Search

In this article the author uses the classic story of Frances Hodgson Burnett's The Secret Garden to explore the alchemy of healing the wounded inner child. She summarizes the story and describes the healing themes revealed through the image of the garden itself—the importance of magic and play and laughter and tears. To gain access to the garden, to creativity and spirituality, one must discover the essential woundedness within. [ABSTRACT FROM AUTHOR]

Metoda Embrace Therapy® (ET®) wykazuje korelację z konceptem Analizy Transakcyjnej (AT), która obecnie zaliczana jest jako jeden z najbardziej holistycznych nurtów postrzegania osobowości. Analiza transakcyjna (AT), jako teoria stanów Ja (Rodzic, Dorosły, Dziecko), dostarcza spójnego i prostego systemu określenia własnych myśli, odczuć i zachowań, zarówno w relacjach z innymi ludźmi, jak i z samym sobą. Jej praktyczne zastosowanie terapeutyczne dotyka pracy i komunikacji z Wewnętrznym Dzieckiem (Ja-Dziecko), które jest najbardziej pierwotnym i esencjonalnym składnikiem każdej osobowości. Metoda ET® łączy aspekt mentalny i duchowy i służy do komunikacji z Wewnętrznym Dzieckiem (WD) z poziomu Boskiego Rodzica (BR), czyli Świadomości Duchowej, które w koncepcie AT odpowiada Ja-Dorosłemu. Metoda ET® znajduje swoje zastosowanie w uwalnianiu trudnych emocji takich jak lęk, niepokój, wstyd, poczucie winy, bezsilność, złość, gniew, smutek, żal. Uwolnienie emocji ze wspomnień z dalekiej lub bliskiej przeszłości, z teraźniejszości oraz z wyobrażonych lęków na przyszłość, a także w zmianie perspektywy danego wydarzenia. W empirycznej części artykułu przedstawiono wyniki badań na podstawie raportów z zapisów fal mózgowych przed i po sesji ET®, które wskazują na znaczące obniżenie stresu i wzrost wyciszenia i spokoju u badanych. Do badania 8 ochotników użyto metody pomiarowej Biofeedback. W badaniu zmierzono parametry wszystkich 8 fal (Delta, Theta, Alpha, SMR, Beta 1, Beta2, HiBeta, a także Gamma) a wnioski wyciągnięto na podstawie raportów z tych badań.

The background of this research describes that the inner child is not something bad and every individual has an inner child depending on how an individual accepts, controls, and makes peace with the inner child that is within him. The purpose of this study was to see the influence of the inner child on the emotions of early childhood. The research method used is a qualitative research method to describe data based on the results of interviews and observations. The results of the study show that parents who experience the inner child choose to accept, control, and make peace with their inner child so as not to provide care which will create a new inner child for the child. So that this parental pair realizes by providing parenting by educating with love. Then the feeling of love and affection for the child is fulfilled and the child will not look for love and affection out there so that the child's emotional needs are met. However, if emotional needs are not given emotional validation, the inner child will affect uncontrolled emotional control in the child. [ABSTRACT FROM AUTHOR]

The following autoethnographic article discusses a personal experience of therapeutic regression, through free associative singing embedded within vocal psychotherapy training. This regressive experience spurred moments of personal growth through use of unconscious and subconscious processes. A key component within vocal psychotherapy training is learning through self-experience: this article also discusses the impact of the experiential learning and its impact on my clinical practice. [ABSTRACT FROM AUTHOR]

