Description
Book SynopsisIn a series of papers, the author addresses the needs of students, patients, and practitioners of psychodynamic therapies. The work of these professionals with children and with adults is discussed from a pragmatic point of view, stressing the importance of recognizing the needs and capacities of each individual patient. At the same time, the author focuses on the professional's role in the clinical interaction, emphasizing the need to identify and respect what leads him to the consulting room, and what he expects to obtain from this strenuous and demanding type of work.The evolution of psychodynamic theories has led to its being often defined as a new version of the patient's earliest relationship of dependence on a maternal figure. The author discusses the implications of such a formulation and argues that, however correct it may be when referring to a small number of patients, it is important that, for the majority of cases, the professional should aim to help the patient to find and develop his or her independence and self-sufficiency.
Trade Review'For more than half a century, Dr A. H. Brafman has worked tirelessly to improve the lives of children and their families. Though modest and tolerant in his thinking - like all good intellectuals - Brafman could never be described as bland. He holds many strong opinions, some highly challenging to orthodoxy; and he shares his theories generously. His collection of papers represents the very best of the independent tradition in contemporary psychological work; and no student can claim to have completed his or her education without having engaged seriously with Dr A. H. Brafman and with his numerous enriching contributions.'- Professor Brett Kahr, Senior Clinical Research Fellow in Psychotherapy and Mental Health, Centre for Child Mental Health, London, and Honorary Visiting Professor, School of Arts, Roehampton University, London
Table of ContentsIntroduction -- Introductory Note to Chapter One Dogma vs. doubt -- Infant observation -- Introductory Note to Chapter Two The role of intuition -- Winnicott's therapeutic consultations revisited -- Introductory Note to Chapter Three and Four Who should ask? -- Increase or not increase? -- Touching and affective closeness -- Introductory Note to Chapters Five and Six Flexibility -- Child analysis: when? -- Tailor-made therapy for the child: new developments in Winnicottian work with young people -- Introductory Note to Chapters Seven and Eight Feet on the ground -- Letter to a young psychotherapy trainee -- Memorizing vs. understanding -- Introductory Note to Chapters Nine and Ten Helping? Yes, but how? -- Holding, containing, interpretations: a question of timing? -- The setting: what makes therapy work? -- Introductory Note to Chapter Eleven Adolescents -- Working with adolescents: a pragmatic view*
