActivityReferencesAppendixInstructions for “speaking as if the Baby” Gestalt EncounterPart VII: Continued Development – Inside and OutChapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims – Jodi Mullen and Vanessa Kellner All Things CompassionThe Relationship Between Compassion and EmpathyCompassion InequityCase study: Deconstructing Compassion InequityPause and ReflectHow do we get off balance?Looking to the body for answersAccommodating the SelfSelf-care Requires Self-CompassionPracticing Informed Self-CareWhat Addressing Compassion Inequity RequiresPlayful Supervision PromptsSelf-Compassion Assessment ChecklistConclusionReferencesChapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes AbstractIntroductionEmotional RegulationSelf-CareSelf-Care StrategiesPlay-based InterventionsPractice Daily GratitudeThree Good Things in LifeList Three Good things experienced recently Creating Hope and ResilienceWhat to DoSafe Place Guided MeditationConclusionReferencesIndexAbout the Editors List of Contributors

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Book SynopsisThis book offers a unique perspective on clinical supervision, foregrounding experiential techniques and offering a refreshing, playful approach to professional development. Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition offers a holistic approach covering contextual factors, theory, practice, special topics, international voices, practical support, supervisor and supervisee self-care, and play within supervision itself. This book balances theory-driven chapters with intervention-driven chapters offering hands-on, creative methods for specialty supervision in play therapy, and speaks from the “experience of clinical supervision.” This volume is useful for training, teaching, and clinical supervision with clearly organized and logically-positioned chapters, to provide educational and practical support for clinicians and supervisors from beginning levels to the most experienced supervisor. The overall approach to this second edition demonstrates in-depth knowledge and understanding of the specialist demands of supervision for child therapists. The editors are themselves internationally renowned practitioners and they have brought together practitioners and educators recognized in the field to contribute from their expertise. The structure of the book addresses key issues in complementary sequence that builds up the reader's knowledge and understanding of the multi-faceted layers that can support truly interpersonal, creative, and culturally sensitive supervision. The chapters have been carefully considered and are inclusive, contemporary, comprehensive and practitioner-friendly. Trade ReviewFor those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere. -- Ann Beckley-Forest, LCSW-R, RPT-S, licensed clinical social worker, registered play therapy supervisorThe first edition, published in 2008, was an excellent resource for play therapy supervisors. This second edition is a welcome addition to the field and a valuable source of updated information, useful for training, teaching, and clinical supervision in a variety of settings, such as academic, child welfare, training clinics, treatment centers, and private practices. It provides hands-on, creative methods for specialty supervision in play therapy tailored to those working with children, useful to both experienced play therapy supervisors and to other types of supervisory clinicians who practice with children but who are less familiar with play therapy theory and intervention. -- Patricia Pernicano, PsyD, licensed clinical psychologist; author of Metaphorical Stories for Child Therapy: Of Magic and MiraclesWhat a worthwhile book! It fills in an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors. -- Steven Tuber, PhD, ABPP, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical Context and co-author of Starting Treatment with Children and AdolescentsTable of ContentsForeword – Eliana GilIntroduction – Mullen & DrewesPart I: Groundwork and FoundationsChapter 1: Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision – Jodi Ann MullenAbstractThe ShiftCase Study: RowanDefining the Culture of ChildhoodAssessing Supervisees’ Cross-Cultural SkillsHow to Honor the Culture of Childhood in Mental HealthConclusionReferencesChapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes AbstractDevelopmental ModelsErik Erikson (1963) – Maturational-Developmental TheoryJane Loevinger (1976) – Ego DevelopmentJean Piaget (1932/1965) – Cognitive TheoryLawrence Kohlberg (1987) – Moral DevelopmentLev Vygotsky (1966) – Cognitive Development TheoryStanley Greenspan (1993) – Emotional DevelopmentSigmund Freud (1905) – Psychosexual DevelopmentSue and Sue (2003) – Racial/Cultural Identity DevelopmentSpecial ConsiderationsAssessing Cognitive-Developmental LevelImpact of Trauma on DevelopmentSexualized Behavior: Normal Development vs AbuseCase ExampleConclusionReferencesChapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-EdwardsAbstractTheoretical ApproachRelevant ResearchUnique Aspects and Challenges of SupervisionIncorporating Experiential Elements in SupervisionExercises1. Attachment History and Patterns Rationale Attachment Constellation Materials Instructions Reflection 2. Secure Base and Safe Haven Rationale Design Your Own Supervision Space Materials Exercise Instructions Reflection Storm Shelter Materials Exercise Instructions Reflection Working Alliance Rationale Supervision Jigsaw Materials Exercise Instruction Reflection ConclusionReferencesChapter 4: Integrating the Use of Placement and Assessment Review (PAR) in Play Therapy Supervision – Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi ParsonAbstractIntroductionWhat Are Competencies?Competencies in Play TherapyIntroducing the Placement Assessment and Review (PAR)Development of the Placement Assessment and Review (PAR)The What, How and Why of the Placement Assessment and ReviewThe Supervisory RelationshipDomain A: Links Theoretical Knowledge to Inform Play Therapy PracticeDomain B: Reflects on Clinical Play Therapy Practice and Therapeutic SkillsDomain C: Demonstrates Professional Practice and ConductFurther Applications and ConsiderationsConclusionRecommended ResourcesReferencesChapter 