Theoretical Statement of the Field of Child Psychiatry

2016 ◽  
pp. 421-430
Author(s):  
Donald W. Winnicott
Keyword(s):  
Child Care ◽  
Child Psychiatry ◽  
Emotional Development ◽  
Child Psychiatrist ◽  
Normal Infant ◽  
Whole Child ◽  
External Reality ◽  
Theoretical Statement ◽  
The Individual ◽  
And Training

Winnicott looks at the area of medicine known as Child Psychiatry. He sees psychiatry as based on the emotional growth of the normal infant, child, adolescent, and adult, and their developing relationship to external reality. Psychiatry covers the area that is at the borderline between physical and emotional growth in children. The paediatrician who knows the physical side of child care, in Winnicott’s view, cannot just ‘slip over’ to understanding and practising child psychiatry. As a psychoanalyst Winnicott advocates psychotherapy in order to study the whole child. As an analyst who is also a child psychiatrist, Winnicott values his understanding of the emotional development of the individual. He advocates the specialist teaching and training of child psychiatry, because in the individual’s emotional development is contained society’s potential for family functioning and for the institution and maintenance of social groupings.

The Collected Works of D. W. Winnicott

2016 ◽  
Keyword(s):  
Children And Adolescents ◽  
Child Psychiatry ◽  
Emotional Development ◽  
Child And Adolescent ◽  
Adolescent Psychiatrist ◽  
Case Histories ◽  
The Unconscious ◽  
The Individual

Volume 10, Therapeutic Consultations in Child Psychiatry, a posthumous publication of twenty-one case histories of children and adolescents taken over a ten-year period, is introduced by the Florentine analyst and child and adolescent psychiatrist, Marco Armellini. It concerns the application of psychoanalysis to child psychiatry. The technique in these reported cases usually takes the form of what Winnicott describes as the Squiggle Game. Winnicott states that what happens in the game and in the whole interview depends on the use made of the child’s experience, including the material that presents itself. In these consultations, unlike what happens in ongoing intensive analytic cases, interpretation of the unconscious is not the main feature. The backbone of all the work described here is the theory of the emotional development of the individual.

Sex Differences in the Aetiology of Antisocial Disorders in Children in Long Term Residential Care

1974 ◽  
Vol 125 (585) ◽  
pp. 125-130 ◽  
Author(s):  
S. N. Wolkind
Keyword(s):  
Sex Differences ◽  
Child Care ◽  
Child Psychiatry ◽  
Emotional Development ◽  
Life Experiences ◽  
Maternal Deprivation ◽  
Family Breakdown ◽  
Considerable Impact ◽  
Children’S Homes

One of the most important contributions of child psychiatry to the general raising of standards of child care has been the identification of various abnormal life experiences which appear to be harmful to healthy emotional development. Two outstanding contributions, the descriptions of ‘institutionalization’ (Goldfarb, 1944; Bender and Yarnell, 1941) and ‘maternal deprivation’ (Bowlby, 1951) have had considerable impact on the organization of children's homes and the setting up of services designed to prevent family breakdown.

“For the Sake of the Children”: Trials and Tribulations of Child Psychiatry-Liaison Service

1973 ◽  
Vol 4 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Kenneth A. Naylor ◽  
Ake Mattsson
Keyword(s):  
Child Care ◽  
Child Psychiatry ◽  
Hospital Setting ◽  
Chronically Ill ◽  
University Hospital ◽  
Pediatric Care ◽  
Child Psychiatrist ◽  
Team Approach ◽  
Nurse Specialist ◽  
Difficult Patient

This paper describes the development of a child psychiatry liaison service to pediatrics in a university hospital setting and discusses the authors' preference for the liaison type of relationship over strictly consultative psychiatry. The success of the liaison service in promoting comprehensive pediatric care can be related to an effective team approach which includes a pediatric social worker and a child psychiatry nurse specialist. In addition to the usual methods of handling consultation requests for psychiatric services, weekly teaching conferences on the pediatric wards were established to draw the house officers' attention to a bio-psycho-social approach to pediatric care, to allow ventilation of intradepartmental conflicts, and to enable nurses and residents to express their feelings freely about difficult patient problems such as the chronically ill and the dying child. The common lack of continuity of house officers and attendings on the pediatric wards hampers efforts to provide well planned and coordinated child care, both during admission and after discharge. This difficulty often gets compounded by the extensive use of consulting “super-specialists,” leaving the young pediatrician uncertain about his functions as the child's primary physician. We propose that the liaison psychiatrist may assume the role of a coordinator of comprehensive child care in many of these “disintegrated” ward situations. Because of inherent difficulties in the acceptance of the coordinator role by the child psychiatrist, we suggest that this role can be adopted more easily by those psychiatrists who have had previous experience in pediatrics or general medicine.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Collecting to understand: the art of children and the medical-pedagogical approach in twentieth-century Portugal

2021 ◽  
pp. 0957154X2110037
Author(s):  
João Pedro Fróis
Keyword(s):  
Twentieth Century ◽  
Intellectual Disabilities ◽  
Child Psychiatry ◽  
Emotional Development ◽  
Pedagogical Approach ◽  
Children's Art ◽  
The Third

In this essay I look at the art of children as a tool in the medical-pedagogical approach, as proposed by the founder of child psychiatry in Portugal, Vítor Fontes (1893–1979). First, the topic of the art of children is introduced, and the second part focuses on the model of medical pedagogy as it was practised in Portugal. The third and fourth parts present Fontes’s own investigations on the drawings of children with intellectual disabilities under observation at the Instituto Médico-Pedagógico António Aurélio da Costa Ferreira (IAACF) in Lisbon. In the conclusion it is argued that Fontes contributed to the development of child psychiatry in Portugal by showing that children’s art can mirror their cognitive and emotional development.

Selection and Training of Child-Care Workers

1969 ◽  
Vol 20 (8) ◽  
pp. 227-229
Author(s):  
John B. Mordock ◽  
Henry Platt
Keyword(s):  
Child Care ◽  
Child Care Workers ◽  
Care Workers ◽  
And Training

Child Care and Training

1941 ◽  
Vol 31 (7) ◽  
pp. 742-742
Author(s):  
Ethel Gordon
Keyword(s):  
Child Care ◽  
And Training

The Psychiatric Disorders of Childhood, ed. 2, by Charles R. Shaw, M.D. and Alexander R. Lucas, M.D. New York: Appleton-Century-Crofts, Educational Division/Meredith Corporation, 1970, 499 pp., $12.00

PEDIATRICS ◽  
1971 ◽  
Vol 48 (4) ◽  
pp. 686-687
Author(s):  
Robert G. Aug
Keyword(s):  
New York ◽  
Psychiatric Disorders ◽  
Child Psychiatry ◽  
Child Psychiatrist ◽  
Unified Framework ◽  
Weak Point ◽  
Strong Point ◽  
Points Of View

This is an excellent basic textboook of child psychiatry; written primarily for the child psychiatrist, it has much to offer the practicing pediatrician, primarily because it brings its rich array of information into a practical clinical framework. The book's strong point is its success at pulling together, into a unified framework, data from multiple different points of view. Its main weak point is its less-than-ideal updating from the First Edition (1966). The book consists of five sections.

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