Treating Troubled Children and Their Families,9780898620078

Treating Troubled Children and Their Families

by
ISBN13: 9780898620078
ISBN10: 0898620074
Format: Hardcover
Pub. Date: 1994-05-20
Publisher(s): The Guilford Press
List Price: $69.15

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Summary

Integrating systemic, psychodynamic, and cognitive-behavioral perspectives, this acclaimed book presents an innovative framework for therapeutic work. Ellen Wachtel shows how parents and children all too often get entangled in patterns that cause grief to both generations, and demonstrates how to help bring about change with a combination of family-focused and child-focused interventions. Vivid case examples illustrate creative ways to engage young children in family sessions and conduct complementary sessions with children and parents alone, using a variety of strengths-based, developmentally informed strategies. The paperback edition features a new preface in which the author reflects on the continuing evolution of her approach.

Author Biography

Ellen F. Wachtel, JD, PhD, is a graduate of Harvard Law School and New York University's doctoral program in Clinical Psychology. She has taught and supervised individual and family therapy in the doctoral programs at New York University and the City University of New York, as well as at Roosevelt Hospital and the Ackerman Institute for Family Therapy. Dr. Wachtel gives workshops both in the United States and abroad on integrative approaches to working with couples, families with young children, and adults in individual therapy settings. Coauthor (with Paul L. Wachtel) of Family Dynamics in Individual Psychotherapy, she is also in private practice in New York City.

