By Lanyado & Horne
A question of process specializes in what truly occurs within the remedy room and at the technical judgements and pressures which are confronted day-by-day. Coming from the autonomous culture in British psychoanalysis, the members, quite a number skilled practitioners and lecturers, describe how their process has quietly replaced and constructed through the years, and placed this procedure in its theoretical context. This publication will entice baby and adolescent psychotherapists, analysts and counsellors who desire to discover extra Winnicottian methods to healing paintings.
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Additional info for A Question of Technique: Independent Psychoanalytic Approaches with Children and Adolescents (Independent Psychoanalytic Approaches With Children and Adolescents)
The training was 21 years old in September 2003—it has come of age and with a strong identity. Trainees may be in analysis with analysts of all three sections of the Institute of Psychoanalysis and supervisors are equally Anna Freudian, Independent or Kleinian. Similarly seminar leaders are from all three orientations: it seems particularly important to have a specialist Freudian teach Freud, Oedipus and latency, and to have a Kleinian specialist teach, for example, Klein and Bion. A by-product of this training has been a greater integration across the profession as, in teaching and supervision, ideas have been shared across theoretical divides.
Indeed, diversity of practice is not only about what practitioners say they do and actually do, but also about the ever evolving dynamic between the founders, the subsequent ‘tradition’ and contemporary practice of psychotherapy and psychoanalysis. I would like to make a very flat and bald statement as a starting point for thinking about ‘technique’ more closely. From the beginning of any treatment, the therapist creates a setting within which the work can take place. Once there the therapist pays close attention to all that the patient does and the atmosphere created within the session.
Many mistakes come from counter-transference muddles. At times I have prolonged a session by a few minutes or cut it short. Then I would see the patient’s response and interpret his feeling trapped or rejected or whatever. Maria P: What about the child’s play: would you play with the child? Interpret in displacement at times? Anne H: Of course. As to the question as to when one interprets the play, that is something that varies from child to child and varies for each individual child according to the stage he has reached.