Psychological Mindedness in the Face of a Learning Disability: The Utility of Play

Tuber, Steve

doi:10.1080/15289168.2015.1064260

Cited by 2 publications

(2 citation statements)

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“…She could create a symbol and could hold two tracks in her mind and was also confident enough to seek to elicit a reaction in the other with what she created. Tuber (2015) did not make any transference statements and did not interpret her play. Instead he helped her by conveying his interest in her play and his curiosity at her ideas.…”

Section: Annotating Stories and Creating A Semiotic Laddermentioning

confidence: 98%

“…Another still-untapped mode of engagement may be seeking to expand the child’s narratives, however short or confusing the child’s play might be. Tuber (2015) offers a wonderful account of how his ability to facilitate the play of Lisa, a 7-year-old girl with learning disabilities, transformed the session into a surprising encounter that enabled her to present a more playful side and to communicate with the help of five words she wrote on separate pieces of paper her learning issues and her desire to spell and write. Lisa did not present with ADHD symptomatology but displayed a similar tendency to avoid what was unpleasant to her and, one can assume, what she could not attend to.…”

Section: Annotating Stories and Creating A Semiotic Laddermentioning

confidence: 99%

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From Jackson Pollock to psychic blades: Climbing the semiotic ladder in working with children with attention-deficit/hyperactivity disorder.

Sapountzis

2020

Psychoanalytic Psychology

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Psychodynamic psychotherapy has not been considered to be the treatment of choice for children with an attention-deficit/hyperactivity disorder (ADHD) diagnosis. In fact, as Gilmore ( 2000) and Salomonsson ( 2004) have pointed out, psychoanalysts are reluctant to accept children with such symptom presentation for treatment. Over the past 15 years, however, a number of articles have offered a better understanding of the subjective states of children with ADHD and provided evidence that psychoanalytic-and psychodynamic-based interventions can be effective in reducing many of the symptoms children with ADHD display while also increasing their capacity to reflect on their own experiences and the mental states of others.

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Section: Annotating Stories and Creating A Semiotic Laddermentioning

confidence: 98%

Section: Annotating Stories and Creating A Semiotic Laddermentioning

confidence: 99%