Review of Saying goodbye: A casebook of termination in child and adolescent analysis and therapy.

Reviews the book, Saying goodbye: A casebook of termination in child and adolescent analysis and therapy edited by Anita G. Schmukler (see record 1991-98015-000). Anita Schmukler's new book is comprised of 10 clinical and 6 theoretical papers. Schmukler and her colleagues set themselves the task of exploring and illustrating the theoretical and technical issues involved in ending child analyses. The primary theoretical question under review is, of course, the selection of criteria for terminability. The theoretical articles in this book try to tease out with some specificity the changes in the child and in the sessions themselves that indicate termination is on the horizon. Several articles outline criteria for termination, as indicated both in symptomatic improvement in the outside world and in the evolution of the transference neurosis in the analyst's office. The life and times of children and analysts at work around termination are richly illustrated. All practicing child analysts will recognize the pains and pleasures inherent in their line of work. And all will feel helped by the clarity of conceptualization offered as they think through with their own child patients and their parents the question of when it is time to say goodbye. However, the most important criterion for terminability, the child's expanded capacity to integrate disparate parts of himself or herself and metabolize his or her own experience, is inadequately explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Saying goodbye: A casebook of termination in child and adolescent analysis and therapy.

Reviews the book, Saying goodbye: A casebook of termination in child and adolescent analysis and therapy edited by A. G. Schmukler. This is a puzzling, intriguing, and evocative book. I was pleasantly surprised to read a book about child analysis--albeit how to end the process with children. This is an important book for clinicians. Notwithstanding this reviewer's expectations to determine the differences between psychotherapy and analysis and when and where to apply them, we are given the vicissitudes of this very vulnerable enterprise of the therapeutic intervention and what is terminable in this process. Its contribution is substantial in understanding developmental growth, individuation, and our vulnerabilities. The authors have given us a justifiable use of psychoanalysis with children and adolescents that serves as a counterpoint to the problems inherent in managed mental health and the need for a pluralistic delivery system. Overall, this is a worthy book in the teaching and in the doing of psychoanalysis and psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on deep-seated social values and countertransference in mother-infant dyadic psychotherapy.

Presents an example of countertransference in mother–infant dyadic psychotherapy based in the value expressed as "A mother takes care of her child." Once this social value is brought to conscious awareness, the interfering nature of this countertransference is recognized. The therapist is freed to work with the mother toward her underlying treatment goal, which is to "be a good mother." If she is not emotionally capable of being the child's primary caretaker, the objective of enhanced attachment can be abandoned and "being a good mother" can be translated into "allowing the child to have a competent caretaker." The treatment objective can become the mother's emotional separation from her infant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of cognitive behavioural therapies.

Reviews the book, Handbook of cognitive behavioural therapies edited by Keith S. Dobson (1989). This book is not what I would normally consider a handbook, lacking the breadth I expect in such a book. It is, rather, an edited text with a number of interesting articles that would be most useful for covering approaches in a course on psychotherapy and behaviour change. These include a good chapter on cognitive assessment by Segal and Shaw, comprehensive chapters on five different types of cognitive therapy by leading proponents of the approach, plus a chapter on methods with children, and finally a theoretical chapter by Mahoney. There are also helpful introductory and concluding chapters by Dobson. In his concluding chapter on the present and future of the approach, Dobson provides an interesting summary of issues, covering theory growth and revision, cognitive assessment, therapy expansion and evaluation, and the exploration of developmental bases of adult disturbance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Clinical interaction and the analysis of meaning: A new psychoanalytic theory.

