Inducint therapeutic changes in children by creating poems
APA 6th Edition
Rička Žauhar, Z. (2014). Inducint therapeutic changes in children by creating poems. Klinička psihologija, 7 (1-2), 56-56. Preuzeto s https://hrcak.srce.hr/169572
MLA 8th Edition
Rička Žauhar, Zrinka. "Inducint therapeutic changes in children by creating poems." Klinička psihologija, vol. 7, br. 1-2, 2014, str. 56-56. https://hrcak.srce.hr/169572. Citirano 23.05.2022.
Chicago 17th Edition
Rička Žauhar, Zrinka. "Inducint therapeutic changes in children by creating poems." Klinička psihologija 7, br. 1-2 (2014): 56-56. https://hrcak.srce.hr/169572
Rička Žauhar, Z. (2014). 'Inducint therapeutic changes in children by creating poems', Klinička psihologija, 7(1-2), str. 56-56. Preuzeto s: https://hrcak.srce.hr/169572 (Datum pristupa: 23.05.2022.)
Rička Žauhar Z. Inducint therapeutic changes in children by creating poems. Klinička psihologija [Internet]. 2014 [pristupljeno 23.05.2022.];7(1-2):56-56. Dostupno na: https://hrcak.srce.hr/169572
Z. Rička Žauhar, "Inducint therapeutic changes in children by creating poems", Klinička psihologija, vol.7, br. 1-2, str. 56-56, 2014. [Online]. Dostupno na: https://hrcak.srce.hr/169572. [Citirano: 23.05.2022.]
In the therapeutic work process with children and their parents, it is very important to break the patterns supporting the problem. The method presented in this paper has developed though determining the best approach to family dynamics and the least intrusive intervention for solving the problem which motivated the family to seek help,
with the aim of therapeutic change and research. The process of creating poems for the purpose of inducing therapeutic change as the part of the overall therapeutic process, enables these changes through an indirect and creative approach. Combining conscious
and unconscious learning, through dialogic play and dialog therapy, the therapist, child and family work toward the desired change. The process of creating poems is defined by the authenticity and uniqueness of each client as well as the therapist, and in that sense there are no two identical approaches, although the starting point could be the same symptomatology. The method can be applied in children aged 4 to 10/11 years taking into consideration individual variations due to intellectual and emotional maturity and can be used in the following difficulties and states: enuresis nocturna,
different fears, impulsive behaviour, obsessive-compulsive acts, certain psychosomatic disturbances and in postoperative recovery of the child after certain surgical interventions. The described therapeutic method has proven efficient in the context of the
overall therapeutic process. Effects of the therapeutic process have been described, as well as its usefulness in the context of psychotherapeutic work. Suggestions for determining new dimensions of the described method have been given.
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