vincent papaleo clinical psychologist 81 denmark st kew, 3101 tel 98539022
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Vincent Papaleo Clinical Psychologist 81 Denmark St Kew, 3101 Tel 98539022 [email protected]. Wilhelm Reich 1949 . - PowerPoint PPT PresentationTRANSCRIPT
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Wilhelm Reich 1949
“ …. a certain personality type amongst divorced parents who defended themselves from narcissistic injury by fighting the other parent to rob that parent the pleasure of the child
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Wallerstein and Kelly (1990)
“ ….. An Unholy alliance between a narcissistically enraged parent and a vulnerable child who together waged war in order to hurt the other parent.”
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Ticknore and Fields 1989
“ the Medea Syndrome” to describe the parent who seeks revenge on their former spouse, to destroy the relationship with the other parent
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Richard Gardiner
Parental Alienation Syndrome (PAS) • process that arose exclusively in the context of
custody disputes • pattern of denigration by a child against a
previously loved parent that has no justification.
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Narcissistic Injury
• Narcissistic Personality Traits• Lacking a well-established self identify • relying on primitive defenses • Externalization• Denial• projection
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PAS Symptoms
• combination of programming or brainwashing by an indoctrinating parent
• contribution by the child themselves to account for the vilification of the targeted parent.
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PAS Behavioural presentation
• Appeared to share a common Pathogenesis• Rejection• Vilification• borrowed scenarios• a lack of ambivalence• complete rejection of a once loved and cared for
parent• an alarming level of dispassion and indifference• Children show Phobic like reactions
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Core Presumption
• there is an unspoken but clear expectation by the favoured parent that the child reject the now alienated parent
• the clear understanding that should they not do
so, that they too will face rejection, removal of love or abandonment by the favoured parent.
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Kelly and Johnston (2004)
• reformulated systemic model • more sophisticated multifactorial perspective
• looked less at a linear causality
• more at an interactional model to explain why a child rejected a parent following separation
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A Systemic Perspective
• The behavior of the favoured parent and rejected parent
• Parents’ relationship with the child before and after separation,
• Level of parental competence
• History of family violence and, or neglect
• contribution of the legal process
• influence of extended family and friends
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The Child’s Contribution
Kelly and Johnston proposed a model that looked at the interaction of all these factors along a continuum
Importantly they considered the vulnerabilities within the child themselves – age– stage, – temperament – psychological and developmental factors
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Greater Nuance
• the systemic model conceptualized that the behavior of the favored parent was one, but not necessarily the main component in understanding the child and parent problems.
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Fiddler, Bala and Saini. (2013)
• Johnston quoted …. I prefer to keep the term “Alienation” for what a parent does, which I think is emotionally abusive”.
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Normal Divorce Reactions
• rejection of a parent to some degree is common in
• there are normal affinities
• It is normal for some children to support one parent more
• not all rejected parents are passive victims
• family violence, emotional, physical and sexual abuse do occur • neglectful parenting and parental abuse are all reasonable justifications for why a
child may not want to see a parent
• Some rejected parents do provide a genuinely compromised level of parenting
• Some are active architects of their own demise.
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The Facts Remain …….
Alienation is:• easy to observe• easy to describe• its behavioral manifestations are familiar • there is no consistent pathogenesis. • each family brings with it a unique set of dynamics • There is hardly any predictive reliability to what
cases will and will not traverse down the path of alienation
• Hard to treat
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Short and long term Effects
• heightened levels of anxiety, • lower levels of self esteem, • lessened social competence, • higher risks of depression • generally lowered psychological functioning across
childhood • extends into adulthood and subsequent parenting. • There is general consensus that the long-term
implications are sufficient to warrant active and determined intervention.
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Therapeutic Successes
• Success is more limited to those cases described in the literature as mild and moderate in severity
• Efficacy of change of Custody• Reversal of living arrangements• Usefulness and role of therapy• Sensibility of maintaining the status quo
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These cases are Hard!
• Courts seem unable to deal with the problems effectively
• Courts become very concerned about the combination of developmental and health issues, especially when compounded by the allegations of abuse
• Distinctions between abuse and alienation can be difficult and especially when both alienation and abuse appear together
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Points of Distinction
• alienation is different to normal reasons for why a child might reject a parent.
• Alienation is different to estrangement
• Alienation involves a message of restraint, regardless of the extent to which the rejected parent may have contributed to their own predicament
• Alienation entails a significant level of influence
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Intervention• Usually a combination of:
– Legal– Education– Psychological
– Works best for mild to moderate problems
– when refusal is mainly related to affinities,– age and gender issues– when the rejection is related to circumstances of divorce– these families benefit enormously from psychological intervention – Especially with the over riding imprimatur of the Court.
