Stephanie Cooke PTSTA Talking about Emotional Regulation at a from a clinical perspective.
Child Psychotherapy Assessment
When assessing Children and young people, the theories below, provide me with a indepth level of understanding to the specific needs, and vulnerabilities ,of the Children and young person, at the level of development they present.
For example Bowlby’s Attachment Theory provides me with an understanding of the child/young persons Attachment style, behaviours and beliefs, how they are formed, and the impact thereof.
Mahler’s theory informs me as to the Separation and Individuation and Rapprochement Issues, and the possibility of developmental delay.
Stern’s theory gives me insight and informs me as to the inter-subjective experience of the child/young person and hence, the creation of self, through their interpersonal experience.
I take into consideration transitions and how they are managed, as this may also impact development. I consider the impact of trauma and abuse and how this may also impede development.
As a Transactional Analysis Child and Adolescent Psychotherapist ,my guiding principals are people can be responsible for their choices and thoughts, people are OK, worthwhile, deserve to be treated with dignity and make positive decisions about their lives.
When I’m working with children and young people, I am aware that their view 0f the world is often distorted by the adults who are responsible for their welfare.
When assessing children and agreeing what work needs to be done to address this, I will endeavor to involve the parents or carers, who may have contributed to the child or young persons dysfunctional behaviour.
When working with Children and Adolescents, I value and place importance on developing an alliance with Parents and involving them in the work I do with their Children, when and if it is deemed necessary. This involvement is often key to the work and essential to facilitating change. I work with the parents contractually and with agreement from the child or young person.
Essential to the work, I also consider the importance of peer, community and cultural influences, and take into account how this may have an impact.
I uphold the view that in any therapeutic relationship it’s essential to consider the dynamics of power and the transference and counter transference issues. To this end I have regular therapy and supervision in order that I can look at my process and any barriers to communication, and develop my knowledge to enhance my practice.
When working with children and young people; I am aware that there is often an invisible third party in the room. For example, the parent or parents, school or an agency that the child or young person is involved with will more often than not refer the child or young person for therapy. It is often the case therefore; that the child or young person is attending therapy because another party or person has decided that it will be helpful for them to do so. It is not always the case that client themselves request or initiate the referral.
This could cause problems, as there may be a conflict of expectations between the referrers, and or the child/young person. Sometimes they may even feel coerced or even forced to be there. It is important therefore, for all parties concerned that there are clear identified roles from the outset, whereby I make clear what I am there for and what I’m prepared to do. I then check out what the others are there for and what they want and then agree what is feasible for us all to achieve.
I also talk about potential for sabotage, what form it may take and how this may be addressed. A three-cornered contract is essential to ensure all parties have a clear understanding of the work to be undertaken; boundaries are outlined and agreed from the onset regarding the work. I ensure to the best of my ability that I keep client confidentiality; I also make it clear and have an agreement from the onset within the three cornered relationship, when it is necessary for information to be shared. There are times for example, when keeping such confidences is not in keeping with the child’s best interests, which need to be kept as paramount.
As with all my clients, I keep any notes, either handwritten or electronically stored, or work produced by the clients themselves, confidentially locked in a cabinet or encrypted on a PC, in accordance with the Data Protection Act, (1998). These records are kept after the work has been completed for up to seven years, unless it is required by law to keep them longer, e.g. in child protection cases.
When commencing the work with children and young people, an initial meeting is convened with all parties concerned. In his meeting I usually contract with the child and young person and their carers for a 4-6 week Assessment, after which we will meet for a review and agree what work needs to be done and contracted for, and the continuation of the therapy.
In this meeting we discuss how this will be done, i.e. how long for, when and where, andhow often.
At all times, I include the child or young person in this agreement, with the optionfor them to choose at any time to stop the work and say no to me.
The age range that I work with are children and young people between the ages of eight to seventeen. I employ various techniques such as, role play, art therapy and creative play toys for the younger age range. These tools enable both myself and the child or young person to have a better awareness of themselves and experience of relationships and the world.
I work relationally and to this end, with the use of transference, my aim, is to gain a better understanding of their subjective experience and thus facilitate the client to co-create a more integrated sense of self. Throughout the therapeutic relationship, I take into account and work with the presenting age of the client, as this may not be commensurate to their chronological age.
This informs me as to their developmental deficits, attachment patterns, and at what level to pitch the work.
I also am very interested in neurobiology ,and the impact that early care has onthe developing brain, and how this may have a lasting affect.
To this end I have read work recently written regarding working with children and young people, by Sue Gerhart(Why love matters) and Margo Sunderland (What every parent needs to know)
and the work of Alan Schore. This informs my work and influences the way that I assess,diagnose and treatment plan.
