A Developmental Approach to Children’s Communications

Mapping Intimacies ◽

10.1093/med/9780190877712.003.0003 ◽

2018 ◽

Author(s):

Sabina E. Preter ◽

Theodore Shapiro ◽

Barbara Milrod

Keyword(s):

Language Development ◽

Developmental Stage ◽

Psychodynamic Psychotherapy ◽

Child And Adolescent ◽

Story Telling ◽

Developmental Approach ◽

Adolescent Anxiety ◽

School Aged Children ◽

Communicative Abilities ◽

Theoretical Overview

Chapter 3 addresses the implications of age and developmental stage of the youth on the therapist’s behavior and how the therapist conducts treatment. The authors provide a theoretical overview across development as it relates to child and adolescent anxiety psychodynamic psychotherapy (CAPP) (Piaget, Bowlby, Erikson, Mahler, Winnicott, among others), and the authors explain how making therapeutic contact is adjusted to the stage related competence for understanding. Particular attention is paid to language, development of communicative abilities in general, and the capacity to treat nonverbal play as well as verbal story telling symbolically, by providing a framework built on the most prominent developmental theorists and researchers (Vygostky, Bowlby, Stern, Fonagy, Nelson, among others). The capacity for empathy and reflection across the developmental span is explored. Examples of encounters with children of all ages, school-aged children, preteens, and teenagers are offered and prefaced by comments about their respective developmental uniqueness and how this affects communication between child and therapist.

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Including Parents of Children and Adolescents in Dynamic Psychotherapy of Anxiety

10.1093/med/9780190877712.003.0005 ◽

2018 ◽

Author(s):

Sabina E. Preter ◽

Theodore Shapiro ◽

Barbara Milrod

Keyword(s):

Parent Involvement ◽

Therapeutic Alliance ◽

Children And Adolescents ◽

Psychodynamic Psychotherapy ◽

Parent Participation ◽

Child And Adolescent ◽

Dynamic Psychotherapy ◽

Adolescent Anxiety ◽

Letting Go

Chapter 5 focuses on the nature and meaning of parent involvement in child and adolescent anxiety psychodynamic psychotherapy (CAPP). Most of CAPP is conducted with the therapist and child or teen alone. The importance of parent participation relates to the practical and natural developmental dependence of the child on the parent, as well as the importance of a solid therapeutic alliance with the parents, which is essential to sustain and maintain the treatment of the youngster. Separation anxious parents are sometimes conflicted about letting go of the child and allowing a relationship to develop with the therapist that largely excludes the parent. It is important for the therapist to be aware of such tendencies in parents so that they can be addressed when they occur and will not interfere with treatment. Specific guidelines are described regarding working with younger children and working with parents of teens.

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Child and Adolescent Anxiety Psychodynamic Psychotherapy

10.1093/med/9780190877712.001.0001 ◽

2018 ◽

Cited By ~ 1

Author(s):

Sabina E. Preter ◽

Theodore Shapiro ◽

Barbara Milrod

Keyword(s):

Parent Involvement ◽

Psychodynamic Psychotherapy ◽

Child Psychotherapy ◽

Reflective Functioning ◽

Child And Adolescent ◽

Anxiety Symptoms ◽

Historical Background ◽

Maladaptive Behaviors ◽

Adolescent Anxiety ◽

Psychodynamic Treatment

Child and adolescent anxiety psychodynamic psychotherapy (CAPP) is a new, manualized, tested, 24-session psychotherapy articulating psychodynamic treatment for youths with anxiety disorders. The book describes how clinicians intervene by collaboratively identifying the meanings of anxiety symptoms and maladaptive behaviors and communicating the emotional meanings of these symptoms to the child. The treatment is conducted from a developmental perspective, and the book contains clinical examples of how to approach youth of varying ages. The authors demonstrate that CAPP can help children and adolescents: • Reduce anxiety symptoms by developing an understanding of the emotional meanings of symptoms • Enhance the skill of reflection and self-observation of one’s own and others’ feelings and motivations (improvement in symptom-specific reflective functioning) • Diminish use of avoidance, dependence, and rigidity by recognizing how underlying emotions (e.g., guilt, shame, anger), as well as conflicted wishes can be tolerated and understood • Understand fantasies and personal emotional significance surrounding the anxiety symptoms to reduce symptoms’ magical, compelling qualities and impact on the child The manual provides a description of psychodynamic treatment principles and techniques and offers a guide to the opening, middle, and termination phases of this psychotherapy. The book contains chapters on the historical background of child psychodynamic psychotherapy, on developmental aspects of child psychotherapy, and on the nature of parent involvement in the treatment. This manual is intended to be used by clinicians from diverse therapy backgrounds, and it will appeal to the student reader as well as to the experienced clinician.

