Adolescent Psychotherapist Research Articles

Commentaries on 'The symbolism of the story of Lot and his wife'

In this article, four child and adolescent psychotherapists discuss their responses, within a psychoanalytic framework, to the theoretical and technical questions raised by Monica Lanyado in her paper 'The symbolism of Lot and his wife'.

COMMENTARY BY A TAVISTOCK‐TRAINED CHILD AND ADOLESCENT PSYCHOTHERAPIST

British Journal of PsychotherapyVolume 14, Issue 1 p. 108-111 COMMENTARY BY A TAVISTOCK-TRAINED CHILD AND ADOLESCENT PSYCHOTHERAPIST Patsy Ryz, Patsy Ryz 36 Essex Park, London N3 1 NESearch for more papers by this author Patsy Ryz, Patsy Ryz 36 Essex Park, London N3 1 NESearch for more papers by this author First published: 17 November 2006 https://doi.org/10.1111/j.1752-0118.1997.tb00359.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume14, Issue1September 1997Pages 108-111 RelatedInformation

Psychotherapeutic Training in an Institutional Setting

Many child and adolescent psychotherapists are asked to work in specialized institutions (where the children are either interns or externs), with children presenting behaviour problems, learning difficulties, mental handicap or important psychosocial problems. They learn through diverse treatment forms, or parent accompaniment during the child's treatment (bifocal or conjoint treatment more or less regular therapeutic sessions with both parents and children, etc.). The treatment of children within an institution makes the treatment modalities and technique more complicated. The psychotherapist must have a perfect knowledge of the specific environment of the child, and keep in mind the desires and requests of the direction and the people who work directly with the child (teachers, specialized teachers, etc.). How can the problems brought up by the rivalry between the institution and the psychotherapist be canalized: length of therapy, merits (how did the pedagogical intervention help, recognition of a specific action or of work done in conjunction with the educative action)? If these facts are not recognized, the treatment will often be interrupted and the psychotherapist may be excluded from the institution. This will be avoided by ensuring further training of the therapist.