By Paul L. Adams (auth.), G. Pirooz Sholevar M.D., Ronald M. Benson M.D., Barton J. Blinder M.D. (eds.)

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Extra resources for Emotional Disorders in Children and Adolescents: Medical and Psychological Approaches to Treatment

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Even within each of these settings, one could describe subsettings. For example, home as a setting is actually composed of smaller settings such as dinner time, television watching, sleeping, and so forth. It is also true that a troubled child's problem behaviors may occur in a number of these settings, yet mediator therapeutic training or the child's therapeutic self-management training is geared to only a few of these settings.

Hence the child's analyst needs to clarify all these issues, as well as to be most cooperative with the family in terms of time of appointments and so forth. Technique I have already discussed the role that play has as a substitute for free associations and also the fact that the development, management, utilization, and analysis of the transference is quite similar to that of adult analysis, with only a few qualifications. The countertransference phenomena, though no different from the range observable in adult work, does pose some special problems.

Perhaps the most important is that given some children's frequent difficulty in chronicling current events to the therapist, it becomes essential, especially with very young children, to keep some form of more or less formal contact with the parents, at the very least on an ad hoc basis. Further, as part of the treatment of the child it might be necessary to engage the parents in a dialogue that may have various purposes such as counseling, guidance, etc. There are also to be considered the many arrangements necessary in terms of times, vacations, missed sessions, absences of the therapist, and so forth, as well as the occasional situation of jealousy, or rivalry that gets established with the therapist.

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