Journal of Infant Child and Adolescent Psychotherapy (J Infant Child Adolesc Psychother )

Publisher: Taylor & Francis


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.

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  • 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
  • OCLC
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • 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 for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • 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
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: School refusal brings children into conflict with the immediate family, the school, and the community, thus affecting their social and psychological well-being. School refusal may be an emotional problem of the child that is closely associated with unresolved dependency relationships, usually with the mother. The nature of this pathology can be meaningfully understood from a psychoanalytic perspective, which is presented in this article, accompanied by a case presentation. Central to this pathology are hostility issues expressed in transference and counter-transference, which often perplexes adults who are close to the child. Parents, educators, and health care professionals might overlook the actual emotional cause of the problem and respond with anger, forcing the child to return to school. However, school refusal requires comprehensive psychosocial interventions at the individual level and at the level of relationships among the child, the family, and the school.
    Journal of Infant Child and Adolescent Psychotherapy 08/2014; 13(3):189-192.
  • Journal of Infant Child and Adolescent Psychotherapy 05/2014; 13(2):89-97.
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    ABSTRACT: Play, so suited to holding multiplicity, was given a full range of articulation in this engaging paper, “Mummy at the Door,” from the literal physical dimension, such as the materials used, masking tape, rope and string, to the symbolic level, elucidating the metaphors expressed through their use. Simultaneously, play served as the frame, moving from working with each individual member of the family to registering the implicit relational dynamics among family members. Play defined the fluid, nonlinear systemic process that met the needs of a young boy’s therapeutic journey through developmental and real life challenges. As a result, we are treated to a moving portrait of a therapeutic process, without which it is hard to imagine this young boy growing up.
    Journal of Infant Child and Adolescent Psychotherapy 05/2014; 13(2):164-168.
  • Journal of Infant Child and Adolescent Psychotherapy 09/2013; 12(3):228-243.
  • Journal of Infant Child and Adolescent Psychotherapy 04/2013; 12(2):134-137.
  • Journal of Infant Child and Adolescent Psychotherapy 04/2013; 12(2):84-99.
  • Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):169-171.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The author presents a perspective on school psychological services, beginning with the assessment process, that focuses on parent and teacher consultation. The paper outlines a focal shift from the individual child to the parental and systemic life in which the child is embedded. The role of the school psychologist is conceived as, primarily, consultative and collaborative in nature. Collaborating with parents and teachers in the assessment process involves mutual exploration and information gathering and reflects a paradigmatic shift from individual analysis to the analysis of dyadic and systemic parent-child and family-school relationships. Understanding parents' and teachers' perspectives and needs, providing a supportive, collaborative environment, and serving as a conduit between the family and the school is seen as vital to the role of the school psychologist.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):257-271.
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    ABSTRACT: This paper discusses practical ways that school psychologists can influence schools to be effective holding environments for students and faculty members. A holding environment is one that fosters the natural maturation and development of the full potential of each child. In such an environment security is bolstered and learning is optimized.The concept of a holding environment emerged from and has been expanded upon by psychodynamically oriented writers and clinicians. Donald Winnicott's work on holding and Peter Fonagy's writings on mentalization are central to the themes presented. An emphasis is placed on translating these concepts into mentalization-based classroom interventions that can foster children to be more aware of the emotions of others while they also develop greater self-awareness and self-regulation skills. Case material and examples of mentalization inspired interventions are given. When a holding mindset is introduced into the school community by the school psychologist, there is an opportunity for faculty members, administrators, parents, and students to internalize this form of emotional attunement and for the school to develop a holding attitude.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):205-216.
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    ABSTRACT: Learning disorder is co-morbid with attention deficit/hyperactivity disorder, and both are interwoven with neurotic factors (Gilmore, 2000). Deficits in thinking and attention affect a child's adaptation and sense of self. However, the child's sense of self, anxiety, and neurotic defensive structures effects thinking and capacity for attention. Tutoring, school placement, medication, and cognitive behavioral interventions are all helpful in correcting for weakness in cognition and attention. Only a psychotherapeutic relationship with a dynamic perspective can address the neurotic impairment in executive functions of the ego. The interpretive process builds insight into maladaptive personal and social defenses and helps the child grow healthier defenses that more effectively support attention and cognition. Work with transference and countertransference over time fosters internalization of integrative functions. I will give a sequence of vignettes from a single play session consultation with a child who had been treated effectively for cognitive disorders and hyperactivity and whose play demonstrates the presence of neurotic factors that require treatment.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):238-250.