5: When Approaches Collide: New Insights Using the Play Therapy Dimensions Case Conceptualization Tools – Ken Gardner and Lorri Yasenik Rationale for a Defined Play Therapy Supervision ModelThe Play Therapy Dimension ModelDecision-Making Using the Four QuadrantsDevelopmental Framework for SupervisionAvoiding Collision Points in Play Therapy: Supervision Mechanisms and ToolsChild and Therapist Moderator Factors ScaleTherapist Degree of Immersion ScaleCase VignetteJoleneSummaryReferencesPart II: Growing Supervisees and SupervisorsChapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable – Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou AbstractIntroductionSupervision DefinitionModels of SupervisionHumor in SupervisionEthical ConsiderationsSetting the International Supervision SceneYour Time or MineAdditional Considerations for International Supervision ContractsResourcesNavigating the NarrativeBackgroundPresenting IssuesAims and Objectives of Play TherapyThemesProgressFirst sessionsSupervisionMiddle sessionsSupervisionEnd sessionsAn Aesthetic Response to Tommy’s Story and the Process of the International SupervisionConclusionKey ReadingsAdditional ResourcesReferencesChapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes AbstractIntroductionSupervision of SupervisionSupervisor CompetenciesRegulatory RequirementsDefining Supervision of Supervision and Its LevelsBoundariesMirror EffectSetting Clear GoalsDifference and Power in SupervisionResearchCase ExampleConclusionReferencesChapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley AbstractCreative PotentialExploring the KeysGet Up and MoveSpend Time in NatureListen to MusicEngage in Mindfulness PracticeSeek Sanctuary, Silence, and StillnessGet Some RestJust Do ItCreativity UnlockedReferencesChapter 9: Playful Supervision: Sharing Attachment-informed Exercises in the Supervision of Play Therapists – Anne Stewart, William F. Whelan, and Lennis G. Echterling Supervision and Play TherapyCaregiving and Effective SupervisionAttachment Security as a Guide to Secure SupervisionAttachment-Informed ExercisesSafe Haven Needs Sensory Mapping Pocket Pals Mindful Walk Secure Base Needs Getting to Know You Cultural Collage Coregulation Original Work Supervisionland Tag Team Role Playing Reflective Functioning Drawing Together Quotes Inkshedding Storytelling ConclusionReferencesChapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer AbstractSupervision in the Sand TrayModel of SupervisionSand Tray as a Supervisory InterventionExperiential Sand Tray ActivitiesUnderstanding the SystemUnderstanding their WorldCompare and ContrastUnderstanding ParentsUnderstanding the SessionUnderstanding Your Professional DevelopmentPlay GenogramsResistant SuperviseesProcessing Sand Tray in the Supervision SessionResearchConclusionReferencesPart III: Critical Building BlocksChapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists – Lyrica Fils-Aime Children See InequitiesWhat is Multicultural Supervision?Why Focus on Race in Play Therapy SupervisionDeveloping an Equity Lens as a Play TherapistUnconscious BiasColorblindness BiasDeficit ThinkingSupervision across Similar IdentitiesHow Does Racism Impact Children?Supervision across DifferenceGoals for SuperviseesA Culturally Responsive Play TherapistReferencesAppendix 1Appendix 2: Recommended Reading to Keep LearningAppendix 3Chapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson AbstractAuthor IntroductionsIntroductionIs It Safe?ConclusionRecommended ResourcesReferencesChapter 13: Developing Cultural Humility: Play-based Techniques for Supervisors – Ariel Marrero What is Cultural Humility?Research on Cultural HumilityThe Difference Between Cultural Competence and Cultural HumilityCultural Humility in SupervisionThe Supervisor-Supervisee RelationshipConversations about CultureSupporting Supervisee Self-ReflectionUsing Play-Based Techniques in SupervisionCultural Humility MapTough Conversation Puppet ShowCultural Ruptures in the SandPast, Present, and Future SelfConclusionReferencesChapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van NuenenAutonomyNonmaleficence and BeneficenceJusticeConclusionReferencesChapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings AbstractModels of Supervision PracticeNeuro-Dramatic-Play (NDP)Theater of Resilience (ToR)The Supervisory MandalaThe Story of Markandeya (Adapted from the Mahabharata)ReferencesPart IV: Working with Parents, Families, and GroupsChapter 16: Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness – Sue C. Bratton, Alyssa Swan, and Kristie K. Opiola AbstractGroup Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-AwarenessSupervision ModelImportance of Self-AwarenessGroup SupervisionIncorporating Expressive MediaRole of the Supervisor in Presenting Expressive MediaExample Experiential ActivityObjectivesActivity: Sand TrayMaterials and Set-upStructureProcessing PromptsAdaptationsUnique Aspects and ChallengesConclusionReferencesChapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet AbstractTheoretical ApproachBackgroundInfluences on Supervision ApproachThe VanFleet Collaborative Model of SupervisionSupporting Principle of the Collaborative ModelStandard Aspects of SupervisionThe Process of the Collaborative Model Supervisee Case Presentation Supervisor Responds to this Information Supervisee Shares Ideas and Plans for Future Sessions Supervisor Responds, and Shares Suggestions and Ideas for the Next Several Client Sessions Supervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision) Supervisee Gives Reactions to Suggestions Made Supervisor and Supervisee Jointly Develop Action Plan, and Follow-Up Plan in Future Supervision Meetings Guidelines for Giving FeedbackRelevant ResearchUnique Aspects and Challenges of SupervisionExperiential Elements of SupervisionCreate a Playful ClimateUse Recorded Session Segments Whenever PossibleSuggest a Roleplay of a Client SituationUse Playful Roleplays to Rehearse Next StepsBuild Agency with Case Formulation GuidelinesUse Professional Development PlansConclusionReferencesChapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng AbstractSupervising the Group Play TherapistSupervision Case Studies Noise and Mess Matching and Timing Imbalanced Responsiveness