Little Margaret's anxiety and ISTDP principles · Little Margaret's anxiety and ISTDP principles...
Transcript of Little Margaret's anxiety and ISTDP principles · Little Margaret's anxiety and ISTDP principles...
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Little Margaret's anxiety and ISTDP principlesSara BassoIEDTA Conference 2019
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CHAIR AND SUPERVISORTHE
PRESENTATION
THE PANEL MASTERMIND CENTER
2016 IEDTA Conference
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Our goals
• Test ISTDP principles in childhood and pre-adolescence psychotherapy
• Develop new models and protocols for future ISTDP children and pre-teens psychotherapists
• Integration with Intergenerational Family Therapy (TIF )
• Last frontier: children LIMITATIONSsmall sample
network with colleagues shared protocolfurther research
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NEUROSCIENCEGray and white matter volumesEmotional aspectsPrefrontal cortex not completely developed
ATTACHMENT THEORY
Internal Working ModelsRelational style
ISTDPMalan's triangles
Quick symptom reductionShort-term
Character change
PSYCHOANALYSISPsychodiagnostic assessmentProjective tools
THEORETICAL AND TECHNICAL ELEMENTS
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INQUIRY WITH PARENTSconscious alliance, anamnesis info
RISE IN THE TRANSFERENCEprojection on mediating object
INQUIRY AND PRESSURE WITH CHILDinner focus and alliance
FURTHER PROJECTIONSexplore unconscious contents, elaborate inner conflicts
THER
APEU
TIC
PROC
ESS
RECAPITULATION
ANXIETY AND DEFENSES reduce anxiety, clarify and challenge defenses
WORKING THROUGHTERMINATION
FOLLOW UP
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1 . PSYCHODIAGNOSTIC ASSESSMENT
COGNITIVE PROFILEPERSONALITY TRAITSRELATIONAL STYLE
2. FRONT OF THE SYSTEM
3. MEDIATING OBJECTS
ALLIANCESYMPTOM REDUCTION
ANALYTICAL WORKRECAPITULATIONWORKING THROUGH
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ISTDP GRADED FORMAT FOR CHILDRENHOW TO PROCEED?
PRESSURERISE IN
COMPLEX FEELINGS
PROJECTION ON MEDIATING OBJECT
++ DEFENSESCLARIFICATION
AND CHALLENGE
++ ANXIETY ANXIETY REGULATION
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MEDIATING OBJECTTransference tool: game, drawing, fairy tale, etc...
Linked to the problem
Promote projection (instead of deactivate it)
Symbolic and communicative power
Reduce anxiety and defenses
Encourage recapitulation
Support working through and cognitive organization
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APPEARANCE
CAREGIVER
NEEDS
THERAPEUTIC SETTING
Very closed; not communicative; calm;
passive
UNSTABLE:angry; depressed; passive or
fearful; anxious; iper-protective; incoherent
Activated; expressive; impulsive
UNAVAILABLE:low emotional contact;
iper-rational;critical and perfectionist
Pressure on emotions;contact; expression of
feelings
Understanding; mentalization; emotional regulation;
containment
More activating (e.g. foam floor mats)
More calming(e.g. desk)
INTROVERTED CHILD EXTROVERTED CHILDCLINICAL GUIDELINES
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10 YEARS OLD
LITTLE MARGARET
scholastic difficultiesattention and concentration difficulties
bad school performances
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Diagnostic sessions
• WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC-IV)
COGNITIVE PROFILE
PERSONALITY TRAITS
NEEDSINNER CONFLICTS
RESOURCES
• LÜSCHER TEST
• PAPER AND PENCIL TESTS
• DÜSS FAIRY TALES TEST
MAI
N PO
INT
1
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F E E L I N G S
A N X I E T Yc - p d i s r u p t i o n
P R I M I T I V E D E F E N S E Sp r o j e c t i o ns p l i t t i n g
P A S T
C U R R E N TT R A N S F E R E N C EMAI
N PO
INT
2 Front of the systemANXIETY
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MEDIATING OBJECTM
AIN
POIN
T 3
Graphic-narrative play
Personal fantasy-based experience depicted on paperMAKE and MANIPULATE representationsMeaning-making through figurative communication
story creation, expressive vocalizationgraphic representation, body communication, visual-spatial-motor memory, expressive gesture
VERBALNON VERBAL
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12 SESSIONS, 1 H, EVERY WEEK
MARGARET'S PSYCHOTHERAPY
• 2 sessions with parents
• Cognitive re-test
• 12-month follow upAnxiety reduction, isolation of affectBuild capacity to tolerate (attentive Ego)
Expression of distressing emotional contents
Self-awareness and cognitive containment
Elaboration and integration
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Video highlights
Italian song - recommended by Margaret during a particular stage of the therapy
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BIBLIOGRAPHY• Abbass, A. (2015). Reaching through resistance: Advanced psychotherapy techniques. Seven leaves press.• Frederickson, J. (2013). Co-creating change. Seven Leaves Press.• Lenroot, R. K., & Giedd, J. N. (2006). Brain development in children and adolescents: insights from anatomical
magnetic resonance imaging. Neuroscience & biobehavioral reviews, 30(6), 718-729.• Mills, K. L., Goddings, A. L., Herting, M. M., Meuwese, R., Blakemore, S. J., Crone, E. A., ... & Tamnes, C. K. (2016).
Structural brain development between childhood and adulthood: convergence across four longitudinalsamples. Neuroimage, 141, 273-281.
• Siegel, D. J. (2014). La mente adolescente. Cortina.• Simonetta, E. (2014). Esame del movimento. L’approccio psicomotorio neurofunzionale. Milano: Franco Angeli.• Wright, S. (2007). Graphic-narrative play: young children's authoring through drawing and telling. International
Journal of Education & the Arts, 8 (8).
Thank you!