Reparenting

from Wikipedia, the free encyclopedia

Reparenting (English parents ; re - re -) or new parenting is a term from psychotherapy and an essential part of the therapeutic relationship. It describes a therapeutic attitude that deliberately provides the patient with subsequent parental care that is appropriate within the framework of a therapeutic relationship.

The term reparenting is Germanized and is the most common term for this therapeutic intervention; it is less often referred to as new or re- parenting or post-feeding . It corresponds to the "corrective emotional experience" that was conceived by Alexander & French in 1946.

application

Reparenting is used in the treatment of trauma as well as mental disorders and mental conflicts that originate in a lack of empathy and inadequate attention from parents and important caregivers . It is an essential part of every therapeutic relationship and is heavily weighted , for example, in schema therapy , hypnotherapy , integrative therapy or transaction analysis .

principle

In the early and later phases of human development, inner attitudes develop which, if unfavorable, lead to the development of neurotic conflicts and neurotic disorders . In 1982 Mentzos called this superimposed layers of defense systems that hide the so-called “ central conflict ”, whereby these defense systems often become a problem. The fundamental conflicts that led to the necessary development of these problematic defense mechanisms should be revived in psychotherapy so that they can be dealt with. The damaging effect of internalized parental images / representations can be changed by means of a corrective atmosphere of interpersonal contact, with reparenting being a possible approach.

When treating deficits, reparenting provides those relationship qualities that would have been necessary to develop a strong personality structure. The therapist's job is to embody what was previously missing.

“Post-parenting” as a therapeutic strategy is a difficult balancing act because a real substitute for the early and unsatisfactory parenting and relationship experiences is not possible. The past real life and development history of the individual cannot be changed, but the effects it has on the relationships that are possible today.

Limits

The therapist is responsible for assessing the limits of reparenting. All forms of affection in words, looks or touch must lie within the therapeutic framework and must not assume any improper character. It is always therapeutic, parentally colored gifts that must not satisfy the therapist's egoistic wishes and also have to exclude possible abusive wishes of the patient. This is particularly important in terms of professional ethics when it comes to reparenting in body and touch-oriented psychotherapies, which require a great deal of closeness.

Example schema therapy

Repairing in the case of special problem situations / (early maladaptive schemata) using the example of schema therapy according to Jeffrey E. Young : In order for the reparenting to be effective, it must be precisely adapted to the patient's problem. It is important to take into account the particular mode in which the patient is currently in, when he changes the mode and whether several schemes are effective in parallel.

Early maladaptive scheme Required atmosphere for reparenting
Abandonment / instability The therapist provides stability and structure and supports the patient in finding stable relationships in everyday life. He counters the patient's fears that there is a high probability of being abandoned with a realistic assessment. The patient should learn to accept temporary breakups without closing themselves off or behaving in a self-destructive manner.
Suspicion / abuse The therapist is trustworthy and sincere and speaks to the patient about any negative feelings or expectations towards the therapist.
Emotional deprivation The therapist creates an atmosphere of emotional warmth, empathy and striving to help. It clarifies the patient's rights to emotional needs and their satisfaction, and encourages the patient to ask for the emotional attention they need. It supports the patient in expressing feelings of deprivation without becoming aggressive or withdrawing into silence. The patient should learn to endure deprivation and to accept his own imperfection.
Inadequacy / shame The therapist demonstrates acceptance and non-judgmental behavior towards the patient. He emphasizes the importance of the patient's well-being regardless of his shortcomings and gives the patient sincere compliments that correspond to reality. The therapist stands by his own imperfection and can admit personal weaknesses.
Social isolation / alienation The therapist demonstrates to what extent the personalities of patient and therapist are similar and in which points they differ, and shows that fruitful communication is still possible.
Dependency / incompetence The therapist fends off attempts by the patient to become dependent on the therapist. He calls for independent decisions, but also explicitly praises progress and good assessments by the patient.
Susceptibility to harm or disease The patient should learn to free himself from general fears and perceptions of danger. The therapist expresses his confidence that the patient will be able to cope with fearful situations as well as dreaded illnesses.
Entanglement / Underdeveloped Self The therapist sets clear boundaries that enable an appropriate relationship between closeness and distance. It supports the patient in developing a sense of their own independence.
Failure / Lack of stamina The therapist supports the patient in their endeavors for school, academic and professional success. With the help of the therapist, the patient should build up coping structures and define boundaries for himself.
Claims attitude / grandiosity The therapist supports the vulnerable side of the patient, not the claim side. The patient should learn to set boundaries on his or her claim side and to strive for emotional connection instead of striving for status or power.
Insufficient self-control / self-discipline Here the therapist sets massive limits and clearly exemplifies self-discipline and appropriate self-control. He encourages and praises the patient as he gradually develops the skills himself.
submission The therapist involves the patient in many decisions when designing the therapy plan, whereby the behavior of the therapist is as little directive as possible. The therapist advises the patient of any deferential or rebellious behavior and encourages them to express their anger appropriately. The patient should learn to make their own, independent decisions.
Self-sacrifice The therapist supports the patient in setting himself appropriate boundaries and in advocating for his own rights and the fulfillment of his own needs.
Negativity / pessimism In concrete questions, the therapist avoids countering the patient's negative assessment with his own positive assessment. Rather, he asks the patient to put himself in both roles one after the other. Otherwise the therapist demonstrates a healthy optimism.
Emotional reticence The therapist encourages the patient to express feelings spontaneously in the session and shows the appropriate expression of their own affects.
Excessive standards / excessively critical attitude The therapist exemplifies a balanced approach to work and private life. It encourages the patient to playfully deal with things and the courage to be imperfect. The patient should learn to evaluate himself and others less seriously and severely.
Punish The therapist demonstrates a forgiving attitude towards himself and the patient and pays tribute to the patient when he forgives others.
Striving for approval and recognition The therapist highlights the patient's core self and supports the patient through benevolence and appreciation. The patient should learn to break away from superficial criteria such as status, outward appearance or wealth.