Inner Child dalam diri seseorang digambarkan sebagai suatu sifat dan sikap kekanak-kanakan yang mungkin dimiliki setiap individu. Meskipun keadaan pada setiap individu tidaklah selalu sama karena inner child tersebut terbentuk dari pengalaman saat masih usia anak-anak yang berbeda-beda. Tidak salah jika dikatakan bahwa perilaku seseorang terbentuk karena inner child dalam dirinya. Inner child yang terluka bisa terbawa sampai usia dewasa dan akan menganggu perkembangan emosi individu yang mengalaminya. Psikoedukasi ini bertujuan meningkatkan pengetahuan kognitif partisipan mengenai inner child sehingga partisipan dapat mengenali dan berdamai dengan inner child dalam dirinya. Partisipan dalam penelitian ini sebanyak 151 orang responden yang terdiri atas mahasiswa, pegawai, guru, IRT, pelajar dan lainnya dari berbagai kalangan dan berbagai wilayah. Psikoedukasi ini menggunakan desain one group pretest-posttest. Alat pengumpulan data yang digunakan dalam psikoedukasi ini adalah alat tes pengetahuan untuk mengecek pengetahuan responden mengenai inner child. Teknik analisis data yang digunakan adalah Wilcoxon Signed Rank- Test dengan menggunakan SPSS 26. Hasil analisis z sebesar -6,838b berada pada taraf signifikan 0,000 (p>0,05) ini menunjukkan bahwa secara kuantitatif, psikoedukasi ini memiliki pengaruh terhadap peningkatan pengetahuan kognitif peserta, dengan demikian hipotesa menyatakan bahwa psikoedukasi dalam bentuk Seminar Nasional secara daring atau Webinar dengan tema “Inner Child: Berdamai dengan Masa Lalu” memiliki pengaruh terhadap peningkatan pemahaman kognitif partisipan.

The paradigm of expressive writing and its well-known benefits in the field of improving mental health are well known since the end of the twentieth century. In my essay, I would like to explain the connections of this approach with the highly influential works of John Bradshaw as well as the concept of self-healing through expressive writing with the help of the example found in the classical Hungarian epistolary novel Fanni hagyományai. [ABSTRACT FROM AUTHOR]

A life-course perspective is according to the World Health Organization about increasing the effectiveness of health promotion interventions at all ages. This targets the needs of human beings throughout their life. Descriptions of the phenomenon of the inner child invite the possibility that it may be of help when promoting health throughout the life-course. The aim was to describe and understand schoolchildren's, adults and older person's experiences of childhood in connection to health and well-being in the present and through the life-course, illuminating the inner child. The research strategy used was a secondary analysis of the original transcribed data from three Swedish studies investigating new questions. In total, 53 individuals aged 9–91, 20 school children, 20 adults and 13 older persons were interviewed about childhood experiences. The schoolchildren were invited to create a drawing, and to narrate about it during the interview. The main question in the secondary analysis was 'How do the participants' narrations about childhood experiences illuminate the inner child, useful for health promotion through the life-course?' The findings showed the importance of a secure atmosphere and trusting relationships, indicating that experiences during childhood can help us to adapt and pass along life lessons across generations. There were narratives about play as an activity where they learned to promote a healthy childhood, struggle for independence and learning how to be responsible when growing up. Dimensions of mental, social and existential well-being can be seen as examples of the inner child's role in health promotion through the life-course. [ABSTRACT FROM AUTHOR]

This article presents the experience of Infant Observation as central for analytical training, because capable of developing the therapist's ability to "observe to see" and his contact with his inner child. It also predisposes him to listening to his own countertransference in the relationship with every other-than-himself within a relational game full of meanings. It emerges from the paper how the concept of training-transformation connotes the entire experience, transversally covering all the minds involved. The feeling of the observer, with his own internal setting, the observed child and the parental functions, involved within the observation field, are modified. The colleagues' group mind is also transformed and it takes in the observer's experience in order to reread it and to ascribe new and broader meanings to it. It is clear how observing and feeling the child in the context allows to become aware of his development path, by experiencing it live. The proximity to Valeria during her first year of life allowed the observer to witness the passage from the original experience of fragility and dependence from her mother, even with the contribution of her own acting, to the slow and progressive structuring of an Ego at the beginning, guaranteed by I-you relations hand in hand with the surfacing of archaic defences. During the Infant Observation the function of the child's skin and the progressive integration between soma, psyche and affectivity were central, even in the appearance of symptoms of discomfort within primary relationships. It was possible to witness Valeria's sensory and motor-praxic development, parallel to the verbal one and the maturation of cognitive abilities, of the imitative skill and of what appeared to be a rising theory of mind. Routines and social development have also appeared. The reflection on the construct of attachment was crucial throughout all the path. Taken as a whole, the article shows how the Infant Observation involves a constant inner work within the observer, a reading and rereading of the countless elements of the field of observation such as sensations, emotions, thoughts, doubts, fears looking for a plot and a sense. A cardinal aspect regards how to portray the "after" and the greetings, the possibility to part with the other keeping good thoughts, with confidence in him and his resources. A phase of mourning is necessary, being a source of profound teachings and internal metamorphosis. [ABSTRACT FROM AUTHOR]

