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Supervising and conducting psychotherapy with children is one of the most challenging endeavors in psychiatric training. This book is an excellent tool to help clinicians and/or supervisors learn and teach the fundamental lessons of a complex interpersonal didactic process. The Tuber and Caflisch book contains 12 case studies—verbatim transcripts of individual play-therapy sessions illustrating the clinical process of child psychotherapy from the perspective of a beginning therapist treating a child patient. This book is the result of a unique and creative collaboration between an insightful beginning therapist and an experienced, well-reputed clinician who served as her supervisor. The creative process of the book mirrors the process of the child therapy supervision, further stimulating the reader's experience of being in training alongside a clinician and supervisor. Readers will learn a great deal from the supervisee and supervisor's dialogue. The writers emphasize the first ten therapy sessions as ideal for creating a therapeutic frame for a holding environment, which in child psychotherapy becomes the basic groundwork for cementing the alliance between the child and therapist.
Each case demonstrates the invaluable contribution of applying psychodynamic theory to everyday clinical practice, both in terms of formulations and treatment. The authors make the theories and treatment interventions come alive. The writers intelligently integrate all three major conceptual developmental models, including ego-psychology, mentalization, and Winnicotian theory in the therapeutic interventions throughout each and every clinical vignette. The volume was brilliantly organized into three sections reflecting the real clinical work of starting therapy: the first section is creating the framework for self-reflection; second is exploring ways to respond to challenges to the frame when a child becomes stuck or is resistant to the self-reflective process; and third is broadening the