toward Children Limit-Setting Role of Therapist Control Issues Experiential TechniquesStructural ElementsExperiential ActivitiesConclusionReferencesPart V: Trauma-Focused SupervisionChapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown AbstractIntroduction to TraumaPlayThe Cascade of CareStorykeeperPerson of the Therapist Work and Parallel Process in SupervisionSupervision around the Authentic SelfThe Primacy of Cross-Hemispheric Work in SupervisionPerson of the Therapist Work around the Safe Bos RolePerson of the Therapist Work around the Nurturer RoleIntentional Invitations to EmbodimentThe More Knowledgeable Other and Person of the Therapist WorkPerson of the Therapist Work around the Storykeeper RoleFive and DiveConclusionReferencesChapter 20: Supervision of Play Therapists Working with Aggressive Children – David A. Crenshaw and Alyssa Swan Appreciating Complexity in Understanding the Aggression of ChildrenAssessment of the Supervisory RelationshipIssues of CountertransferenceConflicts about Limit SettingPlayful Tools in Supervision of Play TherapistsPlay FightingCreative ConceptualizationConclusionReferencesChapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska AbstractTrauma-Informed SupervisionRationale for Integrating Expressive Approaches into Trauma-Informed SupervisionExpressive Approaches for Trauma-Informed SupervisionPlay-Based ApplicationsArt-Based ApplicationsSandtray ApplicationsUnique Aspects of Trauma-Informed SupervisionConclusionReferencesChapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels AbstractUnique Aspects and Challenges of Supervising Healthcare Play ProfessionalsPlay-Based Supervisory Techniques for Healthcare Play ProfessionalsPlayful Techniques for Building Trusting RelationshipsPlayful Techniques for Encouraging Emotional Expression and CommunicationPlayful Techniques for Facilitating Exploration and Problem-SolvingConclusionReferencesPart VI: Special SettingsChapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti AbstractFoundational Philosophies, Theories and ModelsPhilosophiesTheoriesModelsPlay Therapists and ParaprofessionalsClinical Practice with Special Populations in Diverse SettingsTraining and ExperienceScope of PracticeSupervisionSuitability of Collaborative Clinical PracticePractice Example One – The TORAPractice Example Two – The CORAEstablishing Collaborative RelationshipsIntegration of Play into Supervised PracticeCritical Supervision ConsiderationsAccessFrequency, Length, and FormatCompetenceReflexivityConcluding CommentsReferencesChapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson AbstractSchool-Based Play Therapy Supervision ConsiderationsSchool Play Therapy Supervision ResearchUnique Aspects and Challenges of Supervising Play Therapy in the SchoolsAcademic FocusSchool CultureTeachers and Parents/CaregiversSpace and TimeCultural InclusivityPresenting Problems – The Need to Know It AllPlay Therapists ConfidenceSupervision TechniquesConclusionReferencesChapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen AbstractWhat is Teleplay?The Why of TeleplayAspects of the ProcessConsiderations when Providing Play Therapy Techniques and Interventions Getting Started Ethical Issues Professional Competency What Supervision of Teleplay Looks Like Techniques and Interventions for Supervision Authentic Learning Virtual-Video Conference Supervision Individual and Group Supervision Role Play Practice ConclusionReferencesAppendix: Home Play Therapy KitChapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman AbstractTheoretical Foundation/Models of SupervisionAdlerian Supervision of Play TherapyIntegrative Developmental Model of SupervisionSystem Approach to Supervision (SAS)Playful Telesupervision TechniquesConclusionReferencesChapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton AbstractTheoretical Approach or Model UsedNeurodiversitySynthesized Developmental Model1.Skill-focused2.Experimentation and Questioning3.Philosophical decision-making transformed into practice4.Person of Play Therapists emerges as professionalRelevant ResearchUnique Aspects and Challenges of SupervisionPlay Therapy ExercisesSensory Processing DrawingDirective SandtrayMasksExecutive Functioning UnderstandingConclusionReferencesChapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney AbstractOverview of Infant Play Therapy within an Infant Mental Health lensReflective Supervision in Infant Mental HealthCase study: “Speaking As If Baby Carlos” in a FirstPlay Reflective Infant SupervisionInfant SupervisionFirstPlay Infant Play Therapy IntroductionFirst Play Supervision Post-training Certification RequirementsCase Vignette Problem BackgroundBrief Literature Review of the CaseProblem of Neonatal Abstinence SyndromeInitial Case Sessions and Outcome ProblemFacilitating a Reflective Supervision Baby-doll Gestalt DialogueEncounter Supervisee, Colleen Baby-doll Carlos speaking back to Colleen FirstPlay Supervisor: “Colleen Can You Please Say What is Happening for you now.” Supervisee, Colleen First Play Supervisor Compilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos Babydoll, Carlos speaking back to Colleen Supervisee, Colleen speaking to Babydoll Carlos Final SummaryDecision Questions and Role Play ActivityReferencesAppendixInstructions for “speaking as if the Baby” Gestalt EncounterPart VII: Continued Development – Inside and OutChapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims – Jodi Mullen and Vanessa Kellner All Things CompassionThe Relationship Between Compassion and EmpathyCompassion InequityCase study: Deconstructing Compassion InequityPause and ReflectHow do we get off balance?Looking to the body for answersAccommodating the SelfSelf-care Requires Self-CompassionPracticing Informed Self-CareWhat Addressing Compassion Inequity RequiresPlayful Supervision PromptsSelf-Compassion Assessment ChecklistConclusionReferencesChapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes AbstractIntroductionEmotional RegulationSelf-CareSelf-Care StrategiesPlay-based InterventionsPractice Daily GratitudeThree Good Things in LifeList Three Good things experienced recently Creating Hope and ResilienceWhat to DoSafe Place Guided MeditationConclusionReferencesIndexAbout the Editors List of Contributors

