Clinical, empirical, and developmental perspectives on the therapeutic relationship in child psychotherapy

Abstract

Despite substantial interest in the therapeutic relationship by child clinicians, relationship processes in child therapy have been neglected by clinical researchers. In this paper, clinical and empirical perspectives on the therapeutic relationship in child treatment were reviewed. Initial findings indicated that the quality of the child's affective relationship with the therapist is associated with collaboration on therapy tasks. Given the recurrent finding of links between treatment collaboration and treatment outcome, research on factors that influence children's ability to form therapeutic relationships is recommended. To this end, a developmental social cognitive model of therapeutic alliance formation is proposed.During the last decade there were promising signs of an emerging alliance between child clinicians and developmentalists (Harter,

Processes of change in school-based art therapy with children: A systematic qualitative study

“…Art therapy has historically been viewed by many clinicians as mysterious (Rubin, 2010), yet Malchiodi (2013) and Wilson (1996) suggest partnership with other professionals Deboys, Holttum & Wright, 2016 5 to develop the research base. Health and Care Professions Council (2013) guidelines for arts therapists affirm the need for greater research, inter-professional collaboration, and involvement of experts by experience.…”

Treatment Compliance and Early Termination of Therapy: A Comparative Study

“…According to A. Freud [23], children’s motivation for treatment is undermined by a number of factors, the most prominent being the child’s lack of awareness of his or her psychological problems. Shirk and Saiz [24] and Shirk [25] suggest that the affective quality of the therapeutic alliance is related to the child’s collaboration when performing therapeutic tasks. They propose a developmental approach, which involves sociocognitive mediators, as well as familial and other social contextual variables, which could influence the therapeutic relationship.…”

Development of the Therapy Procedures Checklist: A Therapist-Report Measure of Technique Use in Child and Adolescent Treatment

“…To our knowledge, there is currently no assessment instrument designed to measure the techniques used by child therapists in the course of everyday clinical practice. Behavioral coding systems have been developed to assess therapist adherence to a single, specific therapeutic model (e.g., the Cognitive Therapy Scale; Vallis, Shaw, & Dobson, 1986), and several teams have worked to develop measures of general therapeutic tasks and processes, such as the formation of a positive therapeutic alliance (e.g., Shirk & Saiz, 1992). These coding systems and measures, although important research tools, do not appear well equipped to assess the specific, eclectic mix of treatment techniques provided in child therapy practice.…”

“…Further investigation and monitoring of other theoretical approaches may be warranted to ensure stability of TPC content validity over time, especially given alterations in practice occurring as a result of substantive changes in the health care system (e.g., managed care and the movement to shorter term treatment models). In addition, although TPC is designed to focus on specific theories, there may also be value in examining common elements of therapy, such as regular meetings with an empathic adult, which may be important curative processes in treatment (for review, see Russell & Shirk, 1998), although other assessment instruments have already been developed for these purposes (e.g., Shirk & Saiz, 1992).…”