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Analysis of psychodynamic interventions in the treatment of a child diagnosed with post-traumatic stress disorder
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Hirose, Scott D.. Analysis of psychodynamic interventions in the treatment of a child diagnosed with post-traumatic stress disorder. Retrieved from https://doi.org/doi:10.7282/T3028RWK

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TitleAnalysis of psychodynamic interventions in the treatment of a child diagnosed with post-traumatic stress disorder
NameHirose, Scott D. (author); McWilliams, Nancy (chair); Chazan, Saralea (co-chair); Menzel, Barbara (internal member); Messer, Stanley (dissertation committee member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2009
Other Date2009-01 (degree)
SubjectSchool Psychology, Child psychiatry, Post-traumatic stress disorder
Extentviii, 117 pages
DescriptionA search of the psychoanalytic literature for support of evidence-based treatments for children with PTSD favored cognitive-behavioral approaches over supportive and expressive psychodynamically-informed treatments. This study attempted to provide a
possible model for the use of a psychodynamically-informed case study. One child was selected to study. The child was previously in treatment with this writer for four years.
Over the course of roughly three months, pre-treatment measures were taken. The child's teacher completed the Child Behavior Checklist Teacher Report Form (CBCL-TRF) (Achenbach, 1966) and the Self-Perception Profile for Children (SPCC) (Harter, 1985).
The measures were repeated at the conclusion of the study. Three sessions were videotaped roughly one month apart from one another and coded using the Child Play Therapy Instrument: Adaptation for Trauma Research (CPTI-ATR) (Chazan & Cohen, 2003). While the child's self esteem rose as measured by the SPCC in several areas, his levels of acting out behaviors and depression as measured by the CBCL-TRF increased.
According to the CPTI-ATR, the child used play activity adaptively and had fewer regressions during his play activity. This is not an outcome study as the treatment is ongoing. It is a process study of how on one level symptoms have not changed significantly as yet. However, on another level, the domain of play, a window has opened on a process of change. Behavioral changes may be dependent upon situational changes. More research is needed to understand the process underlying supportive and
expressive psychodynamically-informed treatment of post-traumatic stress disorder in children. Specifically, future studies should follow the course of treatment over a longer period of time.
NotePsy.D.
NoteIncludes bibliographical references (p. 85-93).
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3028RWK
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
RightsThe author owns the copyright to this work.
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