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Book SynopsisPracticing counselors, psychologists, social workers, and graduate students emerging into mental health professions are often faced with complex cases that do not conform neatly to theoretical textbooks. It can be difficult to overcome the communication barrier and correctly interpret the awkward or shocking things children and adolescents may say in a therapeutic setting. Contemporary Case Studies in Clinical Mental Health for Children and Adolescents is a versatile, case-based practical treatment planner for child and adolescent therapy that provides current, real-world clinical examples, undergirded by a theoretical approach. This resource provides both a succinct discussion of diagnoses and theories, and in-depth step-by-step treatment guidance through contemporary case studies of diverse children and adolescents, to apply and challenge typical textbook definitions. Authors Baggerly and Drewes further address the dramatic changes in contemporary issues—from the COVID pandemic, race-related events and political unrest, to technological innovation—and how these events might impact these demographics in a therapeutic context. Mental health professionals will find this resource a handy, modern guide and reference to better support diverse children and adolescents in their practiceTable of ContentsForewordFranc HudspethPrefaceJennifer N. Baggerly and Athena A. DrewesPart I: Children1. Depression: Child Centered Play Therapy with a Biracial ChildPeggy L. Ceballos and Marium Sadiq2. Adjustment Difficulties: Child Centered Play Therapy and Critical Race Theory with a Biracial ChildKeith I. Raymond and Angela I. Sheely-Moore3. Domestic Violence: Trauma-Informed Child Centered Play Therapy with a White ChildJennifer N. Baggerly4. Disruptive Behavior after January 6th Washington, DC Uprising: Cognitive Behavior Play Therapy with a White ChildAthena A. Drewes5. ADHD and COVID-19: Cognitive Behavioral Play Therapy with an African American ChildLisa Remey6. Anxiety and Asian Hate: Adlerian Play Therapy with a Chinese American ChildKristin Meany-Walen7. Autism and Neurodivergence: Group Play Therapy with ChildrenRobert Jason Grant8. Grief after COVID and Gun Violence: Sandtray Therapy with a Mexican American ChildClarissa Salinas and Jennifer Baggerly9. Family Stress: Filial Therapy with an Indigenous American FamilyRisë VanFleet10. Divorce: Child Parent Relationship Therapy with Parents of a White Child Dalena Dillman Taylor and Caitlin Frawley Part II: Adolescents11. Depression: Cognitive Behavior Therapy and Expressive Arts Therapy with a Chinese American AdolescentYu-Fen Lin and Chi-Sing Li12. Social Anxiety: Mindfulness-based Cognitive Behavior Therapy with a Pakistani American AdolescentYu-fen Lin and Samuel Bore13. Divorce and Political Extremist Groups: Cognitive Behavior Therapy and Expressive Arts with a White AdolescentJennifer N. Baggerly14. Sexual Abuse: Trauma-Focused Cognitive Behavior Therapy and Creative Approaches with a Biracial AdolescentFelicia Neubauer15. Self-Harm: Dialectical Behavior Therapy with an African American AdolescentAnelie Etienne and Domonique Messing16. Tourette Syndrome and Risk of Exploitation: Equine Assisted Family Play Therapy with a White AdolescentTracie Faa Thompson17. Eating Disorders: Enhanced Cognitive Behavior Therapy with a Mexican American AdolescentSara Cantu18. Substance Use Disorder: Motivational Interviewing and Creative Approaches with an African American AdolescentAllison Crowe and Jason O. Perry19. LGBTQ: Gestalt Therapy and Liberatory Approaches with a Dominican American AdolescentAna Guadalupe Reyes20. Gender: Narrative Therapy with Parents of a Nonbinary Transgender Chinese American AdolescentBrooks BullIndexAbout the Editors and Contributors

