Psychotherapeutic interventions in families with children with disabilities: Principles and rationale of the ecosystemic psychodynamic model

PDF (ελληνικά)
Published: Oct 15, 2020
DOI: https://doi.org/10.12681/psy_hps.23722
Keywords:
Families with children with disabilities Psychotherapeutic interventions Ecosystemic Psycho - dynamic model
Ηλίας Ε. Κουρκούτας
Abstract

The purpose of this paper is to present the development of family centered
approaches and intervention models focusing on families with children with
various forms of disability. In addition, the key principles, the rationale and the techniques of the psychodynamic ecosystemic model targeting families with children with particular difficulties or disabilities, will be presented. The present model aims at helping families and children with disabilities at risk for the development of secondary psychosocial disorders. Finally, intervention difficulties, as well as family problems that professionals working with this model are facing will be discussed.

Article Details
  • Section
  • SPECIAL SECTION
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal PSYCHOLOGY adopts a Platinum open-access policy. Submission, processing or publication costs are waived by the Hellenic Psychological Society. Papers published in the journal PSYCHOLOGY are licensed under a 'Creative Commons Attribution-ShareAlike 4.0 International' licence. The authors reserve the copyright of their work and grant the journal the right of its first publication. Third-party licensees are allowed to use the published paper immediately after publication as they wish, provided they retain the defined by the license copyright formalities, regarding the reference to its author(s) and its initial publication in the journal PSYCHOLOGY. Moreover, any adjusted work should be shared under the same reuse rights, so with the same CC license.

Downloads
Download data is not yet available.
References
Adamson, W. C. (1979). Helping parents o children
with learning disabilities. In L. Baruth & M. Burggraf
(Eds.), Counselling parents of exceptional children.
Guilford, CT: Special Learning Corporation.
Baruth, L., & M. Burggraf, M. (Eds.) (1979).
Counselling parents of exceptional children.
Guilford, CT: Special Learning Corporation.
Block, A. W., & Block, S. R. (2007). Family resources
during the school-age years. In R. L. Gabriels &
D. E. Hill (Eds.), Growing Up with Autism. Working
with School-Age Children and Adolescents (pp.
-182). New York: Guilford Press.
Bromwich, R. (1997). Working with families and their
infants at risk. Austin, TX: Pro-Ed.
Brooks-Gunn, J., Berlin, L, & Fuligni, A. (2000). Early
childhood intervention programs: What about the
family? In J. Schonkoff & S. Meisels (Eds.),
Handbook of early childhood intervention (2nd
ed., pp. 549-89). New York: Cambridge University
Press.
Brunner, E. G. (1998). Family interactions and family
psychopathology. In L. L’Abate, (Ed), Family
Psychopathology. The relational Roots of
Dysfunctional Behavior (pp. 75-93). New York:
The Guilford Press.
Cacciato, G. (2001). I legami familiari negli adole -
scent con syndrome di Down. In T. G. Gallino
(Ed.), Handicap, divorzio, genere e ruolo
sessuale. Quali modelli? (pp. 38-50). Torino:
Boringhieri.
Caldin, R., (2008). L’incontro e la risposta. Accompa -
gnamento e sostegno a genitori con bambini
pluridisabili. Studium Educationis, 1, 71-92.
Carr, A. (2000). Family Therapy. Concepts, process
and practice. New York: Wiley.
Carr, A. (2001). Handbook of Child and Adolescent
Clinical Psychology. A contextual approach (2nd
ed.). New York: Kluwer Academic.
Carr, A. (2009). What works with children and
adolescents? A Critical Review of Psychological
Interventions. London: Routledge.
Chaney, J. M., Mullins, L. L., Frank, R., Peterson, L.,
Mace, L. D., Kashani, J. D., & Goldstein, D. L.
(1997). Transactional patterns of child, mother,
and father adjustment in insulin-dependent
diabetes mellitus: A prospective study. Journal of
Pediatric Psychology, 22, 229-244.
