By Stephen Briggs
Operating with youth attracts jointly conventional and up to date psychoanalytic thought and illustrates its program to the learn of functional healing paintings with adolescents via vibrant case fabric. modern social matters and difficulties skilled by way of teenagers are highlighted and a scientific dialogue of the categories of difficulties that youngsters frequently current to therapists is given. whereas creating a advanced theoretical framework obtainable to a variety of execs and scholars from a variety of backgrounds, operating with young people also will additional stimulate people who are already conversant in operating therapeutically with kids.
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Extra resources for Working With Adolescents: A Contemporary Psychodynamic Approach
Alternatively, there is a fear that the containing person will deny access, entry and acceptance. These represent a fear of loss of identity and fear of loss of agency. Containing transition and turbulence in adolescence Positive experiences of relationships between adolescents and parents involve the capacity to engage, on both sides, in intense negotiations, and the capacity to adapt to the process of adolescence through restructuring relationships (Coleman and Hendry 1999). Thus, at a family level, adolescence is not conflict-free, nor is there absence of potential emotional conflict, but if changes are engaged with and negotiated then the quality of turbulence is transformed.
For adolescents the ubiquity of discourses of sex mean that it ‘penetrates and controls everyday pleasure’, it ‘incites and intensifies’ and is ‘produced’ by talk (including media talk and images) about sexuality (Foucault 1979). It is indeed extremely difficult for adolescents to turn away from such dominance, and to still find an identity. Being a ‘nerd’ may be an oppositional and derogated alternative ‘discourse’ for a contemporary adolescent, but it contests or resists the mainstream of pervasive sexuality, rather than arising in isolation to it.
She was anxious about the ending of her therapy, and about leaving home. She began one session by telling me she had a dream that she had failed her exams. It was just like last year. She very rarely talked about dreams and was in fact very anxious when unconscious aspects of herself slipped into her sessions. I tried to ask her for some more details about the dream, but she did not want to talk about it and I felt that if I pursued the subject she would close up. She said that her mother had wished her luck with her exams but she knew she did not mean it, because she really did not want her to go to university and leave home.