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Book SynopsisThis book brings together in a single volume concrete applications of play therapy by seasoned clinicians from various theoretical perspectives. The goal is to reflect the broad spectrum of approaches that now exist in the field. The major psychopathologies in children present the therapist with different problems and therefore require different approaches. Another guiding belief underlying this volume is that descriptive studies that carefully detail psychotherapy process are among the most useful and practical resources for both students and practicing therapists. This casebook offers step-by-step treatment guidelines for a number of childhood difficulties, including internalizing, externalizing, and post-traumatic disorders. It should be of interest to both students and more advanced practitioners in a variety of mental health disciplines, including social work; psychiatry; clinical, counseling, and school psychology; expressive arts therapy; child-life therapy; and psychiatric nursing. A Jason Aronson BookTrade ReviewPlay Therapy in Action is a wonderful resource for the person new to play therapy or for a person wishing to review. It contains a wealth of information in presenting succinct perspectives on various theories of play therapy. These theories then transfer from the abstract into the functional realm of practice so that the reader can move from the cognitive understanding to the experimental. Practitioners will recognize some of their own experiences in the cases presented and be exposed to nee possibilities for treatment. It is rare to find a single volume where such an abundance of information is presented so concisely... -- Carol C. Norton and Byron E. NortonAll of the authors of this book conduct play therapy that is much more therapy than merely play. More importantly, they expose themselves in detail and provide their readers with direct insight into the psychotherapeutic process. Verbatim interchanges are found throughout the book with associated commentary that explains specifically what the therapist has done and the rationale for the particular maneuver and/or response. A broad range of therapeutic approaches is to be found here, a range that covers the whole gamut of psychotherapeutic approaches being utilized at this time. Kottman and Schaefer are to be congratulated for their important contribution to the child psychotherapy literature. -- Richard A. GardnerPlay Therapy in Action is a wonderful resource for the person new to play therapy or for a person wishing to review. It contains a wealth of information in presenting succinct perspectives on various theories of play therapy. These theories then transfer from the abstract into the functional realm of practice so that the reader can move from the cognitive understanding to the experimental. Practitioners will recognize some of their own experiences in the cases presented and be exposed to nee possibilities for treatment. It is rare to find a single volume where such an abundance of information is presented so concisely. -- Carol C. Norton and Byron E. NortonTable of ContentsChapter 1 Introduction Chapter 2 Audrey, the Bois d'Arc and Me: A Time of Becoming Chapter 3 Family Theraplay for the Family Tyrant Chapter 4 Gentleman Jim and His Private War: Imagery Interaction Play Therapy Chapter 5 The King of Rock and Roll: An Application of Adlerian Play Therapy Chapter 6 To Show and Not Tell: Cognitive-Behavioral Play Therapy Chapter 7 "Born on My Bum": Jungian Play Therapy Chapter 8 Child, Protector, Confidant: Structured Group Ecosystemic Play Therapy Chapter 9 From Meek to Bold: A Case Study of Gestalt Play Therapy Chapter 10 Where in the World is . . . My Father? A Time-Limited Play Therapy Chapter 11 Internal and External Wars: Psychodynamic Play Therapy Chapter 12 Ann: Dynamic Play Therapy with Ritual Abuse Chapter 13 Oh, But a Heart, Courage, and a Brain: An Integrative Approach to Play Therapy Chapter 14 As the Child Plays, So Grows the Family Tree: Family Play Therapy Chapter 15 "Please Hurt Me Again": Posttraumatic Play Therapy with an Abused Child Chapter 16 It's All in the Game: Game Play Therapy Chapter 17 Two by Two: A Filial Therapy Case Study Chapter 18 I Brought My Own Toys Today: Play Therapy with Adults

