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Analysis of psychodynamic interventions in the treatment of a child diagnosed with post-traumatic stress disorder
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Text
TitleInfo
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Title
Analysis of psychodynamic interventions in the treatment of a child diagnosed with post-traumatic stress disorder
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.17614
Identifier
ETD_1404
Language
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eng
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theses
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Topic
School Psychology
Subject
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(authority = ETD-LCSH)
Topic
Child psychiatry
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Post-traumatic stress disorder
Abstract
A 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.
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.
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viii, 117 pages
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Psy.D.
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Includes bibliographical references (p. 85-93).
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Hirose
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Scott D.
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Scott Hirose
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McWilliams
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Nancy McWilliams
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Chazan
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Saralea
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Saralea Chazan
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Menzel
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Barbara
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Barbara Menzel
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Stanley
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Rutgers University
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Graduate School of Applied and Professional Psychology
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2009
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2009-01
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Identifier
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doi:10.7282/T3028RWK
Genre
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ETD doctoral
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Open
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Scott Hirose
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Rutgers University. Graduate School of Applied and Professional Psychology
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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