Chethik, M. (2001). Techniques of child therapy:
Ηλίας Ε. Κουρκούτας
Psychodynamic strategies. New York: The
Guilford Press.
Cobb, H. C. (1992). Counseling and psychotherapy
with handicapped children and adolescents. In
D. T. Brown & H. T. Prout (Eds.), Counseling and
psychotherapy with children and adolescents:
Theory and practice for school and clinic settings
(pp. 467-501). Brandon, VT: CPPC.
Day, R. D. (2009). Introduction to family processes.
London: Routledge Academic.
Dishion, T. J., & Stormshak, E. A. (2006). Children’s
lives: An ecological, family-centered approach to
mental health care. Washington, DC: APA Books.
Drotar, D. (2006). Psychological interventions in
childhood chronic illness. Washington, DC: APA.
Dumas, J. E., Wolf, L. C., Fisman, S. N., & Culligan, A.
(1991). Parenting stress, child behavior
problems, and dysphoria in parents of children
with autism, Down syndrome, behavior disorders,
and normal development. Exceptionality, 2, 7-
Dunst, C. J., & Trivette, C. M. (1996). Empowerment,
effective helpgiving practices and familycentered
care. Pediatric Nursing, 22, 334-337.
Emde, R. N., & Robinson, J. (2000). Guiding
principles for a theory of early intervention: a
developmental-psychoanalytic perspective. In
J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of
Early Intervention (pp. 160-178). Cambridge:
Cambridge University Press.
Ferguson, P. M. (2002). A place in the family: An
historical interpretation of research on parental
reactions to having a child with a disability.
Journal of Special Education, 36, 124-131.
Fish, M. C. (2002). Best practices in collaborating
with parents of children with disabilities. In A.
Thomas & J. Grimes (Eds.), Best practices in
school psychology (Vol. IV, pp. 363-376)
Washington, DC: National Association of School
Psychologists.
Fraiberg, S. H., Adelson, E., & Shapiro, V. (1987).
Ghosts in the Nursery: A psychoanalytic
approach to the problems of impaired infantmother
relationships. In L. Fraiberg (Ed.),
Selected Writings of Selma Fraiberg (pp. 100-
. Columbus, OH: Ohio State University
Press.
Fraser, M. W. (2004). The ecology of childhood: a
multisystemic perspective. In M. W. Fraser (Ed.),
Risk and Resilience in Childhood. An ecological
perspective (pp. 1-12). Washington, DC: NAWS
Press.
Gallimore, R., Weisner, T., Bernheimer, L., & Guthrie,
D. (1993). Family responses to young children
with developmental delays: Accommodation
activity in ecological and cultural context.
American Journal on Mental Retardation, 98, 185-
Garbarino, J. (1995). Raising children in a socially
toxic environment. San Francisco, CA: Jossey-
Bass.
Gilkerson, L., & Stott, F. (2000). Parent-child
relationships in early intervention with infants and
toddlers with disabilities and their families. In C.
H. Zeanah (Ed.), Handbook of infant mental health
(2nd ed., pp. 457-471). New York: Guilford Press.
Gonthenthal, P. (2005). Helping children and families.
A new treatment model integrating
psychodynamic, behavioral, and contextual
approaches. New York: Wiley.
Godfriend, J. (1999). Η επίδραση της παρουσίας των
γονέων στην αντιμεταβίβαση του ψυχοθερα-
πευτή παιδιών. Στο Γ. Τσιάντης, A.-M. Sandler,
Δ. Αναστασόπουλος & B. Martindale (Επιμ.), Η
αντιμεταβίβαση στην ψυχαναλυτική ψυχοθερα-
πεία παιδιών και εφήβων (σσ. 179-202). Αθήνα:
Καστανιώτης.
Green, V. (2000). The therapeutic space for recreating
the child in the mind of parents. In J.