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Book SynopsisTo learn more about Rowman & Littlefield titles please visit us at www.rowmanlittlefield.com.

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Book SynopsisIn So the Witch Won't Eat Me Bloch draws on 25 years of psychoanalytic practice. Her book is both a summary of her experience as a therapist and a disclosure of what she has learned about the inner workings of the human mind. She believes that the fear of infanticide, which originates in our vulnerability as infants, is later compounded by the magical thinking that leads us as children to blame ourselves for any unhappy development in our environment and therefore to anticipate punishment. As she also demonstrates, psychoanalytic treatment can be very effective in resolving the resulting emotional problems.Trade ReviewThis book presents an exceptionally lucid and sensitive description of the role of destructive aggression in the mind. The author demonstrates the extent to which primitive attempts to defend against it figure in the thoughts and fantasies of human beings during the various periods of psychological development. She beautifully illuminates the constructive uses of aggression in interpersonal relations. -- Hyman Spotnitz, M.D.Want to understand the terror in your heart? Feelings of worthlessness? Of depression? Of murderous fury? Read this highly important book. Dorothy Bloch takes a daring look inside the human mind to reveal the terrifying fears we all experience as children out of our desperate need to believe our mothers and fathers love us, as we turn anger inward, sometimes destroying ourselves. -- Lucy Freeman

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Book SynopsisIn this immensely practical manual, two leading child psychologists provide specific, down-to-earth advice for effectively handling the everyday problems of children from early childhood through adolescence.Trade ReviewExcellent book . . . clear, effective, and practical. I think readers will benefit greatly from exposure to the kind of knowledge and sensitive guidance it offers. -- Dr. Joan Fassler, Yale UniversityHere is one 'How-to . . .' book that lives up to its title. The writing is refreshingly clear, the comprehensive scope of topics is readily accessible, the substance is both professionally eclectic and scientifically sound, and the structure of presentation deserves special commendation for its logical clarity, practical value, and uncommon good sense. * New York State Psychologist *This attractive and comprehensive book covers most of the common problems which concern parents. Its encyclopedic nature and the specific, practical advice it gives will make it helpful to many. -- Dr. Louise Bates Ames, Gesell Institute of Human DevelopmentDrs. Schaefer and Millman have produced a winner. . . . Without preaching, the volume emphasizes old-fashioned virtues of the intact family and living by principles of mutual respect and cooperation. At the same time, the authors recognize reality: many families split up; most kids will try drugs or alcohol; most teenagers will become sexually involved; stealing, lying, and cheating are in the world to stay. Schaefer and Millman do not throw up their hands in horror; they provide sensible approaches to difficult problems. Parents and, though them, children can benefit greatly from this work and will owe a debt of gratitude to the authors. Drs. Schaefer and Millman know an impressive amount about their subject and serve it up well. If you're a parent, or if you counsel parents, buy this book. -- Richard W. Hudgens, M.D. * American Journal of Psychiatry *

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Book SynopsisThis work about troubled children and children at risk of future disturbance is organised in sections devoted to the oppositional, the inhibited and the depressed child. The major issues of theory, research and clinical practice relevant to each of the three diagnostic groups are discussed.

