The Little Book of Child and Adolescent Development

Gilmore, Karen; Meersand, Pamela

doi:10.1093/med/9780199899227.001.0001

Cited by 19 publications

(15 citation statements)

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“…It is widely recognized that there has never been a singular psychoanalytic developmental theory (Gilmore 2008(Gilmore , 2009Gilmore and Meersand 2015;Govrin 2006). Every psychoanalytic school, especially every "grand" one proposing a general psychology (Govrin 2006), has its own baby with distinctive needs and predilections, but most of these schools have been curiously uninterested in following that baby forward into the vicissitudes of child development.…”

Section: T H E C H a N G I N G V I E W O F D E V E Lo P M E N T I N P S Yc H Oa N A Ly S I Smentioning

confidence: 99%

Is Emerging Adulthood a New Developmental Phase?

Gilmore¹

2019

J Am Psychoanal Assoc

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In 2000, Jeffrey Arnett, a developmental research psychologist, proposed a new phase of development that he called “emerging adulthood.” He delineated developmental challenges centered on identity, role exploration, and subjective experience and linked his observations to changes in the demographics and culture of contemporary society. This proposal elicited an extraordinary response in the research community, but the reaction among psychoanalysts has been tepid at best: developmental phases have not been amended for almost a century, and in some schools the very notion of such phases has been discredited. Adult development has historically attracted mostly lifespan psychoanalysts, and the concept of identity has never achieved full psychoanalytic status. But both adulthood and identity merit psychoanalytic legitimacy: adulthood because it looms in the mind as a meaningful endpoint that shapes earlier stages, and identity because it is a complex, organizing aspect of self-representation. The concept of emerging adulthood, too, has sufficient validity and heuristic value to be considered a developmental phase, provided we loosen our fixed ideas about what constitutes “developmental” and take a fresh look at the sweep of human development as it is shaping up in a transformed world.

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Section: T H E C H a N G I N G V I E W O F D E V E Lo P M E N T I N P S Yc H Oa N A Ly S I Smentioning

confidence: 99%

Is Emerging Adulthood a New Developmental Phase?

Gilmore¹

2019

J Am Psychoanal Assoc

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“…Imitation can be performed mentally. Because of deferred imitation, humans can replicate any actions later to deal with problematic situations (Gilmore & Meersand, 2015).…”

Section: Imitationmentioning

confidence: 99%

Students’ Experiences Of The Mirror Effect While Studying Group Counselling

Ho¹

2019

The European Proceedings of Social and Behavioural Sciences

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Everyone encounters challenges and hardships. Some problems are easily handled, while others may never be resolved, causing serious issues later in life. Therapeutic healing in psychology refers to achieving relief or cure through specific psychological processes. Some therapies used to deal with unresolved issues and managing setbacks centre around experience-sharing in group settings. Therapeutic healing does not happen randomly. There are recognizable stages in the process of integrating experiences and gaining insights from group therapy. This study explored the stages in the therapeutic process of the mirror effect as experienced by students who observed group therapy in a group counselling class. Thirty registered social workers, each of whom had taken the counselling course, voluntarily participated in a semi-structured interview. Thematic analysis was used to identify and analyse themes within the qualitative data. Results showed that students who observed group therapy experienced the therapeutic impacts of the mirror effect, helping them understand how the effect works. Students reported undergoing five-stages in the process: exploration, retrospection, imagination, reconversion, and significance. The research confirmed that mirror effects take place during counselling education, and students may experience self-healing through the witnessing of the counselling process, giving them direct experience with a technique they can use for others. The implications are that observers of group therapy experience mutuality in the healing experience. This phenomenon has never been thoroughly examined, and our work suggests future studies involving student observers may provide insights into healing processes and benefits of experience-based education for counsellors.

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“…An increasing number of authors conceptualize development as extending throughout the lifespan, with continuous potential for transformations in unconscious processes, patterns of relating, identity, and sense of self (Binder and Neilson 2005; Galatzer-Levy and Cohler 1990; Rizzolo 2016). While no dominant, unitary theory of human development has emerged, contemporary psychoanalysts tend toward a view of the maturational process as vastly complex, varied, dynamic, and nonlinear, with potential to extend across the sweep of the lifespan; at the same time, many retain certain classical conceptualizations, such as the notion that deeply meaningful earlier themes may endure throughout adulthood, to be reworked as new issues and novel experiences are navigated (Gilmore and Meersand 2014, 2015). This integrated view of development has guided our current project.…”

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confidence: 99%

Professional and Personal Development After Psychoanalytic Training: Interviews with Early Career Analysts

Cherry

Meyer

Mann

et al. 2020

J Am Psychoanal Assoc

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After analytic training, graduates position their newly acquired identity as “psychoanalyst” in the context of their broader career, contemplating whether to start new analytic cases, adapting their new knowledge base to psychotherapy practice, and deciding how to focus their professional and personal interests going forward. Using questionnaires and interviews, the Columbia Postgraduate Analytic Practice Study (CPAPS) has prospectively tracked the career trajectory of 69 of 76 graduates (91%) from the Columbia University Center for Psychoanalytic Training and Research since 2003. In this paper grounded theory is used to identify developmental themes in interviews with analysts who have been followed for at least ten years. Recent graduates are negotiating the following challenges: developing a sense of competence, navigating relationships with colleagues and former supervisors as situations change and roles shift, transitioning into becoming mentors, and balancing the competing responsibilities of professional and personal life. Disillusionment about aspects of training, analytic practice, analysis as a treatment, institute politics, and the field in general emerges as a stark reality, despite a high level of career satisfaction. Educational recommendations include making career development opportunities available and providing a realistic view of both practice realities and expectations of analytic treatment outcome.

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The Little Book of Child and Adolescent Development

Cited by 19 publications

References 0 publications

Is Emerging Adulthood a New Developmental Phase?

Is Emerging Adulthood a New Developmental Phase?

Students’ Experiences Of The Mirror Effect While Studying Group Counselling

Professional and Personal Development After Psychoanalytic Training: Interviews with Early Career Analysts

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