Tsiantis (Senior Ed.), Work with parents:
Psychoanalytic psychotherapy with children and
adolescents (pp. 25-45). London: Karnac Books.
Greenspan, S. (1999). Developmentally Based Psychotherapy. Madison, CT: International Universities Press.
Hart, A., Blincow, D., & Thomas, H. (2007). Resilient
Therapy. Working with Children and Families.
London: Routledge.
Henggeler, S. W., Schoenwald, S. K., Borduin, C. M.,
Rowland, M. D., & Cunningham, P. B. (Eds.)
(1998). Multisystemic treatment of antisocial
behavior in children and adolescents. New York:
Guilford Press.
Hollins, S., & Sinason, V. (2000). Psychotherapy,
learning disabilities and trauma: new
perspectives. The British Journal of Psychiatry,
, 32-36.
Horn, A. (2000). Keeping the child in mind: thoughts
on work with parents of children in therapy. In J.
Tsiantis (Senior Ed.), Work with parents:
Ψυχοθεραπευτικές παρεμβάσεις σε οικογένειες παιδιών με αναπηρίες, δυσλειτουργίες 271
Psychoanalytic psychotherapy with children and
adolescents (pp. 47-63). London: Karnac Books.
Hornby, G. (1995). Working with parents of children
with special needs. New York: Cassell.
Hornby, G. (2000). Improving parental involvement.
London: Continuum.
Johnston, C. (1996). Parent characteristics and
parent-child interactions in families of
nonproblem children and ADHD children with
higher and lower levels of oppositional defiant
behaviour. Journal of Abnormal Child Psycho -
logy, 24, 85-104.
Kazdin, A. Ε. (2000). Psychotherapy for children and
adolescents. Directions for research and
practice. New York: Oxford University Press.
Kazdin, A. E. (2005). Parent management training:
Treatment for oppositional, aggressive, and
antisocial behavior in children and adolescents.
New York: Oxford University Press.
Κλεφτάρας, Γ. (2003). Η σημασία των πολιτισμικών
παραγόντων στη συμβουλευτική ατόμων με σω-
ματικές ή νοητικές δυσλειτουργίες. Ψυχολογία,
(2-3), 362-377.
Konstantareas, M. (1990). A psychoeducational
model for working with families of autistic
children. Journal of Marital and Family Therapy,
, 59-70.
Κοντοπούλου, Μ. (2004). Σχέσεις επαγγελματιών με
γονείς παιδιών με ειδικές ανάγκες: Ένα μοντέλο
συμβουλευτικής παρέμβασης. Στο Μ. Ζαφειρο-
πούλου & Γ. Κλεφτάρας (Επιμ.), Εφαρμοσμένη
κλινική ψυχολογία του παιδιού (σσ. 167-186).
Αθήνα: Ελληνικά Γράμματα.
Korff-Sausse, S. (2007). Aspects spécifiques du
contre-transfert dans la clinique du handicap. In
A. Ciccone, S. Korff-Sausse, S. Missonnier & R.
Scelles (Eds.), Cliniques du sujet handicapé (pp.
-58). Paris: Eres.
Κουρκούτας, Η. (2000α). Η ψυχοδυναμική προσέγ-
γιση και το θεραπευτικό πλαίσιο. Σκέψεις και
προβληματισμοί πάνω στην αντιμετώπιση των
ΑμΕΑ. Στο Α. Κυπριωτάκης (Επιμ.), Πρακτικά Συ-
νεδρίου Ειδικής Αγωγής: Τάσεις και Προοπτικές
Αγωγής και Εκπαίδευσης των Ατόμων με Ειδικές
Ανάγκες στην Ενωμένη Ευρώπη Σήμερα (σσ. 327-
. Ρέθυμνο: Πανεπιστήμιο Κρήτης, Σχολή
Επιστημών Αγωγής, Παιδαγωγικό Τμήμα Δημο-
τικής Εκπαίδευσης.
