Tag Archives: children

‘Try to be a little kinder’…


It’s a bit embarrassing to have been concerned with the human problem all one’s life and to find at the end that one has no more to offer by way of advice than ‘Try to be a little kinder.’

Aldous Huxley, quoted in The Open Road: The Global Journey of the Fourteenth Dalai Lama by Pico Iyer


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Susan Cain…on Introverts…

susan cain



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Trauma and Children



Here’s a short article I wrote for the local paper…

Trauma and Children – Do we always recognize the effect on children and adolescents? 

Much of what we know about trauma and how it affects our children is based on the work of mental health professionals that have focused on adults, including the large amounts of research done on PTSD (post-traumatic stress disorder).  My early work with children that had experienced domestic violence in the home was during a time when very little was known about the effects or the proper treatment to help these children or their mothers.  However, new developmental research, mostly in the past two decades, have concentrated on children and adolescents that experience domestic violence in the home, school violence, physical and sexual abuse, emergency medical care, and car accidents.  The fear, the anxiety, and the sense of helplessness that accompanies such events often results in dramatic reactions and behavioral changes in the child.

The American Psychological Association (APA) defines ‘trauma’ as a threat of injury, death, or an event that is experienced by the child as threatening the physical integrity of self or other personcausing fear, terror, or helplessness.  The behavioral changes may include separation anxiety in the child, sadness or anger that was not observed prior to the event, sleep disturbances, or difficulties in the ability to focus or concentrate – often causing problems in the home or in school.  Oftentimes, because the family may be suffering, or because of cultural or ethic factors, parents may not be able to make sense of the behaviors or notice if the changes are slight and gradual. The children may not show immediate effects to the event, for example to a dog bite or a car crash. In the case of sexual abuse, the parents may not know right away of its occurrence – and so the signs or symptoms exhibited will not be understood by the parents.

Further, the responses of children and adolescents will vary, depending on the child’s age, their developmental level, and of course, previous exposure to the threat or traumatic experience.  That is, if the threat or event is chronic – as in domestic violence in the home – or is  acute, happening now – for example, a bad car crash.  Some estimates (from psychological studies) suggest that 2/3 of children up to age 16 have experienced or been exposed to trauma, or the threat of trauma.  Up to nearly 5 million children have been exposed to or experienced trauma – many from abuse, both sexual and physical – and violence in the home.

As the diagnostic criteria have recently been more adequately studied, we can understand the apparent increase in disorders of anxiety in children, including the increase in diagnoses of post-traumatic stress disorder. (PTSD is a sub-category of anxiety diagnosis).  Intrusive thoughts or memories related to the trauma will interfere with the child’s thinking, as well as their ability to focus.  As the experience is far outside the realm of normal experience, the child’s normal mechanisms for adapting to the environment or situation may fail him or her, leaving them feeling more vulnerable.  The child or the adolescent cannot make sense of the experience as it does not conform to their usual experience, and thus cannot adapt and master the thoughts and emotions that are occurring to them.

Different professionals will have different perspectives on what constitutes trauma, and how best to approach it therapeutically. There are not sufficient studies to support the effectiveness of any one therapeutic approach yet, though cognitive behavioral therapy is perhaps seen by many as the most effective. The need for what is referred to as ‘evidence based treatment’ continues – treatment that has been shown to be effective for children, adolescents, and adults – based on reliable and valid research.

What has been shown to be effective is that the quality of the therapeutic relationship is the key to success.  The safe, secure, and trusting relationship between the therapist and child, the parents, and the school personnel – all of whom can support the strengths and resources of the child or adolescent ­ needs to be fostered.  Coping skills must be identified and strengthened – and these can be supported through psychotherapy or counseling, individual help through tutoring (giving child individual attention), stress reduction exercises, such as mindfulness activities or meditation, and fostering leisure activities.

It is also important to establish and maintain the structure and routines of everyday life, with meals and school or extracurricular activities as good ways to provide the necessary structure.  Finally, it is important to engage the community, letting school or church personnel know of the event or experience, as well as others that have contact with the child, so that their child’s behavior is understood in the proper context by the teachers or counselors. These suggestions will help foster a support network for the child or adolescent – with trusted and safe adults.

More information on trauma is available through the American Psychiatric Association and the American Psychological Association.  Please also feel free to email me with questions or comments on the subject.