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Book SynopsisThis handbook offers the clinician entrance into a myriad of childhood problems, discussed from the viewpoint of psychiatrists, psychologists, clinical social workers, and developmental specialists.

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Book SynopsisThis is a comprehensive statement about adolescent development, identity formation, and treatment.Trade ReviewThe Adolescent Journey is the perfect reference for anyone interested in the many issues of adolescence and development, such as separation and individuation, cultural and sexual identity, and the emerging sense of self in today's world. The beauty of Dr. Levy-Warren's book is that she blends theory and her own sensitive clinical work into a compelling study useful for other psychotherapists. She gives us a rare view of how a keen-eyed clinician reaches and works with the healthy part of a patient's ego. Reading this book is as satisfying as presenting clinical process to a gifted supervisor. -- Jerome H. MeyerDrawing on both her extensive knowledge of psychoanalytic developmental theory and her intensive clinical experience with adolescents, Dr. Levy-Warren has produced a wonderful book—clear and cohesive, sensible and sensitive to the developmental, emotional, and intellectual issues that all adolescents must face in today's world. This thoughtful and useful book, poised at the complicated juncture of self and culture, will provide all mental health professionals with an essential map for the adolescent journey. -- Ava L. Siegler PhD, director, Institute for Child, Adolescent, and Family Studies, New YorkThe Adolescent Journey provides a provocative, deeply scholarly, and downright useful perspective on a critical period in personality development. Mental health professionals of all stripes and persuasions will find this book appealing and enlightening. By placing the oftentimes excruciating concerns and disturbances of adolescence in the developmental context of self, family, and community, this analysis allows us to appreciate the normative tasks of this period while at the same time recognizing the ways in which individuals struggle to find their personal place in society. Without romanticizing adolescence, Levy-Warren compellingly argues for its prominence as a building block to adult maturity and demonstrates its reverberations in the problems in living of many, if not most, adults. -- Nancy Canor

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Book Synopsisfrom the Foreword: Possibly the heartless treatment of children, from the practice of infanticide and abandonment through to the neglect, the rigors of swaddling, the purposeful starving, the beatings, the solitary confinement, and so on, was and is only one aspect of the basic aggressiveness and cruelty of human nature, of the inbred disregard of the rights and feelings of others. Children, being physically unable to resist aggression, were the victims of forces over which they had no control, and they were abused in many imaginable and some almost unimaginable ways by way of expressing conscious or more commonly unconscious motives of their elders... The present volume abounds in evidence of all kinds, from all periods and peoples. The story is monotonously painful, but it is high time that it should be told and that it should be taken into account...Trade ReviewBrilliant . . . bold . . . challenging . . . heavily documented. * The New York Review Of Books *Crucial in understanding how the wounded child is archetypal of our time. -- John BradshawNeither history nor psychiatry can ever be the same again. A turning point in the integration of the social sciences. -- Reuben Fine, Ph.D.Lloyd deMause is probably the first scholar who has made a thorough study of the history of childhood without glossing over the facts. -- Alice Miller

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Book SynopsisExamining the clinical processes of reparation, in order to restore the damaged aspects of the self, this text documents the benefits of psychotherapy. The maintenance of emotional stability in children's personality as well as in adult psychological functioning is compared.

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Book SynopsisThis text combines aspects of development theory with principles of psychodynamic psychotherapy to help children and adolescents with learning difficulties leading to serious adjustment problems. Alternatives to psychopharmacological treatment are accordingly represented.

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Book SynopsisA collection of articles which discuss children of all ages, from the very young to the adolescent. This volume also explores the Kleinian approach and a Horneyian orientation along with issues of prevention and research.