Reviews the book, Clinical interaction and the analysis of meaning: A new psychoanalytic theory by T. Dorpat and M. Miller (see record 1992-98407-000). This text views psychoanalysis and psychoanalytic psychotherapy from the perspective of the newly proposed concept of "Meaning Analysis." The authors purport to advance psychoanalytic theory and technique by taking a fresh perspective on two important aspects of analytic encounter: the interaction between the analyst and analysand (therapist and patient) and how interactions in this relationship affect transference and countertransference. This book also examines the analysis of meaning and how treatment can assist in the understanding and reconstruction of client beliefs. The authors present a reanalysis of Freud's theory and the goal of the book is to elucidate the "flaws" in his work. The reviewer believes that many readers will be intrigued by the criticisms of Freud and the blending of more recent research into analytic models. This book is recommended for both analytically oriented therapists and interested readers who want to learn more about analytic treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychotherapy with psychotherapists.

Reviews the book, Psychotherapy with psychotherapists edited by Florence W. Kaslow (see record 1990-98484-000). There has been little written about doing psychotherapy with patients who are themselves psychotherapists, despite the fact that many therapists have been in therapy and some have provided treatment for other therapists. This book presents a good overview of many of the issues involved when therapist treats therapist, although there are no real surprises or conceptual breakthroughs. Regardless of theoretical orientation or preferred treatment modality, several common problem areas emerge having to do with boundaries, confidentiality, pride, competition, and countertransference. There is still a clear need for research, including investigation of the supposed efficacy of treatment as training. More discussion and detailed case examples of treatment from the perspective of the therapist-patients would have been desirable. These relatively minor qualifications notwithstanding, therapists will find much here to stimulate and inform their work with therapist-patients. There are fewer "therapists' therapists" than there are therapist-patients, however, and this suggests an even larger readership: trainees and practicing clinicians in treatment. This book may not only help therapists to be therapists to their patients, but should also help therapists to be patients to their therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Countertransference in child psychoanalytic psychotherapy: The emergence of the analyst’s childhood.

The author focuses on a particular type of countertransference with children—the emergence of the therapist’s childhood memories and experiences in child psychotherapy. The revival of these childhood recollections in the analyst is not a barrier or sign of pathology as previously held, but rather in some cases a vital resource that may potentially deepen and facilitate analytic work. The therapist’s memory and attendant fantasies, physical/sensory experience, and affect states in the context of the childhood memory may afford the analyst the opportunity to not only make contact with his or her “self” as a child, but also to further symbolize these states of mind and use them in the exploration of the child patient’s mind. Through intersubjective exchanges with the patient, the analyst’s childhood memories are given new meaning in the context of the therapeutic work with the child patient. The author highlights the uniqueness of countertransference with children as compared with adults. A detailed clinical vignette is presented, organized around the arrival of a memory from the analyst’s childhood and how the analyst made use of it in the transference/countertransference field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The value of psychological treatment: The collected papers of Nicholas A. Cummings, Vol. 1; Focused psychotherapy: A casebook of brief, intermittent psychotherapy throughout the lifecycle; and The practice of psychology: The battle for professionalism..

Reviews the books, The value of psychological treatment: The collected papers of Nicholas A. Cummings, Vol. 1 edited by J. Lawrence Thomas and Janet L. Cummings (see record 2000-08331-000); Focused psychotherapy: A casebook of brief, intermittent psychotherapy throughout the life cycle by Nicholas A. Cummings and Mike Sayama (see record 1995-98522-000); and The practice of psychology: The battle for professionalism edited by Rogers H. Wright and Nicholas A. Cummings (2001). While Cummings has published numerous volumes and dozens of articles and chapters, the three books under review here offer a good introduction to some of his many activities and contributions. The first book provides a very nice sampling of research and position papers. Several chapters describe aspects of the “medical utilization offset phenomenon,” the oft-replicated finding that psychological services can reduce overall healthcare costs, perhaps partly by eliminating unnecessary medical visits. The second book is a clinician’s book illustrating the central tenet of Cummings’s “Patient’s Bill of Rights”—that “the patient is entitled to relief from pain, anxiety, and depression in the shortest time possible and with the least intrusive intervention.” In the last book, names are named and many details are given about numerous battles between 1955 and 1995 involving issues such as dissatisfaction with the Boulder (scientist–practitioner) Model. The reviewer concludes that reading Cummings' work elucidates the fact that the struggles of the psychology profession appear far from over. These books can help us prepare for where we need to go in the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The wish to do psychotherapy with borderline adolescents—and other common errors.