Rudy Oldeschulte, M.A., J.D. is a Del Rio psychotherapist, specializing in individual  psychotherapy and parent guidance.  He has served on the faculty of the University of  Arizona College of Medicine and the British Association of Psychotherapists. Post- graduate training and education was done in London and at the University of Michigan.

            Email address is: roldeschulte@gmail.com and his website is: www.rudyoldeschulte.com



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The enduring legacy of Freud – Anna Freud



Wonderful short piece on Anna Freud… http://www.bbc.co.uk/news/health-23965388


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Reading Winnicott…


A review done for the Association of Child Psychotherapists – The Bulletin, Issue No. 224, September 2011. 


Caldwell, L. and Joyce, A. (2011) Reading Winnicott.  Routledge, Taylor and Francis Group.  (The New Library of Psychoanalysis: Teaching Series)

 The editors of this work – Leslie Caldwell and Angela Joyce – intended to write a ‘scholarly introduction’ to the ideas and work of Winnicott for ‘advanced students’ and practitioners.  They have done far more in this incredibly well integrated contribution – establishing the history of Winnicott’s work, the development of his ideas within the larger psychoanalytic realm, and the application of his ideas to not only our clinical thinking, but also to our understanding of development. 

Details of the dramatic changes in his theoretical understanding of children and development, and his practical application of psychoanalytic ideas to the clinical situation are eloquently contextualized with the historical shifts taking place in not only the British system of thought, but also within the international psychoanalytic environment.

Winnicott’s desire to have psychoanalysis meet a greater audience was evident throughout his career.  The editors comment early in this book on Winnicott’s large interest in social affairs and the ‘lives of ordinary people.’ Winnicott did achieve this goal in his work with non-analysts and in his publications with non-analytic journals  and magazines, as well as his radio broadcasts.  The immense impact within the psychological (psychoanalytic and psychiatric) field was perhaps felt most in Winnicott’s emphasis on play – as an essential part or element of creative living.  This impact is also evident in our conceptual understanding of ‘normal development’ –  in several theoretical schools, in paediatric work, in formulations about treatment of delinquency,  and brief psychotherapeutic efforts, to name just a few.  Play as a criterion of health has permeated our socially accepted notions of psychological wellness, influenced our views about ‘cure’ within our clinical work with patients, shaped our diagnostic considerations . 

I would add here that this contribution of Caldwell and Joyce has opened up access to an even wider audience of professionals and scholars, in that it made the ideas of D.W. Winnicott available to those that have not had the luxury of (or the time for?) studying the intricacies and nuances of psychoanalytic developmental thought.  The potential for fusing his ideas with those of other disciplines is greatly enhanced as a result of this publication.  To this end, Winnicott’s very particular perspective on development, and especially his thoughts on the importance of play – of developing the capacity for concern, of empathy and in turn, democratic citizenship – each of these have been embraced in the recent writing by the philosopher Martha C. Nussbaum – a work that is concerned with education and ultimately democracy.[1]  Nussbaum cites Winnicott’s belief in the importance of play in shaping democratic citizenship, drawing on play as a ‘precondition’ of developing concern.  This capacity to “…imagine what the experience of another might be like” (in play) is crucial to the developmental unfolding of concern, of empathy, and ethics. Providing this basis through the developing capacity for play is fundamental for a healthy democracy.  It is in play, Nussbaum states, that empathy and reciprocity is developed – and in turn these activities have enormous  developmental consequence in the confidence and trust within the child.  As Winnicott emphasized, these components of play, of concern, and of empathy are critical to the shaping of citizenship within a democratic society. 

The focus on Winnicott’s distinctiveness in this work by Caldwell and Joyce affords all of us a unique opportunity to apply his ideas and his work to our conversations in a widening range of disciplines – and gives us a new appreciation of this individual’s extraordinary gift for understanding the development of human character. 

Rudy Oldeschulte

[1] Though Nussbaum’s* work was published prior to the publication of Reading Winnicott, I am referring to the need for such works as Caldwell and Joyce’s Reading Winnicott to clarify psychoanalytic thought for scholars in diverse disciplines of study.  *Nussbaum, M.C. (2010) Not for Profit: Why Democracy Needs the Humanities. Princeton University Press. 

Rudy Oldeschulte



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