Drawing on the teachings of D.W. Winnicott and John Bowlby, who helped revolutionize thinking about relational psychology, To Hold and Be Held integrates the concepts of the ‘holding environment’ and attachment theory and describes how they are applied in a clinical setting. It also uses metaphor to both derive meaning from the language of the therapeutic process and to apply that meaning within a systems framework to effect significant therapeutic change.
As the number of children with complex problems increases and the facilities to treat and manage them decrease, schools are left with few resources to cope. Professionals such as teachers, psychologists, social workers, and counselors need a new framework in which to think about and advocate for services for these children. To Hold and Be Held describes the creation of a system of working that not only holds the child and his family, but also holds the larger system as well – a system in which therapeutic services are integrated at all levels and implemented in public schools in a way that supports all those involved. This is not only a unique and successful way of working with children and their families, but a timely one as well.
Table of Contents
Hauptman, Foreword. Acknowledgments. Introduction. Part I: Philosophy and Application. Therapeutic Philosophy. Part II: The Holding Environment at Community Therapeutic Day School. Diagnostic Evaluations. The Development of an Individualized Educational Plan. Treatment: The Holding Environment's Building Blocks. Part III: Creating a Holding Environment in Public Schools. The Parents. Therapeutic Aides and Teachers. Individual Psychotherapy and Adjunct Therapies. Part IV: Case Studies. George. Kate. Bill. Matthew. Part V: Public School Case Studies. Melinda. Nathaniel. Van. Jonah. Sebastian. Bernadette. Conclusion. Epilogue. Appendix. Endnotes. References. Index.
Daniel K. Reinstein, Ph.D., is Clinical Director and Inclusion Program Director at the Community Therapeutic Day School in Lexington, Massachusetts, where he has been working as a clinical psychologist since 1981. In his current role, he has either worked directly or supervised work with hundreds of children and their families over the last 25 years. Dr. Reinstein has published widely in the area of brain research and has been the recipient of numerous awards and grants. He has trained in family systems work at the Family Institute of Cambridge and has published numerous clinical articles in newsletters. His work in the Boston area public schools is respected and valued and the programs he has directed have helped over a hundred children succeed in mainstream settings. He has given many lectures and workshops on a variety of clinical topics, particularly the role of inclusion for children with complex psychiatric and neurological disorders.