Download Cognitive Development and Child Psychotherapy by Stephen R. Shirk (auth.), Stephen R. Shirk (eds.) PDF

By Stephen R. Shirk (auth.), Stephen R. Shirk (eds.)

Like climbing off the well-traveled path, trying to bridge overseas do­ mains of study and perform includes convinced hazards. This quantity repre­ sents an attempt to discover the really uncharted territory of cognitive and social-cognitive techniques embedded in baby psychotherapy. The territory is essentially uncharted, no longer as a result of an absence of curiosity in kids and cognition, yet simply because baby psychotherapy has been chronically missed via medical researchers. for instance, contemporary meta-analyses of the effectiveness of kid psychotherapy draw on lower than 30 non­ behavioral experiences of kid psychotherapy carried out over a 30-year interval. the common of 1 examine according to yr pales compared to the amount of study on grownup psychotherapy. in addition, learn examination­ ining cognitive, affective, and language techniques in baby psycho­ remedy is nearly nonexistent. hence, the contributions to this quantity shouldn't be obvious as reports of an extant, clinical-research literature. as an alternative, they symbolize makes an attempt to extend the extra favourite and well-researched province of developmental psychology into the rel­ atively uncharted area of kid psychotherapy technique. as well as bridging the literature on baby psychotherapy with examine views on kid's cognitive and social-cognitive devel­ opment, this quantity makes an attempt to pass a moment hole. fresh surveys of the usage of psychotherapy study through working towards psychotherapists point out the gap among those domain names is mammoth. just a small minority of practitioners locate psychotherapy study to be an invaluable resource of data for his or her practice.

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Cognitive Development and Child Psychotherapy

Like mountain climbing off the well-traveled path, trying to bridge international do­ mains of analysis and perform involves definite hazards. This quantity repre­ sents an attempt to discover the rather uncharted territory of cognitive and social-cognitive methods embedded in baby psychotherapy. The territory is basically uncharted, now not as a result of an absence of curiosity in kids and cognition, yet simply because baby psychotherapy has been chronically ignored by means of medical researchers.

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In fact, until recently the prevalent view of the aim of the scientific enterprise in relation to narrative has remained substantially unchanged. This state of affairs has been aptly characterized by Bruner (1986): the scientific enterprise is thought successful to the extent that scientists are able "to wash the stories away when causes can be substituted for them" (p. 13). An increasingly prevalent view of narrative sharply contrasts with the above outlined tradition (see Sarbin, 1986). The interpretation of narrative as an essential and universal means for representing knowledge about the self and the world implies that any attempt to eradicate narrative from the knowledge-seeking enterprise is futile.

However, it is not necessary to attribute all of these differences in performance to the absence of the appropriate general reasoning skills in the child. Rather, many differences in performance can be accounted for by the child's lack of narrative and domain-specific experience and/or the cognitive demands placed on the child's memory capacities. PSYCHOTHERAPY FROM A NARRATIVE POINT OF VIEW Freud early in his career acknowledged the pivotal role of narratives in the understanding and treatment of the psychoneuroses: I have not always been a psychotherapist.

In both of these usages, new knowledge about story structure and about the domain that serves as the topic of the stories is imparted to the child. , "to keep his room a safe, special 38 ROBERT L. , consider how thinking and remembering and deciding motivate Jimmy's action in the therapist's story but not in the child's story). Since these structural differences are pointed out in terms of the specific topic of concern in the child's story, the child's knowledge of that topic is enriched or elaborated more explicitly.

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