When Dyadic Developmental Psychotherapy developer Daniel Hughes first started working with children who struggled with serious behavioral and emotional problems, he knew something was missing in his approach. Daniel found the answers he was looking for in Attachment Theory—or at least most of them. Attachment Theory told him plenty about the symptoms and behaviors of his clients, but there were no instructions he could immediately apply to working with kids and families. He had to experiment and think outside the box to develop his own attachment-informed way of doing therapy.
The clients referred to me for psychopharmacology consultation often seem to feel a certain relief once they’ve let me know that, when it comes to meds, they’ve tried “everything” and so far “nothing” has worked. After we’ve run down the list of what they’ve taken and how it’s failed to make any difference in their mood or state of agitation or ability to concentrate, they sit back as if to say, “Now it’s your turn.” In fact, this is the kind of ritual that they’re used to: once they’ve told the unhappy tale of their symptoms and the frustrating failure of drugs to do much good, what else is there for them to say? My answer? Plenty. Read More
Wouldn’t it be great if we had a magic therapy wand to wave in front of our young clients and give them all the answers they need? What if this magic wand could conjure rainbow lizards and talking dogs to sit on our clients’ shoulders, bypass their defense systems, and whisper good, therapeutic advice in their ears? Well, that’s exactly the kind of approach Charlotte Reznick, author of The Power of Your Child’s Imagination, uses with her young clients.
Norman Doidge is a psychiatrist and author of The Brain That Changes Itself, a New York Times bestseller that describes the brain’s astonishing capacity for change. In this excerpt from his the Networker Webcast series Why Brain Science Matters, Norman explains the real-life, practical therapeutic implications for psychotherapy. Read More
Schools and physicians don’t seem to understand the ways in which trauma leads to symptoms that resemble ADHD. Thus, we all need to ask the right questions and dig a little deeper in creative ways to find out what may be troubling the child, so that our treatment is effective and not just a surface remedy for a misdiagnosis. Read More
Stephen makes it clear that hard scientific evidence now exists for what most therapists instinctively know: successful therapy depends utterly on establishing a safe, caring, mutually trustworthy, stable relationship with a client. Read More
Most therapists, when asked, report checking in routinely for client feedback and knowing when to do so. But research has found this to be far from true. Read More
It’s commonly suggested that depression results from seeing reality too clearly. Repression, denial, and humor grease the social wheels and lead us to put a positive spin on the behavior of those around us. This may be why humans have so few networks dedicated to self-insight and so many ways of distorting reality in their favor. Read More
Allen Frances learned first-hand how, even when motivated by the best of intentions, changes in the “bible of psychiatry” can have large-scale negative consequences no one can foresee. Read More
In the intense debate its publication has sparked, DSM-5 has both its critics and its champions. One of the latter is Jack Klott, who says that the new edition is “the best DSM ever written.” Read More