Facets of Structure and Adaptation: A Qualitative Study of Time-limited Psychotherapy with Children Experiencing Difficult Family Situations

Abstract

We present here a qualitative study of nine time-limited therapies with children. Time-limited psychotherapy with children is a structured therapeutic method, where the objectives and contents are individual for each child. The number of hours for the therapy is contracted together with the child and the parents. The goal of the therapy is formulated as a shared focus based on the needs of the individual child. The focus is expressed metaphorically and is decided upon together with the child and parents before the therapy is commenced. The therapist's task is to connect the material that the child brings in to the sessions to the agreed focus. The study showed that a clear framework gave the children and the families the necessary security during the therapy process. Attunement to the children's experiences within this framework invited the children to communicate their experiences. Parents, teachers and therapists reported in all cases a positive change after the therapies had been concluded.

Exploring musical dynamics in therapeutic interplay with children: A multilayered method of microanalysis

“…Results from earlier studies (Odhammar, 2015;Haugvik & Johns, 2008;Haugvik, 2013) show an impact on children´s self-development, with increased expressiveness and self-agency, as this is shown in symptom scales and parent interviews. The approach in this study builds on an understanding of child psychotherapy as a frame for intersubjective processes (Hansen, 2012).…”

“…My foreknowledge about time-limited intersubjective therapy with children (TIB) and of music was another contribution to the process. Results and articles from a previous study on TIB (Haugvik & Johns, 2008) formed a knowledge base for the present study and analysis. The following steps were carried out in the analysis process:…”

“…Only then may something new come to light in moments of meeting (Stern, 2004), with dyadically expanded knowledge about oneself (Tronick, 1998). One of the findings in a previous study (Haugvik & Johns, 2008) was that the children continually addressed meaningful and personal issues, also when the therapists initially failed to respond. It points directly to the impact of the therapist´s attentive presence to second to second changes in the here and now to enable a reorientation towards contingent responses and strengthening of self-agency in the child (Stern, 2000).…”

Approaches to assessment in time-limited Mentalization-Based Therapy for Children (MBT-C)

“…Inspired by Developmentally Directed Time Limited Psychotherapy for Children ( Haugvik and Johns, 2008 ) core features of arranging the therapy constellation of a time limited MBT-C program are choosing a focus or metaphor for the therapy, which should emerge out of carefully observing and listening to everything the child conveys during the assessment sessions, both verbally and non-verbally. This focus can be helpfully summed up with a motto, or short phrase, which can be shared with the child and parents at the start of treatment.…”

School-based cognitive-behavioural therapy for academically underachieving Singaporean adolescents with aggressive and rule-breaking behaviour

“…It was hoped that this will shed light on possible change in treatment effects over time (Abrams & Aguilar, 2005;Haugvik & Johns, 2008).…”