Journal of Infant Child and Adolescent Psychotherapy Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

Launched in 2000, JICAP has brilliantly fulfilled its mandate: it provides child psychotherapists with a psychodynamically based forum dedicated to child practice and addresses the impact of recent theories and research findings on child treatment issues. From attachment research on child therapy to the treatment of self-pathololgy in childhood; from therapeutic issues attendant on foster care and divorce to the role of parent work in child and adolescent treatment to the special therapeutic challenges posed by adolescent substance abuse--JICAP provides a comprehensive overview of child therapy as it is conceptualized and practiced in the 21st century.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Journal of Infant, Child, and Adolescent Psychotherapy website
Other titles Journal of infant, child, and adolescent psychotherapy (Online), Journal of infant, child, and adolescent psychotherapy, JICAP
ISSN 1528-9168
OCLC 60616427
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Therapists are often frustrated when they work with adolescents who do not talk about their experience. This article presents a way of working with these teens. The underlying theory assumes that most teenagers (including those who are often silent in therapy) are capable of being mutually engaged with someone else. This capability is seen as a self-state that can be dissociated by anxiety and replaced with another self-state that is withdrawn and unengaged. Three clinical vignettes describe silent teenagers with whom the therapist eventually can activate self-states that allow for engagement; in these cases, through mutual help, fair play, projective identification, controlling or sadomasochistic connections. Other self-states are withdrawn and silent. For a long initial period, the family and developmental histories that create these self-states are usually more unknown than known, and the shifts in self-states are dealt with in the therapist-patient interaction more than in psychodynamic interpretations, explanations or reconstructions of family or developmental experience.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):188-195. DOI:10.1080/15289168.2015.1032635
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    ABSTRACT: Due to advances in detection and treatment, many more children survive childhood cancer in the 21st century compared with previous generations. How to best meet the needs of these survivors is a goal shared by many health care professionals. One area of complexity, however, involves the affective/emotional functioning of children who have experienced a cancer diagnosis. Although counterintuitive, a robust psychological literature has documented that the depression rate in childhood cancer patients tends to be equivalent or lower than the rate found in healthy peers. While various theoretical models have been offered that attempt to explain this phenomena, inadequate measurement remains one possible explanation for this anomaly. That is, mainstream self-report measures may not be sensitive enough to pick up on affective/emotional disturbance that truly exists. The present article is a focused case study examination of the assessment and treatment of affective/emotional disturbance in one childhood cancer patient. Of significance, actuarial projective assessment and parent report data indicated the presence of emotional disturbance, while self-report data did not. The mental health profession’s overreliance on self-report data is theoretically discussed, and both assessment and treatment recommendations are offered to mental health professionals who work with this growing segment of the population.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):129-142. DOI:10.1080/15289168.2015.1014989
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    ABSTRACT: Chronic maltreatment of children can provoke a host of neuropsychological and physiological anomalies that manifest as developmental, emotional, behavioral, cognitive, and psychosocial disorders and posttraumatic stress disorder (PTSD). Considering the multidimensional landscape of trauma and PTSD alongside the nonverbal and symbolic language of children, a nondidactic, somatic treatment intervention that engages the body’s own inner communication system seems well suited for young victims of maltreatment. The authors describe the results of a pilot study utilizing equine facilitated psychotherapy (EFP), an experiential, cognitive-behavioral based intervention, for the treatment of PTSD symptoms of maltreated youth. A purposive sample of 11 youth ages 10-18 who presented with PTSD symptomatology participated in eight weekly EFP outpatient sessions 1.5 to 2 hours in length. Pre and post, as well as midpoint, tests were administered. Results suggest the EFP treatment effects are multimodal, working in multiple directions at the same time. Results also suggest that the EFP model may be a viable psychotherapy for traumatized youth suffering PTSD symptomatology.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):158-173. DOI:10.1080/15289168.2015.1021658