S Cooke 2014
Diploma for pre qualified Psychotherapists–Children and Young People (Two years -one weekend a month)
Year One
Module One
Day One Introduction to the course/Theories regarding Development during pregnancy
Day Two Conception/Gestation/Beginnings of life/Trauma of birth
Module Two
Day One The New Born Child/ Daniel Stern’s Theory of Development
Day Two Mahler’s Child Development Theory/ Object Relations Theory
Module Three
Day One Attachment Theory
Day Two Attachment Theory/Neuroscience
Mid week 2 day Module
Working Creatively with Children and Young People
Module Four
Day One Neuroscience
Day Two Interdisciplinary/Multi Agency Working
Module Five
Day One Relationships and Identity/
Day Two Contracting/ Assessment Process With Children
Transference and Counter Transference
Module Six
Day One Transitions/The Looked After Child
Day Two Social, Ecological and Faith Issues impacting on Children and Adolescents
Module Seven
Day One The Prepubescent Child/Moving Towards Independence and The Teenage Years
Day Two Adolescent Developmental Theories
Module Eight
Day One Safe Guarding Children Part One/Good Parenting Part Two
Day Two Working with Children Who Have Experienced Sexual Abuse/Abuse/Violence
Module Nine
Day One Theory Of Change
Day Two Assessment Process With Adolescents
Projective Identification and The Erotic Transference/GSA
Module Ten
Day One DSM 5
Day Two DSM 5
Other requirements
Mid week work shop on Creative Play 2 days
Practical Placement Year One Excluding parallel obligations
Placement/Working with Children/Young People to Begin
20 hours Baby/Toddler Observations
Journal of Observations to be kept
Journal of Personal Awareness and Development to be written
End of year essay to be written using child development models and the journal of observations.
Year Two
Module One
Day One Special Educational/Physical Needs
Emotional, Social and Behavioural Needs
Day Two Children/Adolescents and School
Module Two
Day One Bullying (Including cyber-bullying)
Day Two Self Harm/Harm to Others
Module Three
Day One Puberty and Sexual Awakening
Day Two Heritage and Identity/ Diversity and Culture
Mid week 2 day Module
Working Creatively with Children and Young People
Module Four
Day One Envy/ Shame
Day Two Children and Adolescents with Challenging Behaviours/
Working with the Oppositional Child
Module Five
Day One Working With Traumatised Children and Adolescents/ Working With
Day Two Group Therapy with Children/Group Therapy with Adolescents
Module Six
Day One Life Scripts/ Creative Adjustments Prior to Adulthood
Day Two Three Way Contracting and Family Work
Module Seven
Day One Safe Guarding Part 2/Good Parenting Part 2
Day Two Social, Ecological and Faith Issues impacting on Children and Adolescents
Module Eight
Day One Understanding Research
Day Two Working with Children/Adolescents with Sexually Harmful Behaviours/ Trans-generational Abuse
Repetition/Reparatio
Module Nine
Day One Interdisciplinary/Multi Agency Working/ Child Protection Legislation/ Children and Adolescent Laws
Day Two Family Constellations/Working with Parents and their chil
Module Ten
Day One Good Endings
Day Two Good Endings
Other Requirements
Mid week work shop on Creative Play 2 days
Practical Placement Year Two. Excluding parallel obligations.
20 hours observation adolescent learning difficulties/ physically disabled
Journal of Observations to be kept
Journal of Personal Awareness and Development to be written
Working with both child and adolescent clients
Minimum of 10 days experience in a children or adolescent mental health service, to include a children in crisis setting within a professional service.
Essay Case study, using journal of observations.
For Prospectus and other information contact Manchester instiitute for Psychotherapy on 0161 862 9456 or e mail –bob@mcpt.co.uk
This course carries full accreditation by MIP and EIATYP
Starting date October 2015–we are taking applications now
Low Cost Therapy
Low Cost Assessments are held face to face at the Manchester Institute.
Do you need Psychotherapy and Counselling but can’t afford it?
Our Low Cost Clinic is a unique scheme within the Psychotherapy and Counselling world – where Counselling and Therapy is offered to people from low incomes, for a period of six months.
This is through a low cost placement at the Manchester Institute for Psychotherapy.
The therapists who run the Low Cost placements are taken from our advanced psychotherapy training programme, and will all have been endorsed by the Manchester Institute with respect to offering placements.
Therefore opening Therapy up to sections of the society who cannot afford private Psychotherapy.
If you think you would benefit from having Psychotherapy, but are on a low income, – please contact the Institute by phoning 0161 8629456 and mention you want low cost therapy, or contact us by using our contact form here.
You are eligible for low cost psychotherapy scheme if your Individual or family income is under £16,000
Also see .More information re-above –on our sister website.
Http://lowcostpsychotherapy.co.uk and click to watch our low cost video
Richard Erskine – Talking about Attachment Styles
Richard Erskine – Talking about Attachment Styles in Psychotherapy
Petruska Clarksons ideas on Transference
In this video Rory Lee 0akes Talks about Transference-and Petruska clarksons model.
Adult Attachment interview
In this video Karen burke takks about Adult Attachment Theory.
Therapy with the Child Ego State
In this video Bob Cooke TSTA talks about how to reach the Child Ego State, in the Therapy process From a Transactional Analysis Psychotherapy framework.
Integrative psychotherapy- Theory and methods
In this video Bob Cooke TSTA looks at the idea of Integrative Psychotherapy- it’s theory- models and methods.
the Integrative psychotherapy model that Bob describes in this video is taken from Richard Erskine’s ideas of integration and Integrative Psychotherapy.
Monthly seminars at MIP
In this video Bob Cooke and Karen Burke talk about the monthly seminars which are held at the Manchester Institute for psychotherapy on the first Friday of every month.