historical development

Sándor Ferenczi presented the concept of “post-nutrition” as an alternative to Freud's rather unsuccessful post-schooling in 1931 on Freud's 75th birthday in Vienna. According to his theory, it is not the transference , but the “counter-milieu” that brings the healing. Instead of the necessary care and security, many neurotics experienced a mixture of rigor and sexualization in childhood. "Such neurotics would have to be adopted formally and for the first time allowed to partake of the blessings of a normal nursery."

Reparenting is a concept of integrative therapy and gestalt therapy, which was developed in 1969 by Hilarion Petzold in the concept of progressive analysis (spiraling continuous and retrospective analysis). It is based on previous theories by, for example, Ferenczi or Michael Balint . In 1988, Petzold describes this process as the second way of healing, as "post-parenting", whereby it is about the experience of trust, of being held, understood and nourished.

Reparenting was taken up by Jacqui Lee Schiff in 1970 and represents the theoretical basic insights of the transaction-analytical "Schiff school" (reparenting cathexis).

Reparenting is an essential element in schema therapy according to Young 2005.

literature

Web links

Individual evidence

  1. ↑ Jeffrey E. Young, Janet S. Klosko, Majorie E. Weishaar: Schematherapie. A practice-oriented manual . Junfermann, 2005, ISBN 3-87387-578-0 , pp. 83/89.
  2. ^ E. Alexander, TM French: Psychoanalytic therapy, Principles and applications . Ronald Press, New York 1946.
  3. ↑ Stavros Mentzos: Neurotic Conflict Processing. Introduction to the psychoanalytic theory of neuroses, taking into account new perspectives. Kindler, Munich 1982, p. 135.
  4. ↑ D. Rahm, H. Otte, S. Bosse, H. Ruhe-Hollenbach: Introduction to Integrative Therapy. Basics and practice. Junfermann, Paderborn 1993, p. 333.
  5. ↑ Schema Therapy. P. 254 ff.
  6. ↑ Michael.Luetge: on Ferenczi's "Nachnahrung" 1.2.2 Influences of psychoanalytic revisionists 218, 1.2.2.1 Sandor Ferenczi: Elastic Therapy and Nachnahrung 218 Ruhr-Uni-Bochum.
  7. ↑ Hilarion Petzold: Integrative Therapy. Models, theories and methods for cross-school psychotherapy. Volumes 1-3. Junfermann, Paderborn 1993, p. 1120.
  8. ↑ Jaqui Lee Schiff, Beth Day: All My Children. Healing Schizophrenia through Repetition of Childhood . Kaiser, Munich 1970.
  9. ↑ ship u. a .: Cathexis Reader. Transactional Analysis. Treatment of Psychosis . Harper & Row, New York / Evanston / San Francisco / London 1975.
  10. ↑ Schema Therapy. P. 253ff.