By Calvin A. Colarusso
Developmental concept is the essence of any psychodynamic psychother apy, and positively of psychoanalysis. it really is via an realizing of revolutionary existence occasions, and how those occasions relate to linked organic and social occasions, that we come to appreciate either psycho pathology and mental strengths. for a very long time we've got wanted a clinically orientated publication that surveys general improvement in either early life and maturity. This publication might be relatively necessary to all psychological well-being pros whose day-by-day paintings calls for a relentless information and appraisal of devel opmental concerns. Dr. Colarusso has built-in and summarized a tremen dous volume of theoretical, empirical, and medical fabric in a layout that makes it come alive via medical examples. This publication will be of significant curiosity to all scholars of human behav ior in addition to to professional clinicians. SHERWYN M. WOODS, M. D. , PH. D. vii Preface every year as I gave a lecture sequence on baby and grownup improvement to the grownup and baby psychiatric citizens on the college of California at San Diego, somebody necessarily may ask, "Is there a e-book that i'll keep in mind that has all of this data in it?" i'd answer that i didn't understand of any unmarried resource, yet i'll refer the individual to many articles and books on development.
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Additional resources for Child and Adult Development: A Psychoanalytic Introduction for Clinicians
5) When did the baby begin to adjust to the 24-hour day-night cycle (sleeping for longer periods at night by 6 weeks of age)? (6) What was the baby's temperament? (7) When did the smile response occur (by 3 months of age)? (8) Was thumb-sucking prominent? Was a pacifier used? (9) When did weaning occur? (10) Did the child have any major illnesses or operations (at any time in childhood or adolescence)? Ages 1-3 (the Anal Phase). (1) When did language develop (single words by 1 year, short sentences by age 2)?
A summary conference in which the findings of the diagnostic process are presented. EVALUATION PROCEDURES FOR YOUNG CHILDREN Although the component parts are the same in the evaluation of younger children and adolescents, they are not utilized in the same manner because of the developmental differences between the two. For children from birth through latency (approximately 11 or 12 years of age) the sequence of the evaluation is as follows: 1. The initial contact-almost always made by a parent or other caretaker.
For example, you would speak differently to an adolescent than to his parents. In nearly all instances, it is wise to suggest that your recommendations be discussed and considered at the patient's home, over a few days. Those patients who rush into treatment, or who are persuaded to make an immediate decision to begin, often drop out at some point in timewhich is a frustrating and painful experience for patient and therapist alike. Suggest that your prospective adolescent patient and his or her parents discuss your recommendations together and then inform you of their decision.