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CHAPTER FIVE: Eating problems

Maria Pozzi Monzo Karnac Books ePub

Introduction

As I was collecting my thoughts to write about this topic, I realized that I have encountered two main categories of under fives with eating problems. In the first group, children present with general developmental delays including problems in the area of feeding. These children are unable to move from taking in liquidized, mushy foods to eating lumpy, solid, and crunchy foods. They seem to have great difficulty with their ordinary aggression, which they seem to experience in their phantasy as having a devouring and destroying effect on their feeding mother. I have observed this type of eating problem in children who have been exposed to depressed or very preoccupied and un-attuned mothers. I have written about this group in the chapter on parental guidance with severely developmental^ delayed children.

The second group include those children who have mastered the skills of chewing, biting, tearing, and swallowing food, but for various reasons, have to stop eating and to take control over what they eat and how or when they eat. In this way, they take control of their feeding object or reject her effort to feed them. Gianna Williams, in her recent book on eating disorders, has explored in depth the “no-entry system of defences” i.e. the conflictual relationship with the feeding object and the denied dependency on it. It is mostly due to unbearably persecutory and painful events, which usually date back to the early months and years of the patient’s life (Williams, 1997). Jeanne Magagna also, has written extensively on eating disorders (Magagna, 1994).

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CHAPTER TWO: Outlines of psychodynamic under fives’ counselling and theoretical background

Maria Pozzi Monzo Karnac Books ePub

Introduction

The model I describe in this book is based on the Under Fives’ Counselling Service founded at the Tavistock Clinic in the eighties. It is rooted in the belief, the experience, and knowledge that early intervention has a curative, as well as a preventative, effect. The emotional difficulties of young children are expressed in physical and behavioural symptoms that are closely linked with the developmental phases of infancy and early childhood. Parents come to Child and Family Psychiatric Clinics or consult child psychotherapists privately with a variety of complaints. We encounter infants who do not feed, cry incessantly or never settle into a sleep pattern. We see children who do not learn to talk, cannot be toilet-trained, refuse to separate from their mother or do not settle at playgroup. We also see children who are hyperactive, violent, isolated or excessively shy.

The Under Fives’ Counselling Service offers up to five sessions to the parents and child, who can refer themselves to the clinic directly or be referred by their health visitors or doctors. Most of the families I discuss in the book have been seen in N.H.S. services or privately in England and abroad. The therapeutic model is also rather flexible (Miller, 1992), as it reflects and adapts to the needs of families of this age group. Flexibility and improvisation are often required by parents to deal with the intensity of passions and urgency of needs of their under fives. Similarly, although it is preferable to meet the whole family and work with both parents, the counselling accommodates individual needs of attendance and frequency. The gap between sessions also varies according to the needs of each family and such issues are carefully explored together with the therapist.

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Chapter Sixteen - Jung and the Buddha: Dialogue with Jackie Van Roosmalen

Maria Pozzi Monzo Karnac Books ePub

Dialogue with Jackie Van Roosmalen

Grant me the courage to change

that which can be changed

The strength to endure what cannot

be changed

And the wisdom to know the difference.

—Reinholt Niebuhr

Reference

Sinason, V. (2010). Mental Handicap and the Human Condition. London: Free Association Books.

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CHAPTER SIXTEEN Jung and the Buddha

Maria Pozzi Monzo Karnac Books PDF

CHAPTER SIXTEEN

Jung and the Buddha

Dialogue with Jackie Van Roosmalen

Grant me the courage to change that which can be changed

The strength to endure what cannot be changed

And the wisdom to know the difference.

—Reinholt Niebuhr

mp: Jackie, I am delighted that we can talk on the phone and at such short notice just before Christmas. I am particularly intrigued by your experience as a meditator and one of the last child psychotherapists trained at the Society of Analytic Psychology i.e. the

S.A.P., the Jungian training, just before it was discontinued. jvr:

Yes, I trained in the nineties and I qualified in 2006. My peers were Joanna Goldsmith and Alessandra Cavalli. And yes, I did have a Jungian analysis.

mp: I believe there is not a huge difference from the other training originated by Anna Freud and Melanie Klein, is that right?

213

214 jvr:

T H E B U D D H A A N D T H E BA B Y

The main difference is that Michael Fordham’s model of the primary self is central. This is the idea that each individual is first and foremost a Primary Self, a psychosomatic unity, a whole. This

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Chapter Five - The Presence of the Therapist: Dialogue with Monica Lanyado

Maria Pozzi Monzo Karnac Books ePub

Dialogue with Monica Lanyado

A good traveller has no fixed plans

and is not intent upon arriving.

A good artist lets his intuition

lead him wherever it wants.

A good scientist has freed himself of concepts

and keeps his mind open to what is.

—Tao Te Ching

References

Blue, L. (2005). Hitchhiking to Heaven. London: Hodder and Stoughton.

Coltart, N. (1993). How to Survive as a Psychotherapist. London: Sheldon Press.

Coltart, N. (1996). The Baby and the Bathwater. London: Karnac.

Gibran, K. (1926). The Prophet. Melbourne, Auckland, and London: Heinemann.

Lao Tzu (1997). Tao Te Ching: An Illustrated Journey. Tr. Stephen Mitchell. London: Frances Lincoln.

Pozzi, M. (2005). Love at first sight: psychoanalytic psychotherapy with an adolescent boy with severe physical disabilities. Journal of Child Psychotherapy, 31(3): 203–316.

Ricard, M. (2003). Happiness: A Guide to Developing Life's Most Important Skill. Tr. Jesse Browner. New York: Atlantic Books, Little Brown, 2006.

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