The result of three decades of psychoanalytic work with children and adolescents, this book takes a fresh and empathic look at the pervasive developmental disorders in childhood and adolescence, describing their many manifestations through the presentation of particularly representative clinical cases, in pages of high scientific rigor but also of simple and poetic language.
What to Do if the Mind Does Not Develop? speaks both to the specialist and researcher and to the reader who is simply interested in the topic, thanks also to a glossary of the more difficult technical terms. The text offers valuable psychoanalytic observations on the cognitive and emotional difficulties of these patients that may help physicians, teachers, and parents to develop a better and deeper understanding of their true psychology.
Reviews and Endorsements:
"Reading this book has provided a much-needed injection of faith in the future of our discipline, and it is well known how scarce this opportunity has become at a time when psychoanalytical thinking has been transformed into something that frequently departs from what our teachers in the 1960s and 1970s conveyed through their admirable inspiration and sensitivity, so that at times the core values of psychoanalysis become unrecognizable. This volume encompasses an impressive body of knowledge that has been accumulated throughout the author's life and is didactic, consistent, articulate, sensitive, and intelligent."
- Dr. Alberto Hahn, from the Preface
Table of Contents:
About the Author
Preface—Dr. Alberto Hahn
Part I: Method of Enquiry
Introduction to Part I: On psychoanalytic psychotherapy with patients suffering from pervasive developmental disorders
1) The mind model of child psychoanalysis in clinical work with children
2) An example of psychoanalytic consultation with children: the clinical case of Carlotta (C)
3) The eyes and the mind (1): on the observational processes in clinical work with children
Part II: Clinical Findings
4) What can be done if the mind does not develop? Encountering bi-dimensionality and absence of meaning while working with child and adolescent psychotics
5) Is it possible to interpret autistic material in the way we interpret dreams?
6) Thomas (T), the child trapped in a “deaf and dumb” Pinocchio-like body: in between a disembodied mind and a dehumanised body
7) Suzanne (S), a Goldilocks-like spiteful little girl: the growth of a new concept of self through the birth of imagination
8) Rebecca (Re), the child kissed by the Snow Queen: lifeline and perspective as symbolic forms
Part III: Implications
9) The eyes and the mind (2): the exercise of knowing the self and the other
10) In the clearing of being: the difficult discovery of shared meanings in the process of weaning from therapy in a patient suffering from pervasive developmental disorder
Appendices A to K: Areas of conceptual and methodological development
About the Author:
Roberto Bertolini has a degree in medicine and specialized in neurology at the Catholic University in Rome and in Child Psychotherapy at the Tavistock Clinic in London, where he was for many years a visiting teacher for the program "Work with disruptive adolescents". He is a teacher of the Scuola Quadrenniale in Child Psychotherapy of the Centro Studi Martha Harris in Florence, and tutor of the Tavistock model Courses in Observational Studies and Child Mental Health in Italy. He conducts training and clinical supervision for operators of mental health and social services. He is also the author of a number of books on child development and primitive psychopathology.