Κουρκούτας, Η. (2000β). Έφηβοι με ειδικές ανά-
γκες. Στο Α. Κυπριωτάκης (Επιμ.), Πρακτικά Συ-
νεδρίου Ειδικής Αγωγής: Τάσεις και Προοπτικές
Αγωγής και Εκπαίδευσης των Ατόμων με Ειδικές
Ανάγκες στην Ενωμένη Ευρώπη Σήμερα (σσ. 843-
. Ρέθυμνο: Πανεπιστήμιο Κρήτης, Σχολή
Επιστημών Αγωγής, Παιδαγωγικό Τμήμα Δημο-
τικής Εκπαίδευσης.
Κουρκούτας, Η. (2008). Οικοσυστημικές προσεγγί-
σεις στην Κλινική Ψυχολογία και την Ειδική Αγω-
γή: αρχές ολιστικών παρεμβάσεων σε ατομικό,
οικογενειακό και σχολικό επίπεδο. Στο Η. Κουρ-
κούτας & J. P. Chartier (Επιμ.), Παιδιά και Έφη-
βοι με Ψυχοκοινωνικές και Μαθησιακές Διατα-
ραχές. Στρατηγικές παρέμβασης. Αθήνα: Τόπος.
Κουρκούτας, Η. (2010). Ψυχοπαιδαγωγικές παρεμ-
βάσεις σε οικογένειες παιδιών με ιδιαίτερες δυ-
σκολίες: Θεωρητικά ζητήματα και πρακτικές κα-
τευθύνσεις. Στο Η. Κουρκούτας & R. Caldin
(Επιμ.), Οικογένειες παιδιών με ιδιαίτερες δυ-
σκολίες και Σχολική Ένταξη (σσ. 161-216). Αθή-
να: Ελληνικά Γράμματα.
Κουρκούτας, Η., & M. Raul Xavier (2010). Ενδυνά-
μωση ψυχικής ανθεκτικότητας (resilience) σε
παιδιά και εφήβους με ακαδημαϊκές και ψυχο-
κοινωνικές δυσκολίες/διαταραχές: Παρεμβάσεις
στο πλαίσιο του σχολείου. Στο Η. Κουρκούτας &
R. Caldin (Επιμ.), Οικογένειες παιδιών με ιδιαίτε-
ρες δυσκολίες και Σχολική Ένταξη (σσ. 131-160).
Αθήνα: Ελληνικά Γράμματα.
Kourkoutas, E. (2008). An ecosystemic psycho -
dynamic intervention for children with mild psy -
cho social problems and academic difficulties:
prospects and limits of the evaluation process. In
C. Canali, T. Vecchiato & J. K. Whittaker (Eds.),
Assessing the Evidence-based of Intervention for
vulnerable children and their families (pp. 434-
. Padova: Zancan Foundation.
Kourkoutas, E. (2009). Family and disability.
Interpersonal Acceptance Rejection, 1, 7-9.
Kourkoutas, E., Langher, V., Caldin, R., &
Fountou laki, E. (2012). Experiences of parents of
children with autism: Parenting, schooling, and
social inclusion of autistic children. In K., J.,
Ripoll, A. L., Comunian, & C. M. Brown (Eds.).
Interpersonal Acceptance and Rejection: Current
Issues and Challenges (pp. 103-123). Boca
Raton, FL: Brown/Walker Press.
L’Abate, L. (Ed.) (1998). Family psychopathology. The
relational roots of dysfunctional behavior. New
York: The Guilford Press.
MacDonald, J. D. (2004). Communicating partners.
Ηλίας Ε. Κουρκούτας
Developmental guides for professionals and
parents. London: J. Kingsley.
MacDonald, J. D. (2008). Findings about families of
autistic children we know. Retrieved December,
, 2008 from http://www.jamesdmacdonald.org/
Articles/FAutism/FINDINGSABOUTFAMILIESOFA
U.html.
