Transformative Moments in an Online China Child Therapy Teaching Journey

IF 0.4 4区心理学 Q4 PSYCHIATRY

Psychoanalytic Study of the Child Pub Date : 2022-08-29 DOI:10.1080/00797308.2022.2108622

Caroline M. Sehon, Chiung-Hsuan Huang, Xiaoyi Zhou

引用次数: 0

Abstract

ABSTRACT Over the past 25 years, the International Psychotherapy Institute (IPI) faculty has been honing its technique for distance learning by listening for unconscious themes emerging in the classroom that resonate with learning resistances or teaching concepts. This coauthored paper describes an online, child and adolescent psychoanalytic psychotherapy training program coordinated by IPI and Jiandanxinli, offered by Western faculty to Chinese psychotherapists-in-training. An IPI child analytic faculty member collaborated with two Chinese course participants to study the cross-cultural meanings of teaching, presenting, and consulting. This independent research project unearthed new understandings about the challenges, strengths, and limitations of online, translation-dependent learning. Additionally, the article underscores the importance of embracing an ethical stance and cultural humility when teaching child therapy to students from different cultures.

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中国在线儿童治疗教学之旅的变革时刻

在过去的25年里，国际心理治疗研究所(IPI)的教师一直在磨练远程学习的技术，通过倾听课堂上出现的无意识主题，这些主题与学习阻力或教学概念产生共鸣。这篇合著的论文描述了一个由IPI和健丹新力合作的在线儿童和青少年精神分析心理治疗培训项目，该项目由西方教师提供给在培训中的中国心理治疗师。一名IPI儿童分析教师与两名中国课程参与者合作，研究教学、陈述和咨询的跨文化含义。这个独立的研究项目发掘了对依赖翻译的在线学习的挑战、优势和局限性的新认识。此外，这篇文章强调了在向来自不同文化的学生教授儿童治疗时，接受道德立场和文化谦逊的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychoanalytic Study of the Child PSYCHOLOGY, PSYCHOANALYSIS-

CiteScore

0.90

自引率

20.00%

发文量

期刊介绍： The Psychoanalytic Study of the Child is recognized as a preeminent source of contemporary psychoanalytic thought. Published annually, it focuses on presenting carefully selected and edited representative articles featuring ongoing analytic research as well as clinical and theoretical contributions for use in the treatment of adults and children. Initiated in 1945, under the early leadership of Anna Freud, Kurt and Ruth Eissler, Marianne and Ernst Kris, this series of volumes soon established itself as a leading reference source of study. To look at its contributors is to be confronted with the names of a stellar list of creative, scholarly pioneers who willed a rich heritage of information about the development and disorders of children and their influence on the treatment of adults as well as children. An innovative section, The Child Analyst at Work, periodically provides a forum for dialogue and discussion of clinical process from multiple viewpoints.