Emotion: An Integrative Framework for Child Psychotherapy
Credits: [12 ]
Dates:
Feb 22 - Mar 14,2010
Cost: $187 SIGN-UP
Over the past two decades, the theory and practice of child psychotherapy have been gradually, but radically, transformed. Evidence-based treatments have been developed, and the classical psychodynamic model of inner conflict now occupies a smaller place in our understanding of the psychological development of the child.
Essential questions, however, remain, and the contemporary child therapist faces a quandary.
Cognitive and behavioral techniques, although useful in the treatment of many children and families, still do not reach many other angry, withdrawn, and resistant children. It is perhaps a truism - but perhaps not - that no single theory of pathological development adequately describes the complex interplay of etiological factors that determine a child's presenting problems; and that no single therapeutic model is adequate to successfully treat the diversity of clinical problems we encounter in daily practice - or even in a single case. A systematic focus on the child's emotions helps solve this theoretical and practical dilemma.
Emotions are not just "feelings." Emotions focus our attention, direct our thought and imagination, evoke memories, and prepare us for action. And every emotion serves an adaptive evolutionary function. From this "functionalist" perspective, distinctions between affect, cognition, and behavior are often arbitrary: thinking influences feeling, and feeling influences (organizes and directs) thought and action.
This course begins with a brief review of recent advances in the psychology and neuroscience of emotions, and an analysis of several emotions - interest, shame and pride, anxiety, anger, and sadness - that are essential to effective clinical work with children.
In the second week, we will examine the therapeutic process from the perspective of emotions: how we can mitigate the child's resistance and engage more children in treatment; why empathy is beneficial in the emotional development of the child - and critical to therapeutic success; and the role of emotions in pro-social character development.
In the final week, we will discuss an emotion-based approach to therapeutic work with parents. I will describe active strategies that help parents promote their children's emotional health and repair family relationships damaged by frequent anger and resentment. I will also present specific techniques to help resolve many of the common problems parents present to child therapists in the course of therapy; for example, problems of sleep, homework, and tantrums.
EDUCATIONAL OBJECTIVES:
The student in this course will learn:
1) Principles of the contemporary functionalist theory of emotions and a functionalist analysis of several emotions that are especially important in therapeutic work with children.
2) Recent theory and research on the nature of empathy, and a contemporary model of the role of empathy in psychotherapy with children.
3) Strategies to help parents promote their child's emotional health and resolve common problems of childrearing.
CE credits: 12 (Additional $45)
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Faculty
Kenneth Barish, PhD
Kenneth Barish is Clinical Associate Professor of Psychology, Weill Medical College, Cornell University; Faculty, Westchester Center for the Study of Psychoanalysis and Psychotherapy; and Faculty, William Alanson White Institute Child and Adolescent Psychotherapy Training Program.
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