This paper begins with the understanding that early trauma leads to powerful dissociative defenses which injure the capacity to feel. It further explores ways to restore this capacity through body-centred attention to affect-in-the-moment in the psychoanalytic situation. Using the author's personal experience while in analysis as well as a case of severe early trauma, he demonstrates the consciousness-killing effect of primitive defenses and shows how body-sensitive techniques hold the promise of restoring the patient's sense of aliveness and hence, opening the unconscious to those affect-images that are the building blocks of the human imagination. A final section focuses on the neglect of feeling in Jungian psychology and suggests that the "creation of consciousness" which Jung described as his personal myth, is quintessentially a process of emotional transformation - of bringing unconscious suffering into consciousness - as feelings. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to gain more knowledge about the phenomenon of the inner child in relation to health and well-being as reflected in play experienced by schoolchildren. Design/method: Participants were 20 schoolchildren recruited from a primary school in a medium-size city in central Sweden. The children who agreed to participate were 14 girls and 6 boys aged between 9 and 10 years old in grade 3. A hermeneutic phenomenological approach was used to analyse the data consisting of the schoolchildren's drawings and transcribed interviews. Participants' verbal reflections on their drawings enabled deeper insight into their lived experiences of play. Results: Findings from this study demonstrate how schoolchildren are influenced by the inner child in childhood to handle conflicts, to cope, to make choices, to build relationships to connect and to dream about the future. The schoolchildren in this study developed their coping skills in conflict situations as part of friendship making. Conclusion: The value play offers for health and well-being reveals how schoolchildren are influenced by the inner child in childhood. Gaining knowledge from schoolchildren's own voices about play makes a worthwhile contribution to research. In addition, the value play provides to schoolchildren's health and well-being suggest that play can be an important tool as part of health education. [ABSTRACT FROM AUTHOR]

In twenty-first-century popular psychology and self-help literature, the "inner child" refers to an original or true self that serves as a repository of wisdom and creativity for its adult counterpart. This essay traces the modern inner child back to the nineteenthcentury new religious movement known as New Thought, which emphasized positive thinking as a means to health and prosperity. Emma Curtis Hopkins, the leading New Thought teacher of the 1880s and 1890s, described an idealized "Man Child" within each adult woman who could lead her to spiritual serenity and worldly success. Frances Hodgson Burnett fictionalized this figure in her blockbuster novel Little Lord Fauntleroy (1886), whose eponymous child hero helps his mother achieve undreamed-of wealth and status. He also serves as her proxy outside of the domestic sphere, allowing her to reach personal goals without appearing selfish or inappropriately ambitious. The novel's enormous popularity may have had something to do with this symbiotic relationship between mother and son. Then as now, the inner child helped women reconcile social pressures to be selfless and giving with career pursuits and self-indulgent behavior. The persistence of the inner child suggests that contemporary feminism still has work to do in enabling women to embrace opportunities without guilt. [ABSTRACT FROM AUTHOR]

This article explores the psychotherapeutic notion of an inner child in the context of the cognitive model and develops a theoretical foundation for this specific technique. Inspired by Beck's theory of modes and the principle of complementarity in quantum physics, the author presents a complementary model of the personality, in effect a dual model consisting of two fundamentally different modes of information processing. Child mode corresponds largely to the mental state that appears during (and after) trigger events as described by cognitive theory and characterized by the activation of dysfunctional belief systems. Adult mode is the mental state reached once this trigger-mode processing style is deactivated. The author introduces a twin mode protocol that offers a more user-friendly entry level than usual cognitive-behavioral therapy protocols by conferring meaning and immediacy from the outset. [ABSTRACT FROM AUTHOR]

