Active analytic group therapy for adolescents
Author(s)
Bibliographic Information
Active analytic group therapy for adolescents
（International library of group analysis, 6）
J. Kingsley Pub., 1998
- hbk.
- pbk.
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Note
Includes bibliographical references (p. 225-229) and indexes
Description and Table of Contents
- Volume
-
hbk. ISBN 9781853026157
Description
A detailed study of group therapy for disturbed adolescents, this text deals with what to expect of the adolescent patients and what a therapist should provide. John Evans examines: the balance required to manage a group as a set of individuals and as a whole; and considers the relevance of insights and corrective emotional experiences; the dilemma of play versus work groups; and false memory syndrome - issues which frequently arise in the therapeutic treatment of adolescents.
Table of Contents
- Creating a therapy group and the first session - the Australian group
- creating a therapy group and the first session - the sexually abused group
- residential group sessions - the middle game
- the aims of the active analytic group therapy
- the components of active analytic group therapy
- concern, acceptance and a stress surmounting group and cohesiveness
- catharsis, a corrective emotional experience, universality and spectator therapy
- insight and interpretation
- group-as-a-whole interpretations
- work groups or an adventure playground?
- limit-setting or classrom control, guidance and management
- the provision of words and concepts
- how not to fail in therapy
- conclusions.
- Volume
-
pbk. ISBN 9781853026164
Description
`This book is a model of didactic writing. Evans has achieved an unusual blend of theoretical disquisition, technical clarity, personal revelation and clinical illustration that makes for an enjoyable and stimulating read. I hope it will embolden therapists who are daunted by the prospect of starting a group for adolescents. It will certainly lend aid and comfort to those already doing battle in the field and will also, incidentally, intrigue therapists who work with adult groups. None of us, is after all, too far away from those chaotic years.'
- Group Analysis, The Journal of Group-Analytic Psychotherapy
Group therapy for disturbed adolescents is increasingly used with those who are difficult to treat individually. Drawing on thirty years' experience, John Evans offers a detailed framework for the establishment of therapy groups for adolescents, and explains how best to develop the subsequent sessions.
The principles of group therapy have been developed mainly in work with motivated adults who see themselves in need of help. When applying these principles to a group of youngsters who are less motivated and less articulate, more active guidance and limit-setting has to be introduced. Evans discusses in detail the considerations peculiar to group work with adolescents, showing how the techniques for work with an adult group can be extended and modified for successful work with young teenagers. He shows how the group may develop over time and, through the use of numerous case examples, demonstrates how the sensitive therapist can build on progress within the group. He also examines the balance required to manage a group as a set of individuals and as-a-whole, with all the implications for group dynamics, the management of limit setting, the relevance of insights and corrective emotional experiences, and the dilemma of play versus work groups.
Table of Contents
- 1. Introduction. 2. Creating a therapy group and the first session: the Australian group. 3. Creating a therapy group and the first session: the sexually abused group. 4. Residential group sessions: the middle game. 5. The aims of the active analytic group therapy. 6. The components of active analytic group therapy. 7. Concern, acceptance and a stress surmounting group and cohesiveness. 8. Catharsis
- a corrective emotional experience
- universality and spectator therapy. 9. Insight and interpretation. 10. Group-as-a-whole interpretations. 11. Work groups or an adventure playground? 12. Limit-setting or classroom control, guidance and management. 13. The provision of words and concepts. 14. How not to fail in therapy. 15. Conclusions. Index.
by "Nielsen BookData"