循证心理健康教育视角下的心理健康教育

循证心理健康教育是指心理健康教育者在意识到教育对象的特征、文化与偏好的情况下,将最佳研究证据与自己的教育技能整合起来所进行的心理健康教育。它属于当今循证实践运动的一部分,是肇始于循证医学,在循证心理治疗的基础上发展起来的一种心理健康教育新取向。循证心理健康教育的出现,为心理健康教育缩短研究与实践的距离、提高教育的效果、平衡研究者、教育者及教育对象三方的利益、增强心理健康教育的"可操作性"等提供了一条可供选择的途径。     

论心理辅导过程中的阻抗问题

阻抗是当事人在心理辅导过程中表现出来的反抗性、不服从、不接受或不配合治疗、缺乏治疗动机等心理现象。本文对阻抗的概念进行了阐述,并分析了产生阻抗的具体表现,分别探讨了阻抗产生的当事人和咨询师方面的原因,最后提出了解决阻抗的方法。     

Ich und Du, a “Two-Person” Therapeutic Relationship: A Discussion of Herbert Strean's “Resolving Some Therapeutic Impasses by Disclosing Countertransference”

This article discusses the essential features of a two-person or relational approach to dynamic psychotherapy. An historical perspective on the development of the relational model, based on the theories of Martin Buber and Otto Rank, is offered and integrated with modern and post-modern interpersonal and relational theories. The relational model is compared with what Herbert Strean labels a two-person psychology in his article Resolving some therapeutic impasses by disclosing countertransference.     

The Search for Fuller Mutuality and Self Experiences in a Women's Psychotherapy Group

This article examines the reconnection experience of four women, mutually sharing their feelings, thoughts, and implicit relational knowing of each other within the group treatment setting. Initially, Carol, Marcia, Helen, and Nancy were in a six-month psychotherapy group, describing and recounting their histories and life narratives of rape, abuse, neglect, and generally traumatic childhoods. Four years later, they met again, just to see how everyone was doing. The social worker hired a camera-woman to film the five hours of this re-engaging group process. What emerged was a dynamic example of intersubjectivity, affect attunement, emotional regulation, and the power of mutuality and intrinsic responsiveness.     

"儒道互补"思想对当代心理咨询与治疗的启示

中国传统的儒家文化和道家文化中,孕藏着丰富的心理学思想,二者在本质上是统一、互为补充的。儒家文化以时间性的存在方式和道家文化以空间型的存在方式提供了人真实的存在,构成了“儒道互补”思想的哲学基础;儒家重理性认知的“入世”思想和道家重自然无为的“出世”思想互为补充构成了人完整的心灵境界。儒道思想互为交融、补充,对构建本土的心理咨询与治疗理论有着深远的启示。     

Using psychodynamic interventions to engage in trauma-informed practice

In recent years, trauma-informed practice has received increased attention in the social work literature. Although the adoption of trauma-informed practice is necessary for preparing social workers to practice effectively with clients, these frameworks do not necessarily provide social workers with the specific skills for doing so. Therefore, we argue that using interventions grounded in contemporary psychodynamic theory can help transform them into trauma-informed practitioners. Psychodynamic psychotherapy interventions, especially from object relations and self psychology, align with many of the principles of trauma-informed practice (e.g. establishing an atmosphere of safety and acceptance, relying upon relational collaboration). We begin by discussing trauma-informed practice and then discuss how the use of psychodynamic psychotherapy interventions (holding environment, containment, and selfobject transferences) can facilitate the application of trauma-informed principles. We conclude with a case illustration of how to incorporate psychodynamic interventions into trauma-informed practice.     

Building relational possibilities: theoretical roots of infant mental health practice in the case of Alycia

The practice of infant mental health (IMH) has evolved from a combination of theoretical frameworks focused upon early relationships and the complex interplay between individuals and their internal and external worlds. The main components of IMH practice: developmental guidance; emotional support; parent–infant psychotherapy; concrete support; and advocacy, demonstrate a connection between psychoanalytic theoretical frameworks and social work values and forms the basis of practice for IMH therapeutic programmes. This paper will trace the theoretical roots of IMH practice and utilise a clinical case example to illustrate the ways in which insights from object relational, self psychological and attachment theories are integrated into IMH home visiting practices.     

Mental health practitioners’ strategies in equine-assisted psychotherapy: implications for social work

Equine-assisted psychotherapy (EAP), in this study, which included a mental health practitioner, an equine specialist, at least one horse, and a client in therapy sessions, is emerging in social work practice, education, and research. The purpose of this paper was to explore experienced EAP mental health practitioners’ cognitive activities and strategies to inform the social work profession.

Utilizing a constructive narrative approach, eight experienced EAP mental health practitioners participated. Two semi-structured, face-to face, individual interviews were used to gain their perspectives. Qualitative software assisted thematic analysis. The findings included a main theme identified as participants’ concrete strategies used in EAP with two subthemes. The second main theme identified abstract strategies with six subthemes.

EAP provides a holistic framework as social workers incorporate horses and natural environments in practice, which is consistent with systems theory. The findings inform experienced mental health practitioners to be effective therapists and educators, as well as to instill confidence in novices. Recommendations for the application of the findings in social work practice, education, and research are explained.     

Psychotherapy and Schizophrenia: The Mirror of Countertransference

The relationship between psychotherapy and schizophrenia has undergone pronounced changes over the last several decades. The advent of psychiatric medication led to remarkable breakthroughs that obscured the existential issues inseparably tied to the lived experience of illness and overshadowed the role of psychotherapy in the treatment of schizophrenia. Recent years have brought renewed scrutiny of the place of psychotherapy in the treatment of persons with major mental illness but much less attention has been shown to matters of countertransference. The complex legacy of loss and grief assumes a special dimension in the therapeutic relationship and touches the lives of client and clinician alike. Both travel a common path and share privileged moments. It is the intersection of these life experiences, and how their confluence shapes the course of therapy that is the focus of this essay.     

KNOWING THE CHILD: AN ECOLOGICAL APPROACH TO THE TREATMENT OF CHILDREN IN FOSTER CARE

Social workers in agencies and school settings often deal with high risk, multi problem children such as those in foster care. Increasingly, there is widespread recognition that a coordinated, multifaceted approach is required to address the range of cognitive, social, and mental health problems with which they present. This article recommends utilization of an ecological treatment intervention that is specifically tailored to the needs of the child based on a formulation of the child’s experience and developmental deficits. A case example comprising the treatment of an eight-year-old boy in foster care with comorbid diagnoses of alcohol related neurodevelpomental disorder, failure to thrive, and attachment disorder, illustrates this approach. The article concludes with implications for social work practice.