Mattejat, F. (2001). Family therapy. In H. Remschmidt
(Ed.), Psychotherapy with children and adoles -
cents (pp. 179-210). Cambridge, UK: Cambridge
University Press.
Monsen, J., & Graham, B. (2002). Supporting and
developing teachers; management of difficult and
challenging pupils through coaching. In P. Gray
(Ed.), Working with emotions: responding to the
challenge of difficult pupil bevaviour in schools
(pp. 151-168). London: Routledge/Farmer.
Munger, R. L., Donkervoet, J. C., & Morse, W. C.
(1998). The clinical ecological viewpoint. In D. A.
Sabatino & B. L. Brooks (Eds.), Contemporary
interdisciplinary interventions for children with
emotional/behavioural disorders (pp. 323-349).
Durham: Carolina Academic Press.
Νησιώτου-Μαντέλου, Ι. (2009). Γέννηση ενός παιδι-
ού με αναπηρία: Πρόσθετες δυσκολίες σε μια
κρίσιμη για τους γονείς περίοδο. Στο Γ. Κλε-
φτάρας & Μ. Καΐλα (Επιμ.), Από την ψυχοπαθο-
λογία στο νόημα της ζωής (σσ. 103-125). Αθήνα:
Πεδίο.
Νότας, Σ. (Επιμ.) (2006). Το φάσμα του αυτισμού.
Συνεργασία-Σύγκλιση Οικογένειας & Επαγγελμα-
τιών. Τρίκαλα: Έλλα, Σύλλογος Γονέων Κηδεμό-
νων και Φίλων Αυτιστικών Ατόμων Ν. Λάρισας.
Osofsky, J. D., & Thompson, D. (2000). Adaptive and
maladaptive parenting: Perspectives on risk and
protective factors. In J. P. Shonkoff & S. J.,
Meisels (Eds.), Handbook of Early Intervention
(pp. 135-159). Cambridge, UK: Cambridge
University Press.
Powels, N. J. (2004). The potential of the therapeutic
relationship in dealing with learning disabled
children. Unpublished Doctorate Thesis,
University of Pretoria. Retrieved May/30/09 from
http://upetd.up.ac.za/thesis/available/etd-
-54202/unrestricted/00front.pdf.
Powers, L. E., Singer, G. H. S., & Sowers, J. (1996).
On the road to autonomy: Promoting selfcompetence
in children and youth with disabilities.
Baltimore, MD: Paul H. Brookes.
Reinstein, D. K. (2006). To hold and be held: The
therapeutic school as a holding environment. New
York, NY: Routledge/Taylor & Francis Group.
Roach, M. A., Orsmond, G. I., & Barrat, S. M. (1999).
Mothers and fathers of children with Down
syndrome. American Journal on Mental
Retardation, 104, 422-436.
Roland, J. (1994). Family, Illness and Disability. New
York: Basic Books.
Roland, J. (2004). Families and chronic illness: An
integrative model. In D. R. Cathedral (Ed.),
Handbook of stress, trauma, and the family (pp.
-116). New York: Brunner-Routledge.
Sameroff, J. A. (2000). Dialectical process in
developmental psychopathology. In A. J.
Sameroff, M. Lewis & S. M. Miller (Eds.),
Handbook of Developmental Psychopathology
(2nd ed., pp. 75-91). New York: Kluwer
Academic/Plenum Publishers.
Sameroff, Α. J., & Gutmann, L. M. (2004).
Contributions of risk research to the design of
successful interventions. In P. Allen-Mears & M.
W. Fraser (Eds.), Intervention with children and
adolescents. An interdisciplinary perspective (pp.
-26). Boston: Pearson.
Schelles, R. (2007). Famille et Handicap: Prendre en
compte des spécificités du trauma de chacun. In
A. Ciccone, S. Korff-Sausse, S. Missonier & R.
Scelles (Eds.), Cliniques du sujet handicapé (pp.
-38). Paris: Eres.