Contends that psychotherapy with borderline adolescents is a difficult undertaking requiring specialized understanding and technique and that becoming an expert in this area of treatment is predicated on specialized development. The expert therapist may begin to lose sight of his/her limitations, and certain characteristic errors may ensue. Three types of common errors in adolescent psychotherapy are examined: a conceptual error, a countertransference error, and a technical error. Rigorous self-examination of the therapist's work (underlying theory, interventions, experience) is recommended to recognize errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Child sexual abuse: Critical perspectives on prevention, intervention, and treatment.

Reviews the book, Child sexual abuse: Critical perspectives on prevention, intervention, and treatment edited by Christopher R. Bagley and Ray J. Thomlison (1991). This book is a compilation of a series of literature reviews originally commissioned by Health and Welfare Canada in 1987 and completed in 1988. The individual papers included in this edited version represent a cross section of Canadian academicians, clinicians, and case workers who are integrally involved in the policies and practices regarding child sexual abuse in Canada. The work provides a comprehensive perspective on prevention at the primary, secondary, and tertiary levels. The list of authors is impressive in terms of their expertise and experience. At a time when numerous books on child sexual abuse are appearing on the market, it is nice to see a book that has some unusual aspects. Aside from its distinctly Canadian perspective, the book addresses several important, yet frequently ignored, topics. The book provides an up-to-date review of several core issues: conceptualization of the problem, prevention strategies, impact of sexual abuse, investigative interviewing, treatment outcome studies, and treatment issues for child molesters. The more unique topics include a review of the strategies used to evaluate prevention programs, prevalence rates among a number of special populations, the role of medical practitioners in preventing and intervening in child sexual abuse, and sexual abuse and exploitation among disabled individuals. Overall, I can recommend this book for clinicians and researchers in Canada and elsewhere who are interested in child sexual abuse. This compilation of literature reviews highlights the leading role that Canadian social service agencies have taken in developing programs for sexually abused children and their families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Boundaries in psychotherapy: Ethical and clinical explorations.

Reviews the book, Boundaries in psychotherapy: Ethical and clinical explorations by Ofer Zur (see record 2007-00030-000). In this book, Dr. Zur outlines a number of the salient boundary issues in psychotherapy. As such, this book provides a valuable resource for practising mental health professionals regardless of theoretical orientation. Specifically, this book aims to shed light on the definition and use of psychotherapeutic boundaries by providing a context-based and comprehensive discussion of diverse boundary issues. The book is divided into four parts, and each of the first three parts is made up of four chapters. Part 1, "Boundaries in Context," addresses an assortment of topics concerning boundaries in psychotherapy. Part 2 focuses on issues that affect the therapeutic frame. Part 3 addresses boundary issues that exist within the therapeutic encounter. In Part 4, appropriately titled "Final Thoughts," the author provides a cogent epilogue that highlights the complex and multifaceted nature of professional boundaries and stresses the importance of conducting risk- benefit analyses and other diligent risk management studies when contemplating crossing boundaries in psychotherapy. With regard to the author's stated objectives for writing this book, he accomplishes his goal of shedding light on the definition and use of psychotherapeutic boundaries. Overall, the author's simple and clear writing style makes this an extremely easy book to read. Other strengths include the succinct definition of terms and inclusion of practical tips and suggestions to help the reader navigate the complexities that entrench boundary issues in psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Countertransference in the treatment of PTSD.

