The result of three decades of psychoanalytic work with children and adolescents, this book takes a fresh and empathic look at the pervasive developmental disorders in childhood and adolescence, describing their many manifestations through the presentation of particularly representative clinical cases, in pages of high scientific rigor but also of simple and poetic language.What To Do if the Mind Does Not Develop? speaks both to the specialist and researcher and to the reader who is simply interested in the topic, thanks also to a glossary of the more difficult technical terms. The text offers valuable psychoanalytic observations on the cognitive and emotional difficulties of these patients that may help physicians, teachers, and parents to develop a better and deeper understanding of their true psychology.
|Publisher:||Taylor & Francis|
|Product dimensions:||6.00(w) x 9.00(h) x (d)|
About the Author
Roberto Bertolini has a degree in medicine and specialized in neurology at the Catholic University in Rome and in Child Psychotherapy at the Tavistock Clinic in London, where he was for many years a visiting teacher for the program "Work with disruptive adolescents". He is a teacher of the Scuola Quadrenniale in Child Psychotherapy of the Centro Studi Martha Harris in Florence, and tutor of the Tavistock model Courses in Observational Studies and Child Mental Health in Italy. He conducts training and clinical supervision for operators of mental health and social services. He is also the author of a number of books on child development and primitive psychopathology.
Table of Contents
AcknowledgementsAbout the AuthorPrefaceDr. Alberto HahnProloguePart I: Method of EnquiryIntroduction to Part I: On psychoanalytic psychotherapy with patients suffering from pervasive developmental disorders1) The mind model of child psychoanalysis in clinical work with children2) An example of psychoanalytic consultation with children: the clinical case of Carlotta (C)3) The eyes and the mind (1): on the observational processes in clinical work with childrenPart II: Clinicalfindings4) What can be done if the mind does not develop? Encountering bi-dimensionality and absence of meaning while working with child and adolescent psychotics5) Is it possible to interpret autistic material in the way we interpret dreams?6) Thomas (T), the child trapped in a “deaf and dumb” Pinocchio-like body: in between a disembodied mind and a dehumanised body7) Suzanne (S), a Goldilocks-like spiteful little girl: the growth of a new concept of self through the birth of imagination8) Rebecca (Re), the child kissed by the Snow Queen: lifeline and perspective as symbolic formsPart III: Implications9) The eyes and the mind (2): the exercise of knowing the self and the other10) In the clearing of being: the difficult discovery of shared meanings in the process of weaning from therapy in a patient suffering from pervasive developmental disorderAppendices A to K: Areas of conceptual and methodological developmentReferencesIndex