Table of Contents

The Child as an Individual: An Introduction to Child-in-Family Therapy
1(19)
The Exclusion of Children from Family Therapy
3(1)
The Child and the System: A Review of Systemic Hypotheses
4(3)
Going Beyond Symptom Relief
7(5)
An Integrative Approach
12(1)
Systems and the Partial Autonomy of Individuals
12(1)
The Idea of the ``Individual''
13(2)
Cyclical Psychodynamics
15(2)
Borrowing from Other Modalities
17(1)
A Preliminary Look at the Integrative Model
18(2)
Meeting with Parents Alone: Understanding Their Concerns
20(22)
Building Trust: Establishing a Collaborative Relationship
22(1)
Parental Guilt
23(1)
Assessing the Attitude toward the Symptom and Its Place in the System
24(2)
The Parents' Explanations of the Problem
26(4)
Gathering Information for Systemic, Psychodynamic, and Behavioral Hypotheses
30(1)
Major Omissions
30(2)
Information about Interactions with Teachers, Babysitters, and Other Significant Adults
32(2)
Using Questions Regarding Temperament as a Source of Systemic Information
34(4)
Attention Deficit Disorder, Hyperactivity, and Learning Disabilities
38(1)
Broadening the Focus
39(1)
Helping Parents Like Their Children
39(1)
Summary
40(2)
Getting the Most Out of Family Meetings
42(31)
The First Meeting with the Family
43(1)
Including Siblings
44(1)
The Tone of the First Session
45(2)
Activities for Family Sessions
47(5)
Observing Systemic Interactions
52(6)
Values and Attitudes
58(1)
Focusing on the Children's Reactivity, Openness, and Methods of Coping with Stress
59(2)
Feedback Meeting with Parents
61(3)
Family Meetings as Part of the Ongoing Work
64(2)
Using Family Sessions for Problem Solving
66(1)
Working on Boundaries and Alliances
67(2)
Establishing Rules for Communication when Parents Are Divorced
69(1)
Overall Dynamics of the Family System
70(3)
Knowing the Child in Depth: A Clinical Guide to Effective Individual Sessions
73(35)
The Purpose of Meeting Alone with the Child
74(1)
Some Guidelines for Individual Meetings with Children: Differentiating These Meetings from psychodynamic Play Therapy
75(4)
A Word about Confidentiality
79(2)
The First Meeting
81(2)
Talking: From Facts to Feelings
83(4)
When the Child Seems Seriously Depressed or Is Behaving Bizarrely
87(4)
Playing, Telling Stories, and Drawing
91(1)
``Feeling'' Board Games
92(3)
Telling Stories
95(4)
The Child's Reactions to His Story
99(1)
A Word about Telling Stories
100(1)
Dramatic Play with Puppets, Dolls, and Toy Figures
100(2)
Using Clay
102(1)
Drawing
103(1)
Understanding the Child's Projective Material: Some General Considerations
103(3)
Dealing with the Child's Hostility
106(2)
Anxiety, Adaptational Styles, and Defense Mechanisms
108(26)
Adaptational Styles
109(3)
Defense Mechanisms
112(7)
When Defenses and Coping Strategies are Maladaptive
119(2)
Understanding the Behavioral and Systemic Reinforcements for Maladaptive Defense and Coping Mechanisms
121(3)
Insufficiently Developed Defense Mechanisms
124(2)
Understanding the Behavioral and Systemic Components of Insufficiently Developed Defense and Coping Mechanisms
126(4)
The Child's Defenses and the Family System
130(2)
A Word about an Integrative Perspective and Specificity
132(2)
Essential Psychodynamic Concepts
134(23)
Frightening or Denied Aspects of the Self
135(4)
Deprivation, Frustration, and Abandonment
139(3)
Overgratification as a Source of Rage and Feelings of Deprivation
142(1)
Understanding Hostile and Aggressive Children
143(4)
Overly Anxious and Dependent Children
147(4)
The More Seriously Disturbed Child
151(3)
Interpersonal Expectancies
154(3)
Interventions Based on Psychodynamic Formulations
157(41)
Playing Baby
158(6)
The Story-Telling Technique
164(1)
Real-Life Stories
165(1)
Telling Stories as Exposure to Both Parent and Child
166(1)
Telling Stories and the Alteration of the Family Structure
167(2)
Utilizing Prewritten Stories
169(1)
Negative Reminiscing
169(2)
Positive Reminiscing
171(1)
Using Psychodynamic Understanding to Inform Systemic and Behavioral Interventions
172(1)
Limit Setting to Address the Child's Fear of His Own Anger
173(1)
Limiting the Expression of Negative Feelings
174(1)
Avoiding Overstimulation of Regressive Urges
175(3)
The Child's Fears
178(2)
Psychodynamically Based Reassurances
180(1)
Recognizing a Child's Unarticulated Need for More Attention
181(1)
Relaxing with Children
182(1)
Understanding the Child's Need to Have Some Control Over the Parent's Availability
183(1)
A Word about the Child's Needs for Autonomy and Mastery
184(3)
Working Collaboratively with Teachers
187(2)
Using Psychodynamic Formulations in Individual Sessions with a Child
189(2)
Neutralizing the Discussion of Forbidden Material
191(3)
Addressing Unconscious Conflicts and Anxieties through Metaphoric Stories
194(4)
Interventions Based on Behavioral Formulations
198(35)
Understanding what Is Being Taught and Learned in the Family: An Analysis of Reinforcement Contingencies
202(8)
Utilizing Principles of Behavior Modification
210(8)
Use of Negative Consequences or Punishment versus the Natural Extinction of Undesirable Behavior
218(1)
Time Out
218(2)
Penalities, Punishment, and Disapproval
220(1)
Cognitive-Behavioral Approaches and Social Skills Training
221(2)
Utilizing Cognitive Methods, Modeling, and Role Playing
223(9)
Summary
232(1)
Pulling It All Together: Five Illustrative Case Studies
233(50)
Jenny: A Depressed Child
235(9)
Mathew: A Child Who Hated School
244(8)
Johnny: An Encopretic 10-Year-Old
252(7)
Sara: A Child Who Hated Herself
259(8)
Mickey: A Boy with a Dangerous Temper
267(15)
Conclusion
282(1)
Notes 283(4)
References 287(10)
Index 297

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