Response to “Meet the Parents or Back to the Future?”: A Review of Working With Parents
      Makes Therapy Work

Novick, Kerry Kelly; Novick, Jack

doi:10.1037/05195832

Cited by 6 publications

(10 citation statements)

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“…His diagnosis could be considered to be posttraumatic stress disorder, generalized anxiety disorder, specific phobic disorder, or dysthymic disorder. He was treated for approximately 2 years in 3 day-a-week child analysis with weekly sessions with either or both parents in the child analysis model of Novick and Novick (2011). The long periods of separation from the father and mother required an approach of the analyst also as a developmental object (Hurry, 2018;Kalas Reeves, 2018;Levy-Warren, 1996, 2018.…”

Section: Discussionmentioning

confidence: 99%

“…The homework story Alfred dictated to his parents underscores how seriously he is experiencing his internal conflict over the COVID-19 pandemic's threat to this own life, his family, and close friends, and his fear whether he has already been turned into a COVID-19 vampire no one can trust, because he could now kill others. Therefore, the analyst recommended for Alfred to be treated in 3 days-a-week child analysis and for the analyst to see one or both parents once-aweek in the child analysis model of Novick and Novick (2011).…”

Section: Commentarymentioning

confidence: 99%

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Trauma of the COVID-19 pandemic in a latency child.

Abrams¹

2023

Psychoanalytic Psychology

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Article presents the online analytic treatment of Alfred, a 6½-year-old African American boy in whom the outbreak and first 2 years of the COVID-19 pandemic caused a devastating posttraumatic stress disorder and chronic ongoing cumulative trauma. In contrast to concrete attacking life-threatening external objects in the case of collapsing buildings, car accidents, or rape, COVID-19 was represented by this sensitive and imaginative child as a gradually more amorphous and invisible monster that quarantined his mother away from him for 2 months, killed his great uncle, and eventually infected him with frightening asthmatic breathing. The mandated lockdown of the in-person closing of his school, after school activities, church, and neighborhood playground engendered a closed-in prison-like experience within his home, which stimulated animal phobia, agoraphobia, separation anxiety, and occasional claustrophobia. He seemed first to internally experience the COVID-19 pandemic displaced onto a fox, large dogs, and his father as an outer space alien dressed in the body suit, gloves, mask, and face shield required in his health worker military job. Then these displacements gradually changed to the more inconsistently visible bed bugs, vampires, and shape shifting monsters in his fantasies, stories, and dreams. COVID-19 turned Alfred's world from supportive childhood social relations to long periods of lonely isolation in front of his television and computer, where he was further traumatized by watching the entire video of the murder of George Floyd and the powerful metaphor of the COVID-19 pandemic in Carpenter's (1982) horror film "The Thing.

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Section: Discussionmentioning

confidence: 99%

Section: Commentarymentioning

confidence: 99%

Trauma of the COVID-19 pandemic in a latency child.

Abrams¹

2023

Psychoanalytic Psychology

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“…Child psychoanalysts like Novick and Novick (2005) have promoted the more explicit inclusion of parents in the work with children and adolescents. Working online during the pandemic also meant becoming part of the child's external world, their living room, their bedrooms, their gardens.…”

Section: T: Don't You Know Anything?!!!mentioning

confidence: 99%

The monster outside the door: A developmental-psychoanalytic exploration of the impact of COVID-19 on the lives of children and adolescents.

Malberg¹

2023

Psychoanalytic Psychology

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The potential and current impact of the COVID-19 pandemic on the socioemotional functioning of children, adolescents, and their families are explored through research evidence and a developmental-psychoanalytic perspective. We depart from the pioneering efforts and lessons learned from Anna Freud’s Hampstead War Nurseries about the value of clinical observation and its impact on technical modifications during moments of crisis. Furthermore, we illustrate and reflect on the benefits of the application of a mentalization-based lens during online clinical work with children, adolescents, and families. The need for technical modifications that adapt themselves to the sociocultural needs of the families we serve during moments of crisis is emphasized.

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“…However, whilst privacy and a secure therapeutic frame are necessary to centre the child's needs and develop trust (Kirkbride, 2021), excessive focus on these could conceal practitioners' desire to avoid the uncomfortable complexity of engaging with parents (Goodman, 2017; Siskind, 1997; Slade, 2008). Complexities include the following: the contagious helplessness of help‐seeking parents (Malberg, 2015); tension between holding confidentiality and supporting parents to develop understanding (Lowe, 2019); managing multiple or competing agendas (Malberg, 2015; Slade, 2008); powerful countertransferential feelings impacting real relationships with parents (Fixsen et al, 2019; Novick & Novick, 2011); and navigating the complex rivalries inherent in triadic relating (Goodman, 2017; Gvion & Bar, 2014). Grappling with, instead of avoiding, these inherent complexities may offer potential to harness the constructive, growth‐promoting and stabilising benefits of triangular relating within the parent–child–therapist triad (Friedman, 1991).…”

Section: Introductionmentioning

confidence: 99%

“…From the therapist's perspective, the parent–therapist relationship is seen to offer a significant opportunity for parental development (Novick & Novick, 2011), containing educational, supportive, empathetic and challenging elements in an almost parental manner (Marks, 2020). Mechanisms of this development may include the following: containment of parental anxiety (Holmes, 2018; Marks, 2020); development of mentalising capacity to reflect on states of mind in self and child (Malberg, 2015; Slade, 2008); contextualising current issues within intergenerational history (Whitefield & Midgley, 2015); offering triangulated space in which to develop understanding (Gvion & Bar, 2014); and disentangling identifications to decrease enmeshment (Holmes, 2018).…”

Section: Introductionmentioning

confidence: 99%

“The Parallel Dialogue”: Parental experience of their role in the relationship with their child's counsellor/psychotherapist

Taylor

2023

Couns and Psychother Res

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The parent–therapist relationship is a central consideration in child counselling and psychotherapy, particularly in private practice where parents are typically financially, emotionally and practically invested in the process. The relationship, which can be ambiguous and anxiety‐laden on both sides, has historically received scant attention in therapeutic discourse, leading to gaps in practitioner confidence and training. In this context, and seeking to centre parent voices, this study provides an interpretative phenomenological analysis of four mothers' experiences of their role in the relationship with their child's therapist. Key identified themes encompass parental expectation of involvement; the destabilising, disorienting nature of the relationship; the centrality of trust; and critical evaluations of value. Findings are discussed in relation to attachment theory and cultural expectations of parental responsibility. The study concludes that the relationship is a live and potent property with potential to impact the course of the intervention, and recommends that practitioners thoughtfully consider the potential benefits and drawbacks of meeting or frustrating parental involvement expectations.

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Response to “Meet the Parents or Back to the Future?”: A Review of Working With Parents Makes Therapy Work

Cited by 6 publications

References 0 publications

Trauma of the COVID-19 pandemic in a latency child.

Trauma of the COVID-19 pandemic in a latency child.

The monster outside the door: A developmental-psychoanalytic exploration of the impact of COVID-19 on the lives of children and adolescents.

“The Parallel Dialogue”: Parental experience of their role in the relationship with their child's counsellor/psychotherapist

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