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Drawing on research from a variety of domains - clinical studies of
trauma, developmental psychopathology, interpersonal psychobiology,
epidemiology, and social policy - September 11: Trauma and Human
Bonds addresses especially the fundamental relationship of human
bonds to trauma and underscores the manner in which developments in
all these fields are coming together in complementary ways that
sustain a key finding: that trauma must be understood in its
relational and attachment contexts. The quality of early emotional
attachments, differences in attachment styles to family milieus,
and the psychological qualities that enable traumatized parents to
avoid traumatizing their children are among the topics through
which these contexts are explored. From their various disciplinary
vantage points, the contributions converge to show how human
relationships can either provide an anodyne to trauma or serve as
the vehicle of its transmission. As Susan Coates observes, a major
legacy of 9/11 is the realization that "there are no simple truths
in the world of trauma studies, no easy-to-remember anodynes or
pharmacologic magic bullets or depth-psychological schematizations
that will hold true for a majority or even a sizable minority of
cases." Yet, in delineating the multiple connections between human
relations and trauma, and in elaborating these connections from
multiple disciplinary perspectives, the contributors to September
11 have taken a decisive first step to consolidate new knowledge
about trauma and to demonstrate how it can assist clinicians who
encounter diverse responses to trauma in their day-to-day work. A
sobering reminder of shared human vulnerability in the face of
devastating events, September 11 is also a heartening reminder of
resiliency in the face of overwhelming loss and of the healing
potential of human connection.
Today more pediatric therapists are centering their work on the
parent-child relationship and are turning to parents as a primary
modality in solving children's problems. Parent-Focused Child
Therapy: Attachment, Identification, and Reflective Functions is an
edited collection, drawing from leading psychotherapists with
specialties in family therapy. Carrol Wachs and Linda Jacobs tap
into the current literature on the efficacy of working with parents
in therapy situations. The collected essays in this book, from
renowned psychotherapists, focus on identifying and evaluating a
variety of approaches and their effects on standard questions of
attachment, identity, and reflection in dealing with children in
therapy. Parent-Focused Child Therapy is especially attractive
given its currency, integrating relational theory, attachment
theory and infant research.
Drawing on research from a variety of domains - clinical studies of
trauma, developmental psychopathology, interpersonal psychobiology,
epidemiology, and social policy - September 11: Trauma and Human
Bonds addresses especially the fundamental relatiobship of human
bonds to trauma and underscores the manner in which developments in
all these fields are coming together in complementary ways that
sustain a key finding: that trauma must be understood in its
relational and attachment contexts. The quality of early emotional
attachments, differences in attachment styles to family milieus,
and the psychological qualities that enable traumatized parents to
avoid traumatizing their children are among the topics through
which these contexts are explored. From their various disciplinary
vantage points, the contributions converge to show how human
relationships can either provide an anodyne to trauma or serve as
the vehicle of its transmission.
As Susan Coates observes, a major legacy of 9/11 is the realization
that there are no simple truths in the world of trauma studies, no
easy-to-remember anodynes or pharmacologic magic bullets or
depth-psychological schematizations that will hold true for a
majority or even a sizable minority of cases. Yet, in delineating
the multiple connections between human relations and trauma, and in
elaborating these connections from multiple disciplinary
perspectives, the contributors to September 11 have taken a
decisive first step to consolidate new knowledge about trauma and
to demonstrate how it can assist clinicians who encounter diverse
responses to trauma in their day-to-day work. A sobering reminder
of shared human vulnerability in the face of devastatingevents,
September 11 is also a heartening reminder of resiliency in the
face of overwhelming loss and of the healing potential of human
connection.
In Growing Pains: Revising Child Development Theories and their
Application to Patients of All Ages, editors Henri Parens and
Salman Akhtar present a collection that draws on over 50 years
professional experience in child development. Contributors to this
collection touch on psychoanalytic conceptualizations of child
development, separation-individuation theory, personal clinical
experiences, the effects of trauma and neurodevelopmental disorders
in the mother-child relationship, and the intergenerational
transmission of trauma. This edited collection is recommended for
scholars and practitioners interested in psychoanalysis, child
development, and clinical psychology.
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