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    ABSTRACT: This case study outlines the process of play therapy with a beginning child therapist and an 8-year-old female patient. Salient aspects of the content of this child’s play were consistent with an ongoing effort to master anxieties about departures and unpredictable goodbyes. After some months this theme faded, corresponding with some reported improvement in the child’s emotional experience outside of therapy. Later the therapy process ended in a manner which apparently bears echoes of the child’s early experiences. The process is discussed in the light of a new therapist’s experience of making shifting formulations about the child in the context of her past and her family.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):196-210. DOI:10.1080/15289168.2015.1029771
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    ABSTRACT: The study compares the effectiveness of long-term psychoanalytic psychotherapy without medication with behavioral therapy and/or medication treatment. Seventy-three children with attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) participated in a controlled trial. The primary outcome was symptom reduction 38 months after the pre-treatment assessment. Secondary outcomes were significantly lower scores for Conners Parent and Teacher Rating Scale, Child Behavior Checklist and Teacher Report Form scores. Both treatment groups demonstrated significant symptom reduction, with no significant differences in effectiveness between the two groups. Teacher ratings as well as parent ratings showed a significant decline over time on the ADHD index scores, on oppositional behavior and hyperactivity/impulsivity levels and on internalizing and externalizing problem scores. Both groups demonstrated similar main effects of time. There were no significant interactions between group and time. The findings of this study support psychoanalytic psychotherapy without medication as being as effective as behavioral treatment with methylphenidate in symptom reduction and problem reduction on ADHD/ODD related rating scales.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):111-128. DOI:10.1080/15289168.2015.1014991
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    ABSTRACT: This article presents an analysis of the detrimental effects of relational trauma and multiple facets of loss on infant psychoneurobiology. It examines how the psychotherapeutic treatment of a 3-year old who is mourning the loss of her attachment figure due to abdication of care promotes healthy mourning development and supports the grieving process. There is strong evidence that the child played out painful experiences of loss and vulnerability within the safety of an emotionally attuned therapeutic relationship that served as a secure base and that helped to develop new models of trust. These elements of an attachment relationship in therapy promote Ego development and help to regulate arousal levels and strong emotional reactions.
    Journal of Infant Child and Adolescent Psychotherapy 05/2015; 14(2):174-187. DOI:10.1080/15289168.2015.1014988
  • Journal of Infant Child and Adolescent Psychotherapy 03/2015; 14(1):1-2. DOI:10.1080/15289168.2015.1007712
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    ABSTRACT: Adolescence is a period of heightened emotionality and increased risk for mental illness, affecting as many as one in five persons. This article reviews recent human imaging and animal studies that demarcate adolescent specific changes in brain and behavior that may help to explain this period of increased risk for psychopathology. We highlight adolescence as a sensitive period when: 1) the environment has particularly strong influences on brain and behavior and 2) normative changes in brain development can lead to an imbalance between rapidly changing limbic circuitry and relatively slower developing prefrontal circuitry. This imbalance can be exacerbated by both genetic and environmental influences leading to less capacity to regulate emotions and higher risk for psychopathology. We discuss these findings in the context of understanding who may be at greatest risk for psychopathology and when and how to best treat symptoms of emotional dysregulation.
    Journal of Infant Child and Adolescent Psychotherapy 03/2015; 14(1):3-15. DOI:10.1080/15289168.2015.1004889
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    ABSTRACT: In this article we first contextualize and then outline a model of TFP adapted for working with adolescents with Borderline Personality Disorders. We discuss how to take the normal developmental challenges of adolescence, such as separation-individuation in consideration, and how to support this in the context of the therapeutic work, while at the same time stimulating curiosity through clarification and confronting the adolescent with self-defeating and destructive patterns and dangerous behavior. Furthermore, we give examples of working with split-off parts of self and other representations through clarification to increase self-awareness and confrontations with contradictions within the adolescents communication and nonverbal behavior, with the aim of facilitating the integration of identity.
