Cognitive-Constructivist Psychotherapy with Children and Adolescents
Cognitive-Constructivist Psychotherapy with Children and Adolescents describes cognitive-constructivist therapy with children and adolescents as a creative process, combining various techniques. This book presents an integrative view, incorporating cognit
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Cognitive-Constructivist Psychotherapy with Children and Adolescents
Tammie Ronen The Bob Shapell School of Social Work Tel Aviv University Tel Aviv, Israel
Springer Science+Business Medi~ LLC
Library of Congress Cataloging-in-Publication Data Ronen, Tammie Cognitive-constructivist psychotherapy with children and adolescents/by Tammie Ronen. p. ; cm. Includes bibliographical references and index. ISBN 978-1-4613-4875-7 ISBN 978-1-4419-9284-0 (eBook) DOI 10.1007/978-1-4419-9284-0 1. Cognitive therapy for children-Case studies. 2. Cognitive therapy for teenagers-Case studies. 3. Constructionism (Psychology) 4. Child psychotherapy-Case studies. 5. Adolescent psychotherapy-Case studies. I. Tide. [DNLM: 1. Cognitive Therapy-Adolescence-Case Report. 2. Cognitive Therapy-Child-Case Report. 3. Mental Disorders-therapy-Adolescence-Case Report. 4. Mental Disorders-therapy-Child-Case Report. WS 350.6 R772ca 2002] Rj505.C63 R658 2002 618.92'89142-dc21 2002028687
ISBN 978-1-4613-4875-7 ©2003 Springer Sctence+Business Media New York Originally published by Kluwer AcademicjPlenum Publishers in 2003 Softcover reprint of the hardcover 1st edition 2003
All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically Cor the purpose of being entered and executed on a computer system, Cor exclusive use by the purchaser of the work.
To my husband, Michael Rosenbaum, who brought back happiness, joy, and creativity into my personal as well as my professional life, and became a real partner to each moment and each area of my being.
Foreword
In an ideal training program for mental health professionals, every apprentice would be asked to spend time with two groups of people: children and dying elders. Both are among our most instructive teachers. The poet Kahlil Gibran liked to remind us that we should be wary of religions that do not laugh, philosophies that do not cry, and any perspective that does not bow to the inherent beauty of the child. There are many ways of conceptualizing therapeutic work with a child, of course. I believe that the most adequate of these frameworks bespeak a capacity to honor each child's current grasp of their worlds and their options within it. If a therapist knows how to work with a child~how to let go of words as the only way to communicate, how to trust in an unfolding nowness, how to dance with the edges of hope and fear~then that therapist is better prepared to work with adults. The other end of the spectrum~working with dying elders~may seem disconnected, but I believe that it involves and refines similar skills. It also involves learning to be genuinely "with" another person, often without words, and to trust that the being together in and of itself is a gesture of life. Elders have often paid high and painful prices for lessons about life~lessons
