"Pussy Cat, Pussy Cat, Where Have You Been?" An Account of Intensive Psychotherapy with a Seven-Year-Old Boy in a Special School

Autor/in	Robertson, Kate
Titel	"Pussy Cat, Pussy Cat, Where Have You Been?" An Account of Intensive Psychotherapy with a Seven-Year-Old Boy in a Special School
Quelle	In: Journal of Child Psychotherapy, 34 (2008) 3, S.319-334 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0075-417X
Schlagwörter	Special Schools; Children; Psychotherapy; Music Therapy; Nursery Rhymes; Developmental Delays; Disabilities; Parent Child Relationship; Mothers; Nonverbal Communication; Counselor Client Relationship + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Child; Kind; Kinder; Psychotherapie; Musiktherapie; Kinderreim; Entwicklungsverzögerung; Handicap; Behinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Non-verbal communication; Nonverbale Kommunikation
Abstract	This paper gives an account of the developments in the intensive psychotherapy of a seven-year-old boy with global development delay. It also describes the adaptations to technique and the changes in the setting that were required to support the work, which was undertaken in a special school. The importance of the regularity of sessions in helping to establish object constancy; physical and mental boundaries in relation to me/not me; inside and outside is also explored. A central theme of the paper is how close observation can inform the understanding of the emotional states of disabled children, particularly those with little language. The paper draws links between the early communications of mothers and infants and the therapeutic relationship, with reference to music therapy. It describes banging as a form of communication and traces the development of banging into more coherent nursery rhymes arguing that this development is an internalisation of the rhythm of the therapy and of the growing understanding between the child and therapist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10