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The current trend in school psychology toward a model of practice that follows specific guidelines and puts its emphasis on streamlining procedures and management practices has limited the role of school psychologists to that of data processors responsible for facilitating the implementation of specific policies. By focusing primarily on the objective and quantified and eschewing the subjective, school psychologists end up proposing interventions and participating in decisions without first articulating who the student is and how he experiences himself as a learner. Without attending to the “language” of the student's symptoms and what his acts create for him and generate in others, school psychologists may inadvertently contribute to interventions that fail to reach the student and bridge the gap between his acts and his capacity to reflect on his experiences.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):177-189.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Encounters with adolescence and its quest for truth, beauty, and thought can be used as a psychoanalytic framework in understanding the education of the helping professions. A significant conflict resides in the state of professional knowledge toward psychical life that tends to be expressed as alienation between developmental theory and pedagogy. I treat my undergraduate teacher education course The Adolescent and the Teacher as a psychoanalytic case study on the developing education of adults who grew up within the school system and return to work there. The paper focuses on problems in teacher education, an area hardly considered as affecting the imaginary of school psychology, counseling, and social work, and discussions about the nature of adolescence, yet provides a commentary on the impossible professions dedicated to education. The discussion leans on the psychoanalytic idea that adults working in schools are subject to their adolescence—elemental sets of internal conflicts, phantasies, and defenses—that return in professional knowledge as demands for certainty and as a belief that learning is a tonic to conflict as opposed to conflict's delegate. Working with Kristeva's (2007) formulation of “the adolescent syndrome of ideality,” the paper speculates on psychical life as our most radical relation to the self and other. Yet in this meeting a kernel of alienation is carried into responses to conflicts in the structure of schooling, self/other relations, the arrangement of professional knowledge, and reaches into the confusion between phantasies of a profession and the daily imperatives to act with certainty.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):272-283.
  • [Show abstract] [Hide abstract]
    ABSTRACT: An integrative psychotherapeutic approach which aimed to reduce the number of early school suspensions in children ages 3–7 is described. The Primary Years Project, a collaborative effort between the Anna Freud Centre and five public primary schools in London, England, seek to provide a comprehensive approach to early emotional and behavioral difficulties within the school environment. Several modalities of treatment were developed in order to accommodate the needs of young children and their caregivers. A vital component of the project was the emphasis on involvement and support of school personnel during the process of referral, assessment and intervention. A developmental psychodynamic approach framed all interventions with an emphasis on providing an ego strengthening experience. The use of the psychotherapist as a new developmental object was vital for the application of mentalization based interventions with children, parents and teachers. By focusing on the relational dynamics in the context of children's challenging behaviors, the project seek to activate participants' reflective functioning, thus promoting a more collaborative and mentalizing system around the child.This project was partly funded by the Lehman Brothers Charitable Foundation, the Equitable Trust in the United Kingdom, and private donations. All schools contributed financially as well to the funding process. Although two of the authors no longer reside in the United Kingdom, the Primary Schools Project continues to run in three local schools under the direction of Marta Cioeta at the Anna Freud Centre.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):190-204.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In-public education school psychologists can provide an invaluable service for children, families, and the community. Tragically, children are coping with an extraordinary range of mental health needs. Such issues as adolescent aggression, depression, attention deficit hyperactivity disorder, autism spectrum disorders, drug and alcohol addictions, and family dysfunction represent a sampling of problems. While cognitive assessment and behavioral rating has remained a cornerstone of training, many facets of personality assessment have been less of a focus for school psychology training and practice. Unfortunately, the reticence of school districts to allow school psychologists to provide personality assessments and the reluctance of training programs to teach personality assessment has resulted in a dearth in the identification of personality issues. This article reviews key issues impacting children's mental health and considers differing personality assessment models available for implementation in school practice.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):229-237.
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    ABSTRACT: This paper considers the complexity inherent when providing agency contracted school-based psychotherapy, in particular, psychoanalytic psychotherapy in predominantly general education public schools. General historical background of school-based treatment is noted, but the author's focus is on these services in the San Francisco Bay Area. The author's methods for constituting contractual school-based psychotherapy training programs are elaborated. Considered an integral part of training interns for this type of work, the author introduces a School Analysis method that attempts to capture the psychodynamics of the entire school culture in which the practioner is about to enter. The adequacy of school-based psychoanalytically oriented treatment and the effects of the school setting on the integrity of psychotherapeutic efforts are also discussed. Recommendations for effective contracted school-based psychoanalytic psychotherapy are included.
    Journal of Infant Child and Adolescent Psychotherapy 07/2012; 11(3):284-296.