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About this product
Product Identifiers
PublisherRoutledge
ISBN-100415885574
ISBN-139780415885577
eBay Product ID (ePID)102841758
Product Key Features
Number of Pages324 Pages
Publication NameStarting Treatment with Children and Adolescents : a Process-Oriented Guide for Therapists
LanguageEnglish
SubjectPsychotherapy / Child & Adolescent, Mental Health
Publication Year2011
TypeTextbook
Subject AreaPsychology
AuthorJane Caflisch, Steven Tuber
FormatHardcover
Dimensions
Item Height0.9 in
Item Weight20.8 Oz
Item Length9.1 in
Item Width6.3 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2010-038394
Reviews"I have been teaching child psychotherapy for nearly 30 years, and this is the first and only book I have found truly helpful in illuminating the processes that underlie the craft, intuition, and rigor of working with children and their families. It is simply a brilliant and deeply humane book that is pitch perfect for beginners and more advanced trainees alike." "Arietta Slade, PhD, Professor, Clinical and Developmental Psychology, The City College and City University of New York, Visiting Research Scientist, Yale Child Study Center SThis book, which simulates the experience of being in training with a master clinician and supervisor, is a remarkable contribution to the field of child therapy. What Tuber and Caflisch provide are not idealized portrayals of clinical cases designed to support a theory but real transcripts illustrating the ups and downs of real clinical work. The authors " comments about hindering interventions are as valuable as those about helpful interventions, and the illustrations of how the therapist might have intervened differently in different contexts are tremendously illuminating. This is a Smust read book for child clinicians of all orientations, and all levels of experience. "Jeremy D. Safran, PhD, Professor of Psychology, New School for Social Research; President, International Association for Relational Psychoanalysis & Psychotherapy SHere is one of those rare examples of a can "t-put-down book that you want immediately to share with all your friends and colleagues. It is based around the simple yet profound idea that the purpose of child psychotherapy is not to make clever interpretations, but, by commenting on process, and developing a feeling language, equipping patients to become their own child clinicians " "the better to read and understand themselves and others. It is the best how to do it " psychotherapy book I have ever read, and is destined to be on the shelves of all psychoanalysts, psychotherapists and child mental health workers, students and doyens alike. "Jeremy Holmes, MD, Professor of Psychological Therapies, University of Exeter, UK , "I have been teaching child psychotherapy for nearly 30 years, and this is the first and only book I have found truly helpful in illuminating the processes that underlie the craft, intuition, and rigor of working with children and their families. It is simply a brilliant and deeply humane book that is pitch perfect for beginners and more advanced trainees alike." - Arietta Slade, The City College and City University of New York, USA, and Yale Child Study Center, Connecticut, USA This book, which simulates the experience of being in training with a master clinician and supervisor, is a remarkable contribution to the field of child therapy. What Tuber and Caflisch provide are not idealized portrayals of clinical cases designed to support a theory but real transcripts illustrating the ups and downs of real clinical work. The authors' comments about hindering interventions are as valuable as those about helpful interventions, and the illustrations of how the therapist might have intervened differently in different contexts are tremendously illuminating. This is a must read book for child clinicians of all orientations, and all levels of experience. - Jeremy D. Safran, New School for Social Research, New York, USA, and International Association for Relational Psychoanalysis & Psychotherapy Here is one of those rare examples of a can't-put-down book that you want immediately to share with all your friends and colleagues. It is based around the simple yet profound idea that the purpose of child psychotherapy is not to make clever interpretations, but, by commenting on process, and developing a feeling language, equipping patients to become their own 'child clinicians'-the better to read and understand themselves and others. It is the best 'how to do it' psychotherapy book I have ever read, and is destined to be on the shelves of all psychoanalysts, psychotherapists and child mental health workers, students and doyens alike. - Jeremy Holmes, University of Exeter, UK Starting Treatment With Children and Adolescentsprovides an outstanding view into the process of child therapy and the cognitive activity of the clinician. Many books about child psychotherapy tend to lecture the reader about the 'do's and don'ts' of treatment. This book teaches by example and explanation, and in reading it I had the feeling I was privileged to witness clinical supervisory sessions. - Eugene J. D'Angelo, Children's Hospital Boston, Massachusetts, USA Starting Treatment With Children and Adolescentsis a masterful blend of clinical wisdom, experience, and rare insight intersecting with uncommon empathy and compassion. The authors bring the reader into the therapy room to witness the unfolding of the beginning of the therapy process, but what makes the book unique are the interwoven rich observations and astute clinical insights of Steven Tuber, a gifted clinician who has taught and supervised numerous child therapy graduate students at CUNY for more than three decades. This is a book that the child therapy field has long awaited, and one which will be read, reread, and treasured for many years to come. - David A. Crenshaw, Rhinebeck Child & Family Center, New York, USA "This creative volume provides the reader with the unusual opportunity to learn issues, concepts and techniques that serve managing the complexities of beginning a psychotherapy process with a child. Each of the book's chapters invites and encourages the reader to enter the playroom and experience and observe the interacting and negotiating taking place between child and therapist.Starting Treatment With Children and Adolescentsis an excellent guide for experienced as well as beginning child therapists." - Sebastiano Santostefano, author of Child Therapy in the Great Outdoors: A Relational View
Dewey Edition22
Dewey Decimal618.928914
Table Of ContentPreface: Process and Purpose. Setting the Frame for Psychologically-minded Treatment. Part I: Setting the Frame. A 13-Year-Old Boy. A 7-Year-Old Boy. A 9-Year-Old Girl. A 14-Year-Old Boy. Part II: Responding to Challenges to the Frame. A 9-Year-Old Girl. A 9-Year-Old Girl. A 5-Year-Old Girl. A 9-Year-Old Girl. Part III: Broadening the Frame. A 5-Year-Old Boy. A 7-Year-Old Girl. An 11-Year-Old Girl. A 7-Year-Old Boy. Conclusion.
SynopsisStarting Treatment With Children and Adolescents provides therapists with a time-tested framework for treatment and a moment-by-moment guide to the first few sessions with a new patient. In twelve remarkable case studies, verbatim transcripts of individual play-therapy sessions are brought to life through running commentary on techniques and theory and a fine-grained analysis of what worked, what didn't, and what else the clinician could have done to make the session as productive as possible. Clinicians will come away from the book with a unique window into how other therapists actually work as well as new tools for engaging children and adolescents in process-oriented treatment. They'll also be guided through an exploration of common questions such as how else could I have handled that situation? What other paths could I have tried? Where might those other paths have led? What treatment strategies are most advantageous to my patients' growth - and to my own?, Starting Treatment With Children and Adolescents provides therapists with a time-tested framework for treatment and a moment-by-moment guide to the first few sessions with a new patient. They'll also be guided through an exploration of common questions such as how else could I have handled that situation? What other paths could I have t
LC Classification NumberRJ504.T83 2011
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