Reviews the book, Countertransference in the treatment of PTSD, edited by John P. Wilson and Jacob D. Lindy (see record 1994-98036-000). This book purports to be the first to examine systematically the unique role of countertransference in working with victims of trauma. To help systematize clinical work with trauma victims, the contributors produced a theoretical model that attempts "to identify the core elements and dimensions of countertransference and their relationship to PSTD." The unique status of this book claimed by the editors is predicated on an assumption unexamined by the editors; namely, that the contributors have uncovered a new clinical phenomenon—countertransference to PSTD. This assumption rests on a second important and unquestioned assumption that the victims of PSTD suffer differently and more horribly than do other sufferers of the human condition. Haven't clinicians learned by now that suffering is suffering regardless of the external event that may have precipitated the hurt? If suffering is suffering, regardless of its provocation, then countertransference is countertransference regardless of the external events to which the clinician is responding. While this volume, by carefully delineating and systematizing a host of therapist responses to patient inductions, contributes to a better understanding of countertransference, it hasn't discovered a new clinical phenomenon. The value of this book resides in the thoughtful ways the contributors discuss monitoring one's countertransference and their compassionate and efficacious responses to the suffering of their patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The competent child.

Reviews the book, The competent child by Joseph M. Strayhorn (see record 1988-97840-000). The Competent Child is an outline of Strayhorn's approach to psychotherapy. The value of this text rests in its ability to present a clear and practical guide to therapy with children, while respecting the individuality of the therapist and client. In developing his approach to psychotherapy, Strayhorn was guided by two concepts: 1) all psychotherapy can be subsumed under a competence-based approach and 2) psychotherapy is essentially a learning-based intervention which involves the acquisition of skills. The first five chapters of the book provide the background for understanding the skills X method approach and instruct the reader as to how to assess a child's skills. The next three chapters are devoted to the application of the approach to children, adolescents and parents. In chapter nine Strayhorn discusses the difficulties one can have in producing positive results in therapy and attempts to deal with some of the difficulties one might run in to. The final two chapters propose ways of expanding the competence approach into preventive mental health and raise research questions. The book can be recommended to seasoned child practitioners looking to expand their repertoire of skills and to novices seeking to go beyond theory to practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Women therapists working with women: New theory and process of feminist therapy.

Reviews the book, Women therapists working with women: New theory and process of feminist therapy edited by Clair M. Brody (1984). As with other edited volumes on this topic, this book attempts to address a very broad range of issues confronted by a therapist holding a feminist theoretical perspective in her work. Where this is most original and successful is in the examination of the issues faced by the therapist as a woman and feminist in the social and emotional environment of therapy. This volume does not stand alone as a text on feminist therapy, and that was clearly not the editor's intention. It will probably be of most interest and use to therapists already familiar with other literature on feminist therapy, and serves to complement what has come before. I would not suggest it as any reader's first introduction to feminist therapy theory and practice. However, it is sufficiently introductory that it can be of use to any experienced psychotherapist seeking to enhance her or his consciousness of women's issues and sexism as they impact upon the process of psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Head injury rehabilitation: Children and adolescents.

Reviews the book, Head injury rehabilitation: Children and adolescents by Mark Yivisaker. This book is intended to be a practical guide for professionals seeking concrete guidance in the difficult and frustrating search for effective treatment strategies for head injured patients. While maintaining a commitment to scholarship, the authors of the treatment chapters of this textbook have taken as their primary responsibility the clear presentation of a treatment philosophy as well as specific principles and techniques of remediation" (p. xvii). It is clear that the contributors of this volume, most of whom work together at the Rehabilitation Institute of Pittsburgh, labored long and hard to accomplish this goal and, as a result, they have produced a lucid and thorough volume. This book provides a very helpful and coherent account of pediatric head injury rehabilitation. No important topics are overlooked and, although some crucial areas are given fairly short shrift, the coverage is quite within the stated purpose of the work and the task that the authors set for themselves. I think that this book will prove to be a useful manual for neophytes to the head injury rehabilitation field, and to many parents of head injured children. It certainly should be required reading for all who choose to prepare themselves for professional work with head injured children. One final point: although not explicitly stated, the enormous investment of time and effort required by the head injured child and his or her family reflects a capacity that arises more from the heart than from the mind. This commitment can only come from a well-integrated and devoted team of professionals such as the group who authored this book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ewing Lakin Phillips (1915–1994): Obituary.

