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Child analysis has occupied a special place in the history of psychoanalysis because of the challenges it poses to practitioners and the clashes it has provoked among its advocates. Since the early days in Vienna under Sigmund Freud child psychoanalysts have tried to comprehend and make comprehensible to others the psychosomatic troubles of childhood and to adapt clinical and therapeutic approaches to all the stages of development of the baby, the child, the adolescent and the young adult. Claudine and Pierre Geissmann trace the history and development of child analysis over the last century and assess the contributions made by pioneers of the discipline, whose efforts to expand its theoretical foundations led to conflict between schools of thought, most notably to the rift between Anna Freud and Melanie Klein. Now taught and practised widely in Europe, the USA and South America, child and adolescent psychoanalysis is unique in the insight it gives into the psychological aspects of child development, and in the therapeutic benefits it can bring both to the child and its family.
This book distills the essence of child psychoanalysis from the practice and thought of its founder Anna Freud, who for over 50 years has been at the forefront of this controversial field. Children are the most refractory of all subjects to treat analytically. Here, for the first time, is a primer on the difficult technique as practiced at the Hampstead Clinic in London, which was founded by Anna Freud and is today the leading child analytic center in the world. She and her colleagues expose their wealth of experience to systematic review, which yields up rich insights not only into child psychoanalysis and psychotherapy but also into basic child development. In addition, their findings have relevance to the understanding of emotional disturbance at all ages. The book follows the treatment situation through all its stages, from the first session to termination and follow-up. It focuses on the interaction between therapist and child in the treatment room, illustrating the points with copious clinical vignettes. One point examined is the structure of treatment with respect to such matters as scheduling sessions and handling interruptions. Another element that comes under scrutiny is the development of the child's relationship to the therapist, which subsumes such factors as establishing an alliance, transference, and resistance. The child's repertoire of expressions, both verbal and nonverbal, is explored, as is the therapist's armamentarium of interpretations and interventions. Woven throughout the description of these elements is incisive commentary by Anna Freud. Her commonsense approach gives the book unique value, lifting it to a rare level of human wisdom.
During her lifetime Francoise Dolto revolutionized the psychoanalytic understanding of childhood. As an early pioneer, she emphasized that the child is to be recognized from birth as a person. As a gifted and innovative clinician, Dolto developed her ideas about the unconscious image of the body. An image that is unique to each individual and linked to both a person's history and narcissism, rather then their physicality. It is the symbolic incarnation of a person's desires. Dolto began her career as a member of the IPA, was admired by Winnicott, close to Lacan and influenced by Morgenstern. Her life witnessed an extraordinary evolution from the conservatism of her parents, through the second World War, to the turbulence of Paris in the 1950s and 60s. In the succeeding years, Dolto made a number of original contributions to the understanding of psychosis, neonatology, female sexuality, education, and religion. Although controversial, she was able to write both for the general public and for professional colleagues.
This book unravels the different notions of time and history that are implicit in the history of child psychoanalysis and in the clinical approach to childhood. It is based, in part, on topics that have been addressed in the seminar Psychoanalysis and the Child.
This book describes the lives and theories of the pioneer child psychoanalysts who created the field of child psychoanalysis and contributed to the understanding of child development. It aims to expose emerging professionals in the field of psychoanalysis to theories of infant experiences.
Collects notes and materials (artwork, poems, photographs) connected with Anna Freud's analysis of Heller as a young boy, amplified and given depth by Heller's own retrospective. He is currently a professor of German and comparative literature at SUNY, Buffalo. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)
Developmental Perspectives in Child Psychoanalysis and Psychotherapy incorporates recent innovations in developmental theory and research into our understanding of the nature of change in child psychotherapy. Diverse psychoanalytic ideas and individual styles are represented, challenging the historical allegiance in analytic child therapy to particular, and so often singular, schools of thought. Each of the distinguished contributors offers a conceptually grounded and clinically rich account of child development, addressing topics such as refl ective functioning, the role of play, dreaming, trauma and neglect, the development of recognition and mutuality, autism, adoption, and non- binary conceptions of gender. Extended clinical vignettes offer the reader clear vision into the convergence of theory and practice, demonstrating the potential of psychoanalytic psychotherapy to move child development forward. This book will appeal to all practicing mental health professionals.
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Imagine growing up smart, ambitious, and queer in a home where your father Sigmund Freud thinks that women should aspire to be wives and calls lesbianism a gateway to mental illness. He also says that lesbianism is always caused by the father, and is usually curable by psychoanalysis. Then he analyzes you. Ultimately Anna Freud loved Dorothy Tiffany Burlingham (heir to the Tiffany fortune) for 54 years. They raised a family together and became psychoanalysts in their own right, specializing in work with children. But first Anna had to navigate childhood, adolescence, and early adulthood in a famous family where her kind of romantic longings were considered dangerous. What was it like to grow up the lesbian daughter of “the great Sigmund Freud”? Aside from Anna’s sexuality and from her father’s intrusive psychoanalysis of her, what were the Freud family's most closely closeted skeletons? What is it about the birth of psychoanalysis that even today's psychoanalysts would prefer to keep secret? How did Anna defy her father so thoroughly while continuing to love him and learn from him? Weaving a grand tale out of a pile of crazy facts, Hysterical: Anna Freud's Story lets the pioneering child psychologist freely examine the forces that shaped her life.
This book investigates the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools. The book begins by looking at children’s emotional life during the primary school years and what can disrupt ordinary, helpful social development and learning. It examines what child psychoanalytic psychotherapy is, how it works, and why it is offered in primary schools. The following chapters intersperse accounts of creative child psychoanalytic approaches with interviews with parents, carers, teachers, and clinicians. A section focusing on mainstream primary schools presents parent–child interventions for a nursery class; child group psychotherapy with children from traumatized families; and consultation to school staff, with personal accounts from parents, a kinship carer, a family support worker, a deputy head, and a child psychotherapist. Chapters then focus on alternative educational settings, featuring a school for children with severe physical and cognitive disabilities; a primary pupil referral unit; and a therapeutic school. These chapters show psychotherapy with a non-verbal boy with autism; therapy groups with children who have missed out on the building blocks of development alongside reflective groups for school staff; and child psychotherapy approaches at lunchtime and in breaks, with insights from a parent, a clinical lead nurse, a head teacher, and a child psychotherapist. Finally, there is an evaluation of evidence about the impact of child psychotherapy within primary schools. Recognizing the increasing importance of attending to the emotional difficulties of children whose relationships and learning are in jeopardy, this book will be invaluable to all those working in primary schools, to commissioners of child mental health services, to parents and carers, and to experienced and training clinicians.