Schmidt Neven, R. (2010). Core principles of
assessment and therapeutic communication with
children, parents and families. Towards the
promotion of child and family wellbeing. New
York: Routledge.
Seligman, Μ. (1999). Childhood disability and the
family. In V. L. Schwean & D. H. Saklofski (Eds.),
Handbook of psychosocial characteristics of
exceptional children (pp. 111-132). New York:
Kluwer Academic/Plenum.
Seligman, M. (2000). Conducting effective conferences
with parents of children with disabilities: A guide for
teachers. New York: Guilford Press.
Seligman, M., & Darling, R. B. (2008). Ordinary
families, special children: A system approach to
childhood disability (3rd ed.). New York: Guilford
Press.
Siegel, B. (2008). Getting the best for your child with
autism. New York: Guilford Press.
Sinanson, V. (1999). The psychotherapeutic needs of
the learning disabled and multiple disabled
Ψυχοθεραπευτικές παρεμβάσεις σε οικογένειες παιδιών με αναπηρίες, δυσλειτουργίες 273
children. In M. Lalayo & A. Horn (Eds.), The
handbook of child and adolescent psycho -
therapy. Psychoanalytic approaches (pp. 445-
. London: Routledge.
Singer, G. H. S. (2002). Suggestions for a pragmatic
program of research on families and disability.
The Journal of Special Education, 3, 150-156.
Σουρ, Ρ., & Μίλερ, Σ. (Επιμ.) (1998). Ψυχαναλυτική
ψυχοθεραπεία παιδιών με μειονεξίες και ψυχο-
διανοητικές διαταραχές (μτφρ. Δ. Τσαρμακλή &
Ι. Τεττέρη). Αθήνα: Καστανιώτης.
Turnbull, A. P., Turnbull, V., & Turnbull, H. R. (2000).
Evolution of family-professional partnerships:
Collective empowerment as model for the early
twenty-first century. In J. Schonkoff & S. Meisels
(Eds.), Handbook of early childhood intervention
(2nd ed., pp. 630-650). New York: Cambridge
University Press.
Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L.
C. (2006). Families, professionals, and
exceptionality: Positive outcomes through
partnership and trust (5th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
Tuttle, C. G., & Paquette, P. (1993). Parenting a child
with learning of disabilities. A practical
empathetical guide. Los Angeles: Lowell House.
Τσαμπαρλή, Α. (2004). Η ψυχαναλυτική προσέγγιση
της οικογένειας. Αθήνα: Ατραπός.
Wachtel, E. F. (1994). Treating Troubled Children and
Their Families. New York: Guilford Press.
Wachtel, P. (2008). Relational theory and the practice
of psychotherapy. New York: Guilford Press.
Wachtel, E., & Wachtel, P. (1986). Family dynamics
and individual psychotherapy. New York:
Guilford.
Wacjman, C. (1997). Travailler avec des enfants
malades mentaux. Paris: Dunod.
Walsh, F. (2006). Strengthening family resilience (2nd
ed.). New York: The Guilford Press.
Weare, K. (2000). Promoting mental, emotional and
social health. A whole school approach. London:
Routledge.
Winnicot, D. W. (1997). Jeu et réalité. Paris:
Gallimard.
Woolfson, L. (2004) Family well-being and disabled
children: a psychosocial model of disabilityrelated
child behaviour problems. British Journal
of Health Psychology, 9, 1-13.
Woolfson, L. (2005) Disability and the parenting
paradox. The Psychologist. Disability Special
Issue, 18(7), 421-422.
Ysseldyke, J., & Algozzine, B. (2006). Working with
families and community agencies to support
students with special needs. Thousands Oakes,
CA: Corwin Press.
Zipper, I. N., & Simeonsson, R. J. (2004). Develop -
mental vulnerability in young children with
disabilities. In M. W. Fraser (Ed.), Risk and
resilience in childhood. An ecological perspective
(pp. 161-182). Washington, DC: NAWS.