Presents an obituary for E. L Phillips. Phillips's contributions are outlined, including his long-time interest in psychotherapy and child development. He published 21 books and over 200 articles on topics including writing therapy, brief treatment methods, expressive arts, and therapy delivery systems. Phillips's first systematic exposition on psychotherapy was his pioneering book, Psychotherapy: A Modern Theory and Practice (1956). He founded and endowed the School for Contemporary Education in Fairfax County, Virginia. One of the earliest schools to accept almost any physically or mentally challenged student, it stands as a memorial to his devotion to the education of all students. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A step in the right direction: A resource for collaboration on health-related issues.

Reviews the book, Health-related disorders in children and adolescents edited by L. Phelps (see record 1998-07780-000). This edited text provides an overview of 96 medical conditions that place children at risk of developing psychological or educational problems. The central feature of this book is that it is intended as a reference tool for professionals who collaborate with medical professionals. Increasingly, there have been many vehicles for school psychologists to collaborate with medical professionals, including comprehensive school health care programs and school-based health clinics, and community-based coordinated services that provide children and youth comprehensive care. In this regard, school psychologists are likely to encounter increasing numbers of children who experience health disorders, along with more traditional areas of practice including mental health and educational issues. Although not a purely medically oriented text, Phelps has taken a perspective that school psychologists work within the context of a multidisciplinary team of professionals who are likely to provide services for these children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Retelling a life: Narration and dialogue in psychoanalysis.

Reviews the book, Retelling a life: Narration and dialogue in psychoanalysis by Roy Schafer (see record 1992-97655-000). Although most of the chapters in Retelling a life have been printed previously, they have been edited so that the work reads seamlessly, even as it covers an extraordinary range of topics of interest to analysts: self-interest; female psychology; training analysis; theories of the "self; projective identification and enactment; Freud's legacy; the differences between psychoanalysis and psychotherapy; the desirability of talking directly to patients; and the larger issues of metapsychology, epistemology, and narration that give the book its title and backbone. It is always clearly written with useful clinical illustrations so that it may prove accessible to a lay reader looking to sample the work of a sophisticated, contemporary psychoanalyst. For the experienced therapist or analyst, the advantage of reading this book all the way through is that one ends up knowing pretty well how Schafer would approach a particular problem; he becomes a familiar voice in one's mind. Schafer's discussion of "the self" is well worth reading. Summarizing greatly, he thinks we do best to consider one "person" who narrates multiple self narratives. Order is brought to bear by reducing the narrative data to "storylines" so that particular narrations can be recognized as "versions of the same basic story" (e.g., of imprisonment, rebirth, odyssey, or oedipal rivalry). What Schafer is attempting to do--as before in A new language for psychoanalysis (1976)--is to provide a modern, philosophically correct basis for psychoanalytic practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of College psychotherapy.

Reviews the book, College psychotherapy edited by Paul A. Grayson and Kate Cauley (see record 1989-97599-000). According to the reviewer, this was an enjoyable and informative book, easily read with helpful suggestions for working with the college population. It is devoid of the pretentious theorizing or condescending didacticism found in many "how-to" books in psychology. Doctors Grayson and Cauley are primarily interested in addressing the needs of those who practice counseling or psychotherapy with college students. Their treatment approach is described as "discriminating eclecticism." They point out that the college population is too heterogeneous to fit a standard treatment orientation. IThis book is highly recommended to all who work with college population, not just those who are in university settings. This is also an excellent sourcebook for graduate students who want to fortify their therapeutic skills and those who supervise these students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Reassessing psychotherapy research.

Reviews the book, Reassessing psychotherapy research edited by Robert L. Russell (see record 1994-98237-000). This book, with its international representation of contributors, attempts to address central issues in contemporary ("fourth generation") psychotherapy research. The main tenet is that much dominant psychotherapy research has focused on outcome, curative factors, and scientific rigor and overlooked the richness of therapeutic process. This book does as the title suggests: addresses content and process issues, balanced with methodological sophistication. (PsycINFO Database Record (c) 2010 APA, all rights reserved)