By Alicia F. Lieberman
This eloquent e-book provides an empirically supported therapy that engages mom and dad because the strongest brokers in their younger kid's fit improvement. Child–parent psychotherapy promotes the kid's emotional wellbeing and fitness and builds the parent's means to nurture and safeguard, fairly while tension and trauma have disrupted the standard of the parent–child dating. The publication presents a complete theoretical framework including functional techniques for combining play, developmental suggestions, trauma-focused interventions, and urban counsel with difficulties of dwelling. full of evocative, "how-to-do-it" examples, it truly is grounded in huge medical event and critical study on early improvement, attachment, neurobiology, and trauma. (20100501)
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Extra info for Psychotherapy with Infants and Young Children: Repairing the Effects of Stress and Trauma on Early Attachment
Just as the parent can become a traumatic reminder for the child, children can also become traumatic reminders for the parent through their role as a transference object from the past or because they are associated with a traumatic situation in the present. Mothers who have been battered by their spouses often equate their child with the child’s father, attributing to the child the same characteristics of unpredictable aggression but also irresistible seductiveness that they experience in their partners.
The absence of resources for adults is inevitably translated into the lack of access to basic parenting resources for children. Babies and young children are disproportionately affected, as evidenced by the finding that children under age 7 comprise a disproportionate percentage of children in the foster care system, and homicide is one of the leading causes of death of babies in the first year of life following the perinatal period (Osofsky, 2004b). The role of severe environmental stressors and traumatic events in derailing parental competence should not be underestimated.
In a classic study, the percentage of developmentally delayed 8-month-olds who showed deficits in IQ at 4 years of age was inversely related to the family’s social class: 13% of lower-class, 7% of middle-class, and 2% of upper-class preschoolers (Willerman, Broman, & Fiedler, 1970). A likely explanation for these findings is that the upper-class families had more access than lower-class families to material and educational resources that would promote their delayed babies’ development, with the middle-class families somewhere in between.