Contemporary Child Psychotherapy

Roz Read is the Programme Director of the Integrative Child Psychotherapy MA training at The Institute for Arts in Therapy & Education (IATE) validated by UEL where she teaches and designs the curriculum. With a background working in the arts, for over 30 years Roz has worked extensively with children and teenagers in multi-cultural inner-city community projects, schools and multi-disciplinary teams. Roz trained at IATE, and is a UKCP-registered integrative child psychotherapist, a Dyadic Developmental Psychotherapy (DDP) Certified Practitioner and a Somatic Experiencing® Practitioner. She has a PG Diploma in psychoanalytic observational studies from the Tavistock Centre. Roz has worked extensively with adopted children and their families, initially with Family Futures and then for the past ten years she has been part of the Child & Family team at PAC-UK. Alongside Graham Music, she has also been co-convenor of the Tavistock Centre neuroscience and attachment workshop.Dr Jeanne Magagna aims to help people observe the deeper aspects of infants’ personalities in order that infants can be better understood and have more rights to good parenting. She has edited or co-edited: Intimate Transformations, The Silent Child, Creativity and Psychotic State, Psychotherapy with Families, Universals of Psychoanalysis, and Being Present for Your Nursery Age Child, all of which show how careful observation and empathic understanding of infants and children, and collaboration with and support for parents, can ensure babies’ rights to good parental care. Previously a Head Start teacher, university teacher, and special educator, she was then head of Psychotherapy Services at Great Ormond Street Hospital for Children and was a consultant psychotherapist in Ellern Mede Centre for Eating Disorders in London. Jeanne is a child and adolescent psychotherapist (PhD level), family psychotherapist, and adult psychotherapist, trained at the Tavistock Clinic in London. Previously coordinator of training, she currently teaches at the Centro Studi Martha Harris Tavistock model trainings in Florence and Venice, Italy. She is in private practice in London as a child, adult and family therapist, as well as consulting, publishing, and teaching worldwide.

• CONTENTSAcknowledgementsAbout the editors and contributorsForeword by Dan HughesIntroduction by Roz ReadChapter 1Addicted to action, fear of beingGraham MusicChapter 2Experiences of being held: creating a space to think and play within a familyNeela BasuChapter 3The effects of chronic trauma and neglectKarlien Smith-ClaassensChapter 4Porges meets WinnicottIrene AlberioneChapter 5Autism and sensory sensitivityJessica OliveChapter 6“Finding Dory”: a story of an eight year old’s journey from loss to hope and strengthCeline AllderChapter 7Making sense of the piecesAdina BelloliChapter 8Space rockets and mobile homes: reaching the place of hope by traversing the landscape of trauma and lossSarah MarxChapter 9All in bits: trauma, fragmentation, and the journey of piecing back togetherMegan HollandChapter 10Safety, trust, and maternal deprivationMaria FurlongChapter 11Working in schools: parents and the system around the childLiz Murray-BlighChapter 12Building a therapeutic service in schools: the role of an integrative child psychotherapistJane BrinsonChapter 13Empathising with defences through the use of arts and metaphorClair LewoskiChapter 14Finding and nurturing the gold: an integrative approach to working with an adopted adolescent and her parentRoz ReadChapter 15Developing a “cradle of concern” using transference and countertransference in therapy and supervisionJeanne Magagna

'The spirit of this book resides in its abiding pursuit of greater integration – integration of all sorts, whether it be the bringing together of the many facets of ourselves or of the systems which surround us; or whether it be the numerous ways of understanding and improving the often tragic lives of some of the children it serves. One of the remarkable qualities of this book is its readiness to embrace a whole array of different theories and therapeutic approaches to enable children, and the adults around them, to make sense of the various pieces of their troubled childhoods and thus generate hope for the future. For twenty years, the Institute for Arts in Therapy and Education (IATE) has built a four-year training programme in integrative child psychotherapy that forcefully draws on the imagination of the arts, the insights of psychoanalysis, the discoveries of neuroscience, and the body realities of biology and physiology. The training is without doubt a thorough and strenuous experience and calls forth not only the academic abilities of trainees but, more importantly, their capacities to observe and reflect on their own emotional experiences.'