AN APPLICATION OF THE PRINCIPLES OF PSYCHOANALYTIC DEVELOPMENTAL PSYCHOLOGY TO THE TREATMENT AND EDUCATION OF SEVERELY EMOTIONALLY DISTURBED CHILDREN (CHILD PSYCHOPATHOLOGY, EGO DEVELOPMENT, EARLY CHILDHOOD).
The purpose of this study was to explicate the major principles of the theory of Psychoanalytic Developmental Psychology by: (1) identifying and theoretically explaining the concepts and, (2) operationally defining them. A Compendium of major concepts was developed, extrapolated from the body of work by Mahler, Jacobson, Spitz, Hartmann, and the Blancks. The operational definitions of the major concepts of Psychoanalytic Developmental Psychology are sequenced according to the normal developmental phases of early childhood, i.e., autistic, symbiotic, and separation-individuation. The operational definitions integrate theory with the behavioral manifestations of the child, to enable the teacher to recognize and identify the behavior seen and to further understand the underlying dynamics of such behavior. The three syndromes of early childhood psychosis are defined. Diagnostic criteria are integrated with psychodynamic and behavioral explanations of the three syndromes of infantile psychosis, i.e., Primary Autism, Secondary Autism, and Symbiotic Psychosis. The behavioral characteristics manifested by severely emotionally disturbed children are described. Three clinical case studies illustrate the three major syndromes of early childhood disturbance, the infantile psychoses. Theory, behavior, and the process of development have been integrated through the case material. The phase of development attained by the child and the critical developmental issues for each case are discussed. The developmental process is examined by focusing on concepts and principles relevant to the specific phase of development the child had originally attained (prior to treatment intervention), and the phase the child was working on and attempting to master in treatment. These materials were designed to have a three-fold purpose: (1) The major principles of development, as operationally defined, could be utilized as the theoretical base in the training and educating of special education teachers. (2) The material could be used in conjunction with the training of teachers to work with the designated child population. (3) The material could be used as a reference for the teacher subsequent to completing a training program or course. Source: Dissertation Abstracts International, Volume: 46-02, Section: B, page: 0635. Thesis (Educat.D.)--Fairleigh Dickinson University, 1984.
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