    Journal of Infant Child and Adolescent Psychotherapy 03/2015; 14(1):98-110. DOI:10.1080/15289168.2015.1006008
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    ABSTRACT: In this article I discuss certain modifications in technique that I applied working with borderline adolescents that enabled me to preserve the therapeutic bond and which, in my opinion, allowed me to obtain successful results. The differences with classical analysis are clear cut and concern, for example, the setting, the frequency of sessions, the nature of the transference, and modes of interpretation. It is important to keep our dialogue with the adolescent alive and avoid long silences that can be destructive. Part of the analyst’s work, in fact, consists in loaning his/her “images” (the product of his/her mind or imagination) to the concreteness of the patient. In the session these images seize something that is already present in the adolescent’s narrative as a creative hint to be developed that the analyst sees in the dialogue and deposits as a seed in his/her mind and which gives rise to a fruit produced by the analytical couple.
    Journal of Infant Child and Adolescent Psychotherapy 03/2015; 14(1):70-81. DOI:10.1080/15289168.2015.1004881
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    ABSTRACT: Borderline personality disorder can be assessed in adolescence mainly through a dimensional approach that takes into account strengths and weaknesses of emerging personality patterns. Clinical interviews could help clinicians to gather information about adolescent’s functioning, fostering therapeutic alliance and promoting a mentalizing stance during the assessment of borderline adolescents. In this article, the Interview of Personality Organization Processes in Adolescence (IPOP-A) is presented through clinical case material to show its usefulness in clinical and research settings. The IPOP-A assesses an adolescent’s emerging personality along three dimensions: identity, quality of object relations and affect regulation. These dimensions are the core of borderline personality in adolescence.
    Journal of Infant Child and Adolescent Psychotherapy 03/2015; 14(1):82-97. DOI:10.1080/15289168.2015.1003722
  • Journal of Infant Child and Adolescent Psychotherapy 10/2014; 13(4):298-307. DOI:10.1080/15289168.2014.951268
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    ABSTRACT: Hannah Alonim and Allan Schore comment on my article “The Protest of a Six Month Old Girl: Is This a Prodrome of Autism?,” an account of the infant-parent psychotherapy of a baby with attachment problems and possibly autistic defenses. In response, I address the points of convergence and divergence between the commentators and myself: the distinction between attachment disorders and autism, the contribution of the concept of “containment,” and the timeline for the differentiation of self from other. I also reflect on Schore’s and Alonim’s contributions to the cultural landscape of autism research and treatment.
    Journal of Infant Child and Adolescent Psychotherapy 08/2014; 13(3):262-269. DOI:10.1080/15289168.2014.937985
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    ABSTRACT: This article proposes that our understanding of the complex mechanisms of intergenerational transmission of trauma is enhanced by utilizing Wilfred Bion’s theory of group dynamics in looking at family dynamics, as they affect intrapsychic development. Family dynamics are viewed according to the Bionion concept of a “work group,” and its functioning in terms of task, authority, role, and boundary. Freudian and Ferenczi’s contributions to our understanding of identification with the aggressor are included as well. This multilayered and theoretically interwoven approach to the individual and the family group can increase our clinical effectiveness in working with children and families, especially when they are struggling with the effects of collective traumas. Clinical examples of the intergenerational effect of the experiences of the Holocaust on Jewish families and their offspring are explored in detail. The author maintains that this perspective offers potential for working with those whose family history includes collective traumas such as slavery and racism, war-related violence and homophobic reactions.
    Journal of Infant Child and Adolescent Psychotherapy 08/2014; 13(3):169-181. DOI:10.1080/15289168.2014.937975
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    ABSTRACT: This discussion of Christogiorgios and Gianna Kopoulos’ fine case, “School Refusal and the Parent-Child Relationship: A Psychodynamic Perspective,” focuses on the young adolescent’s overall development during his emotional crisis. I pay particular attention to the patient, Peter’s, growth as a young man, his relationship to other males—including his father, and his anxious engagement with his peers. My purpose is to contextualize the clinical work within the larger fabric of Peter’s life.
    Journal of Infant Child and Adolescent Psychotherapy 08/2014; 13(3):198-201. DOI:10.1080/15289168.2014.939030