The article begins with an integrative theory of neurosis and with the notion of the “patriarchal mind,” which I conceive as the psycho-social foundation of what we call “civilisation” and proceed to characterize as a despotic and repressive activity of the father on the mother and on the child in the family, and also of an analogous relation between the intellect on the emotional and on the instinctual sub-selves in the individual mind. Next, I propose that patriarchy entails four interrelated problems: (1) violent authority; (2) the eclipse of caring; (3) the repression of instinct; and (4) the invalidation of intuition; and point out that since these are evident in our well-recognized social problems, these may be traced down to the “patriarchal complex” that in turn defines patriarchal society. Finally, I develop the idea that not only is the patriarchal mind is embodied in each of the known interpersonal or character pathologies, but that each of these pathologies contributes to the systemic and cultural presence of the patriarchal mind. The corollary of this analysis is that the healing of both our interpersonal and social pathologies will depend on the healing of the patriarchal mind, which is conceivably possible to bring about through a specially designed education oriented to the balanced development of “three-brained beings,” in whom a balance has been achieved between the intellectual, emotional, and instinctive sub-selves that constitute our mind. [ABSTRACT FROM AUTHOR]

This is a co-written case study by art therapist Susan Carr and patient-researcher (PR) Susan Hancock, one of seven people who participated in Carr’s PhD research project. Susan Hancock is a former university lecturer who was diagnosed with incurable cancer shortly after retirement; her publications includeThe Child that Haunts Us: Symbols and Images in Fairytale and Miniature Literature(2008, published by Routledge). In her PhD project, Carr researched portrait therapy as a collaborative art therapy intervention for people living with Life-Threatening and Chronic Illnesses (LT&CIs) who experience illness as a disruption to their sense of self-identity. Portrait therapy reverses the ‘terms of engagement’ within art therapy, using the art therapist’s ‘third hand’ to create portraitsforpatients, yet co-designedbypatients. The focus of this article is an exploration of the role portrait therapy plays in helping people living with LT&CIs to explore and heal childhood trauma. We examine the therapeutic implications of transforming traumatic memories and argue that through a process of mirroring and attunement, portrait therapy enables people to develop an increase in their creative capacity to adapt to the way illness impacts upon their inner child and to gain an increased sense of self-identity coherence. [ABSTRACT FROM AUTHOR]

This article examines the translation of inner child emotion pedagogies in contemporary China. With a focus on several interactions taking place within evening salons, the article observes the pedagogical strategies and metalinguistic practices that translate as well as transform inner child pedagogies in novel ways. I emphasize the ways in which these encounters play upon the boundaries between 'inner' and 'outer' selves in the teaching of a distinct discursive consciousness regarding the role of language and embodied expression in the healing of the inner self. I argue that this creates both a distillation as well as expansion of western psychotherapeutic ideologies of language, emotion, and the self. I further highlight the ways in which the interactions index a broadly distributed process of concurrent events and sociohistorical circumstances that bring adapted versions of psychotherapeutic and New Age spiritual discourse into China. This article argues that the translation of inner child emotion pedagogies in China unfolds through a process of living translation, in which specific encounters serve as instances in which the meaning and implications of semiotic and linguistic registers are continuously remade in an ongoing stream of embodied interactions that are mediated by various ideologies of language, emotion, and personhood. 本文探讨了在当代中国内在小孩情感教学法的翻译。通过'内在小孩疗愈晚间沙龙'的几次互动, 本文重点观察教学策略和元语言实践--即对内在小孩疗愈法的创新翻译和转化。在这种独特的话语意识教学中, 笔者强调, 冲突在'内在'和'外在'自我界限间作用的这种方式, 在治愈内在自我过程中, 对语言和形象化表达的作用。笔者认为, 这在语言、情感和自我方面同时凝练而拓展了的西方心理治疗体系。笔者进一步强调, 互动指向广泛分布的同期事件和社会历史状况的这种方式, 把本土化的心理治疗学和新世代心灵的语言带入了中国。本文认为, 在中国的内在小孩情感疗愈是通过当下翻译来展开的, 在此翻译过程中, 特定冲突被作为微观民族志的实例。这些例子中, 符号学和语言学记录的含义持续地通过语言、情感和人格知识体系在具象化的互动中获得。 [ABSTRACT FROM AUTHOR]