Ted Shapiro, child psychiatrist, psychoanalyst, linguist & developmental scholar. He shares his delight & loves to play with ideas-especially with children-& they love to play with him. He plays & teaches at the same time.
One of Moliere's gauche characters in Le Bourgeoise Gentilhomme re sponds with surprise when he learns that he has been speaking prose all his life. The apparent discovery, reflected in his comment, provides us with both the virtues and the difficulties in presenting "yet another book," especially one with a somewhat ambitious title as this one. The virtues may be cataloged under cross-fertilization among a number of disciplines which provides impetus to new ideas, work, and even dis coveries. The difficulties pertain to the difference in focus of each disci pline, the difference in the object each discipline chooses to study, and the difference in specialized language that accrues between fields of inquiry. Not too many years ago, natural science and especially psychology were within the confines of philosophy and its subsectors: the pre Socratic philosophers were essentially cosmologists, and only later, with Socrates and Plato's work, did an interest in epistemology assume a central position within philosophy. Although this event put man at the center of philosophical inquiry, the emergence of techniques to study psychological processes per se was indeed late and, at that, long after natural science had edged away from philosophy. Recently, it is some times difficult to distinguish linguistics from philosophy, because there is a strong wave of philosophical thinking that is dependent on linguistic analysis, and the specialized linguistics of that area depends heavily on philosophical musings.
Psychodynamic Treatment of Depression addresses the use of psychodynamic psychotherapy, both alone and in combination with cognitive-behavioral, interpersonal, and medication treatments, as a method for reducing the psychological vulnerabilities that may predispose patients to persistent symptoms or recurrence of depression. Thoroughly revised and with new material, the second edition reflects changes codified in the DSM-5 classification and is intended for use by students, residents, or clinicians who are trained in the practice of psychotherapy. The authors' extensive clinical experience is thoroughly mined to provide techniques for tailoring the psychodynamic psychotherapeutic approach to patients with depression, and important topics such as narcissistic injury and vulnerability, guilt, defense mechanisms, and suicidality are addressed. The book is written in an accessible style and structured logically to support the acquisition and enhancement of psychotherapeutic skills through the systematic exploration of the psychodynamic model of depression. The volume's noteworthy content and features are many: * Just as patients' responses to medications vary, responses to particular therapeutic interventions are different in different patients. Accordingly, the authors locate psychodynamic psychotherapy within the context of current treatments for depression, including indications and contraindications. * A multitude of detailed and compelling clinical vignettes clearly illustrate the dynamics and techniques and facilitate learning across diverse clinical roles and practice settings. * A chapter on psychodynamic approaches to depression with comorbid personality disorder has been added to the new edition, because these disorders have been found to have an adverse effect on treatment outcome, including diminished response to antidepressants, reduced adherence to treatment, and longer time period to achieve remission. There is a growing evidence base for the effectiveness of psychodynamic psychotherapy, both alone and in tandem with other treatment modalities. Psychodynamic Treatment of Depression offers a robust model of psychodynamic therapy for depression and the detailed strategies and techniques clinicians need to improve outcomes with this significant patient group.
Child and Adolescent Anxiety Psychodynamic Psychotherapy, CAPP, is a new, manualized, tested, 24-session psychotherapeutic approach to working psychodynamically with youth with anxiety disorders. This book describes how clinicians intervene by collaboratively identifying the meanings of anxiety symptoms and maladaptive behaviors and to communicate the emotional meaning 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 youth: · Reduce anxiety symptoms by developing an understanding of the emotional meaning of symptoms · Enhance children's skill of reflection and self-observation of one's own and others' motivations (improvement in symptom-specific reflective functioning) · Diminish use of avoidance, dependence and rigidity by showing that underlying emotions (e.g. guilt, shame, anger), as well as conflicted wishes and desires can be tolerated and understood · Understand fantasies and personal emotional significance surrounding the anxiety symptoms to reduce symptoms' magical qualities and impact on the child The manual provides a description of psychodynamic treatment principles and technique and offers a guide to opening, middle, and termination phases of this psychotherapy. It contains chapters on the historical background of psychodynamic child psychotherapy, on developmental aspects of child psychotherapy, and on the nature of parent involvement in the treatment. It will be useful for clinicians from diverse therapy backgrounds and it will appeal to the student reader, as well as to the experienced clinician.
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Touching and Emotional Correspondence of the Former President with Alice, Theodore III, Kermit, Ethel, Archibald, and Quentin From Their Early Childhood Until Their Adulthood
Touching and Emotional Correspondence of the Former President with Alice, Theodore III, Kermit, Ethel, Archibald, and Quentin From Their Early Childhood Until Their Adulthood
Most of the letters in this book were written by Theodore Roosevelt to his children during a period of more than twenty years. A few others are included which he wrote to friends or relatives about the children. He began to write to them in their early childhood, and continued to do so regularly till they reached maturity. Whenever he was separated from them, in the Spanish War, or on a hunting trip, or because they were at school, he sent them these messages of constant thought and love, for they were never for a moment out of his mind and heart. Long before they were able to read he sent them what they called "picture letters," with crude drawings of his own illustrations of the written text, drawings precisely adapted to the childish imagination and intelligence. That the little recipients cherished these delightful missives is shown by the tender care with which they preserved them from destruction. They are in good condition after many years of loving usage. A few of them are reproduced on these pages—written at different periods as each new child appeared in the household.
Touching and Emotional Correspondence of the Former President with Alice, Theodore III, Kermit, Ethel, Archibald, and Quentin From Their Early Childhood Until Their Adulthood
Touching and Emotional Correspondence of the Former President with Alice, Theodore III, Kermit, Ethel, Archibald, and Quentin From Their Early Childhood Until Their Adulthood
This eBook edition of "Selected Letters of Theodore Roosevelt" has been formatted to the highest digital standards and adjusted for readability on all devices. Most of the letters in this book were written by Theodore Roosevelt to his children during a period of more than twenty years. A few others are included which he wrote to friends or relatives about the children. He began to write to them in their early childhood, and continued to do so regularly till they reached maturity. Whenever he was separated from them, in the Spanish War, or on a hunting trip, or because they were at school, he sent them these messages of constant thought and love, for they were never for a moment out of his mind and heart. Long before they were able to read he sent them what they called "picture letters," with crude drawings of his own illustrations of the written text, drawings precisely adapted to the childish imagination and intelligence. That the little recipients cherished these delightful missives is shown by the tender care with which they preserved them from destruction. They are in good condition after many years of loving usage. A few of them are reproduced on these pages—written at different periods as each new child appeared in the household.
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