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Indicated preventive interventions for anxiety in children and adolescents: a review and meta-analysis of school based programs

10.31234/osf.io/jadxq ◽

2019 ◽

Author(s):

Siobhan Hugh-Jones ◽

Sophie Beckett ◽

Pavan Mallikarjun

Keyword(s):

Meta Analysis ◽

Child And Adolescent ◽

Sensitivity Analyses ◽

Cochrane Library ◽

Control Groups ◽

Adolescent Anxiety ◽

School Based ◽

Intervention Intensity ◽

Randomised Controlled ◽

And Control

Schools are promising sites for the delivery of prevention and early intervention programs to reduce child and adolescent anxiety. It is unclear whether universal or targeted approaches are most effective. This review and meta-analysis examines the effectiveness of school-based indicated interventions and was registered with PROSPERO [CRD42018087628].MEDLINE, EMBASE, PsycINFO and the Cochrane Library were searched for randomised controlled trials comparing indicated school programs for child and adolescent anxiety to active or inactive control groups. Twenty original studies, with 2076 participants, met the inclusion criteria and 18 were suitable for meta-analysis. Sub-group and sensitivity analyses explored intervention intensity, delivery agent and control type. A small beneficial effect was found for indicated programs compared to controls on self-reported anxiety symptoms at post-test (g = -0.28, CI = -0.50, -0.05, k= 18). The small effect was maintained at 6 (g = -0.35, CI= -0.58, -0.13, k = 9) and 12 months (g = -0.24, CI = -0.48, 0.00, k = 4). Based on two studies, >12 month effects were very small (g = -0.01, CI= -0.38, 0.36). No differences were found based on intervention intensity, delivery agent and control type. There was evidence of publication bias and a relatively high risk of contamination in studies. Findings support the value of school based indicated programs for child and adolescent anxiety. Effects at 12 months outperform many universal programs. High quality, randomised controlled and pragmatic trials are needed, with attention control groups and beyond 12 month diagnostic assessments are needed.

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Family Intervention for Child and Adolescent Anxiety: A Meta-analytic Review of Therapy Targets, Techniques, and Outcomes

Journal of Affective Disorders ◽

10.1016/j.jad.2021.02.053 ◽

2021 ◽

Author(s):

Tara S. Peris ◽

Hardian Thamrin ◽

Michelle S. Rozenman

Keyword(s):

Family Intervention ◽

Child And Adolescent ◽

Adolescent Anxiety ◽

Therapy Targets ◽

Analytic Review

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Differentiating School-Aged Children With and Without Language Impairment Using Tense and Grammaticality Measures From a Narrative Task

Journal of Speech Language and Hearing Research ◽

10.1044/2015_jslhr-l-15-0066 ◽

2016 ◽

Vol 59 (2) ◽

pp. 317-329 ◽

Cited By ~ 21

Author(s):

Ling-Yu Guo ◽

Phyllis Schneider

Keyword(s):

Language Development ◽

Diagnostic Accuracy ◽

Language Impairment ◽

Likelihood Ratios ◽

Verb Morphology ◽

Story Generation ◽

School Aged Children ◽

Sensitive Tool ◽

Good Diagnostic Accuracy ◽

Sensitivity Specificity

Purpose To determine the diagnostic accuracy of the finite verb morphology composite (FVMC), number of errors per C-unit (Errors/CU), and percent grammatical C-units (PGCUs) in differentiating school-aged children with language impairment (LI) and those with typical language development (TL). Method Participants were 61 six-year-olds (50 TL, 11 LI) and 67 eight-year-olds (50 TL, 17 LI). Narrative samples were collected using a story-generation format. FVMC, Errors/CU, and PGCUs were computed from the samples. Results All of the three measures showed acceptable to good diagnostic accuracy at age 6, but only PGCUs showed acceptable diagnostic accuracy at age 8 when sensitivity, specificity, and likelihood ratios were considered. Conclusion FVMC, Errors/CU, and PGCUs can all be used in combination with other tools to identify school-aged children with LI. However, FVMC and Errors/CU may be an appropriate diagnostic tool up to age 6. PGCUs, in contrast, may be a sensitive tool for identifying children with LI at least up to age 8 years.

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