Robert Langs has long been one of the most individual and controversial psychoanalytic theorists. In this book, he concentrates on one of the most prominent areas of his thought: his insistence upon adherence to strict rules for boundaries (or "frames") in psychotherapy and psychoanalysis.Starting from the statement that "Throughout the history of the universe, frames, contexts, rules, and boundaries have been vital aspects of the development and very existence of both physical structures and living organisms," Langs goes on to examine the profile of the issues of boundaries in psychoanalytic thought. He discusses Freud's technique papers on the subject, and goes on to elucidate his own approach, rooted in his thinking on evolutionary and adaptive processes which he has discussed in his previous work. Throughout the book, Langs gives both theoretical discussions and practical groundings of his ideas. As with his previous book, Doing Supervision and Being Supervised (1994), Robert Langs here brings his unique energy and viewpoint to bear on an important but little-examined topic.

Bruch sets out to accomplish what has, until now, been all but impossible--the teaching of psychotherapy using the written word. Bruch's unique success at a task that has been tried and tried again, only to result in stereotyped do's and don'ts, stems from her own experiences with two great teachers: Harry Stack Sullivan and Frieda Fromm-Reichmann.

`My congratulations to Colin Feltham for assembling a set of contentious issues and lively authors which together made me forget my surroundings′ - Person-Centred Practice `Editor Colin Feltham′s choice of topics shows an astute, on-the-ground awareness of the issues that dog the industry, while still making lively reading′ - New Therapist In this book, leading practitioners, critics and commentators take sides on many topical and core debates including: · Theoretical issues: Does the unconscious really exist? Is birth trauma a fiction? Should one believe in `false memories′? · Clinical issues: Is therapy effective? Is `the relationship′ central to success? Do therapists pathologize their clients? Are boundaries necessary? · Professional issues: Do trainees need therapy? Is professionalization of the field desirable? Are counselling and psychotherapy really distinguishable? · Social issues: Can therapy be proven necessary? Does therapy benefit individuals or contribute to social control? Does stress really exist?

This important text not only brings together a synthesis of Robert Langs' most important ideas and the latest developments in his thinking - many of them of utmost importance to all manner of therapists - it also presents them in a form that is accessible to the reader new to the communicative approach, as well as those with more experience. With separate sections on theory and practice that clearly define the basic principles that apply to all forms of psychotherapy and counselling, the book is an excellent starting point as a basic introduction to, and reconsideration of, psychotherapy and counselling for trainees and practitioners.

In the light of the current professionalization of counselling, Clinical Counselling in Context examines the hypothesis that counselling theory and practice is altered by the specific organizational context in which it takes place - the consequence of which is that context is an important force for therapeutic change. It also argues that, with careful professionalization and a well-thought-out academic base, counselling can be a sophisticated activity which is not just the poor neighbour of psychotherapy.

With statutory CAMHS services often heavily oversubscribed, and school and college services mainly offering brief therapeutic interventions, parents are increasingly turning to private practitioners for therapy for their children when they need expert emotional or psychological support. Working privately with children and families can be a rewarding experience for counsellors and psychotherapists but it can also be fraught with concerns for both practitioners and families alike. These concerns can seem so daunting that therapists with clinical experience of therapy with children continue to limit themselves to working only in education or statutory settings. This book offers comprehensive guidance to both experienced and novice counsellors to assist them in the process of setting up or adapting their private practice to include children and young people. It coherently and systematically addresses the obstacles which stand in the way of practitioners offering this important service effectively and ethically. The book is divided into four parts and uses case material to bring to life the areas covered by each chapter.

Feelings of love between patients and their therapists have been an endless source of confusion for those involved. An essential reading for all counselling and psychotherapy students and practitioners, this text offers fresh perspectives and advice on how best to deal with expressions of love and sexual desires in the course of therapy.