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Book SynopsisWherever contemporary therapists offer treatment, whether in social agencies or clinics, in outpatient or inpatient services, or even in private practice, they are likely to find themselves increasingly working with people whose histories are characterized by deprivation and repeated trauma–experiences that have left them feeling damaged, often short of basic trust in others, and lacking confidence in themselves. These people have tended to be seen as beyond the pale for psychoanalytically oriented treatment. The contributors to this volume would disabuse us of such a prejudiced opinion. They proceed to demonstrate the enormous value of psychodynamic perspectives with a varied clientele, many of whom in the past might have been deemed "untreatable." And they do this by sharing with readers the stories of their attempts to work with persons of diverse cultural, ethnic, and racial groups who come with complaints that point to severe psychopathologies. In each of the twenty-three stories, we are afforded a glimpse of the two actors in the drama as they meet and size up one another, negotiate and renegotiate their agreement to collaborate, work through and play through the shifting positive and negative transferences and countertransferences toward a working relationship, experience both frustrations and triumphs as they persevere in attempts to promote healing and growth. These are exciting narratives, documenting the ethic that underlies the psychoanalytic vision and the animation that it affords both participants.Trade ReviewThis book embodies the unique experience that social workers bring from the 'firing line.' Social workers have to deal with the kinds of patients who come because of life crises. With generous and illuminating clinical illustrations, the authors show how application of psychoanalyticallly informed psychotherapy can be used to provide in-depth treatment for these very difficult cases. It is a rewarding experience to read how these 'impossible' situations can be helped by psychoanalytically aware mental health professional of all backgrounds. -- Gertrude BlanckTwenty-five distinguished contributors, representing agency and private practice, clearly show how psychoanalytic understanding is critical to the successful treatment of the broadest spectrum of patients whatever the treatment setting. This book is unique, not only in its breadth of clinical examples, but also in its clear clinical demonstration of a number of contemporary psychoanalytic approaches. -- Crayton E. Rowe

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Book Synopsis"Those who study memory find no essay answers when they try to validate the authenticity of human memories. Editor Prozan provides a fresh, unbiased look at the issues involved in the false memory debate. She neither endorses nor discards the "false memory syndrome" in this book. Embracing theoretical, legal, and clinical issues, the book takes a strong psychoanalytical approach in exploring how adults remember, recall, and recount memories from childhood experiences in general, and from child sexual abuse in particular. Theoretical issues are presented clearly, taking into account relevant and recent memory research. Legal issues involved in the repressed memory controversy are presented from a variety of perspectives, providing a well-rounded look at pertinent issues. The final eight chapters explore clinical issues and provide interesting and thought-provoking material for therapist and student alike. An asset to upper-division undergraduates, graduate students, faculty, and psychotherapists." —Choice Magazine

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Book SynopsisWhat is hatred? How does it differ from rage? What are its origins? Is hatred ever rational? Why are some people unable to let go of it while others are completely incapable of feeling it? Eight distinguished psychoanalysts provide the answers to these and other related questions in this tightly organized volume. With the help of clinical vignettes and literary portrayals, these experienced therapists address the emergence of hatred in the clinical situation. They highlight the various purposes served by the patient's hatred including drive discharge, projective identification, defense against dependence, anchoring of identity, and self holding. They also present a rich understanding of the hatred felt by the therapist vis-…-vis hateful and chronically self-destructive individuals. Finally, they discuss the technical implications of these concepts and delineate useful interventions to contain, manage, and interpret the patient's intense hatred. The matters discussed in this book are diverse and include infant observation, gender differences, child abuse, severe character pathology, multiple personality, countertransference difficulties, literary characters, racial prejudice, ethnic hatred, and war. The focus of the book, however, remains clinical. Its ultimate aim is to enhance the clinician's ability to deal with the hatred felt by the patient, and, at times, by the therapist.

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Book SynopsisCiting material from children and their parents in psychotherapy or other consultations, this book considers how separation from a parent, through death or divorce, is experienced by the child. It looks at features within the child and its environment which can foster or impede attempts to cope.

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Book SynopsisEvery family has secrets; only some secrets are lethal. In Victoria Costello's family mental illness had been given many names over at least four generations until this inherited conspiracy of silence finally endangered the youngest members of the family, her children. In this riveting story-part memoir, detective story, and scientific investigation-the author recounts how the mental unraveling of her seventeen-year-old son Alex compelled her to look back into family history for clues to his condition. Eventually she tied Alex's descent into hallucinations and months of shoeless wandering on the streets of Los Angeles to his great grandfather's suicide on a New York City railroad track in 1913. But this insight brought no quick relief. Within two years of Alex's diagnosis of paranoid schizophrenia, both she and her youngest son succumbed to two different mental disorders: major depression and anxiety disorder. Costello depicts her struggle to get the best possible mental health care for her sons and herself, treatment that ultimately brings each of them to full recovery. In the process, she discovers new science that explains how clusters of mental illness traverse family generations. Artfully weaving the scientific into the personal, Costello takes a journey to the far reaches of neuroscience and reports back on the startling findings it is yielding about the complex interplay between genes and environment that drives mental illness, and what it now tells us about how parents can trump a lethal inheritance. She shares the results of long-term U.K. and European family studies identifying the earliest signs of mental illnesses that can be passed on from grandparents to parents and grandchildren. She tracks ongoing clinical trials to reverse the courses of these diseases through early intervention with the latest evidence-based treatments and offers brain-healthy choices individuals and families can make to prevent mental illness-freeing future generations to live healthier, happier lives.

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