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Goal of treatment• foster a positive relationship between both parents • help reestablish functional parental roles• help the child develop less black and white thinking • more realistic perceptions within the family• addressing historical inaccuracies • encouraging development of a full range of affect• finding a middle space • Increase flexible thinking. • Get parents and children in to treatment• Traditionally successful techniques
– cognitive behavior therapy, – family therapy – family based interactional therapies.
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The Severe End of the Continuum
• What distinguishes these cases is their impenetrability and immutability to change
• may be that more severe cases reflect a different underlying pathology and pathological processes that are more than just greater severity, than less difficult cases
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These cases are High Risk
• running away• violent and aggressive towards the rejected
parent • place demands on the most resourced of
parents • intervention has a window of opportunity and
a use by date.
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Family Bridges Program
• In an attempt understand and explain what he observed, Warshak (2010) looked to the existing body of Psychological and Social neuro-science in order to understand and explain what he observed and then direct how to intervene
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Genuine Alienation
Fundamental to all cases involving rejection of a parent by a child is consideration of the amount of the influence of one parent on that child.
• Reicht (1949) • Wallerstein and Kelly (1980) • Tickmore and James (1989)• Gardiner (1985)• Johnston and Kelly (2001)• The alliance between a narcissistically inclined parent and the child
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There is a Power Differential
• The Favoured parent is in a more dominant position
• The alienation involves a child who is in a less dominant and subordinant position
• There is a power differential between parent and child
• The distortion of family hierarchy elevates the level of dominance of the child in the family system to equal and above that of the rejected parent
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The Level of Influence• An increasingly nuanced and sophisticated understanding
and intervention in mild and moderate cases.
• this has not been the case in relation to the more severe cases
• What these cases have in common is – the level and process of influence by one parent– that child’s perceptions, independent of that child’s past
relationship with the other parent.
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Old Ideas• The ability to influence the behavior of another person because of
the unspoken feelings and communication by that person is also a process well documented in psychological literature.
• Folie a Deux• Emotional Contagion• Double Bind Communication• Projective Identification• Social referencing• Rosenthal Effect• Co-Dependency• Social-Neuroscience
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Laseque and Fulnet in 1887
• first described a case of folie a deux • entailed that transmission of delusional beliefs
from a psychotic individual to a healthy family member
• They describe this syndrome as characterized by the emergence of the same symptoms in family members who “ …. are emotionally very close and psychologically entwined.
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Soriano, R.M. (2009)
• When describing a paranoid disorder (Folie a deux) between two sisters, concluded:
“ …. an induced delusional disorder most often occurs between a group of people who share close relationship bonds and mostly family ties.”
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• .... even though epidemiology remains unclear, these people who develop this faulty thinking share a close co-existence and intimate emotional links, a distorted set of beliefs that are plausible, based on past events, and that the person in whom these faulty beliefs are induced has an easily influential personality ….
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…. treatment should begin with the separation of the induced from the inducer.
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Emotional Contagion
• The transmission of faulty beliefs shows features of emotional contagion
• usually involves a dominant person impinging their beliefs on a subordinate person
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The Common Behavioural features
• a child’s reconstruction of reality
• Phobic like behaviour toward a once loved parent
• based upon plausible but highly exaggerated content
• that has often been obtained to a larger or lesser extent from the other parent
• disproportionate beliefs about the other parent and their capacity to do harm or damage to the child or to the favored parent,
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• there is often heavy reliance upon borrowed scenarios
• that is an incorporation of fact, information that has been told to them in the third person,
• common is the independent thinker phenomenon
• the presentation of their reality is often grossly disturbed and distorted.
• any challenge to this construction is met with angry and often frenzied denial about any influence from the other parent
• in the vast majority of these cases the child previously had at least a good enough relationship with the parent who is now vilified and rejected
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The Need to Reconceptualize the Behaviour of the Favoured parent
• The parent who simply supports the child’s right to choose • who overly includes the child in discussion about the other parent
• denigrates of the other parent
• The unspoken disapproval or threat of rejection, removal of love or abandonment should they have a relationship with the other parent
• directly contributing to the psychological alteration of their child’s
experience.
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A Subtle, but Pathognomonic Communication Style
Watzlawick, Weakland and Fisch (1974)
Change – Principles of Problem Formation and Problem Resolution
• double bind communication
• Most will also have experienced directly the double bind when the words that the child hears convey the message that they should go
• the posture, facial expressions, communicated ambivalence and tone clearly communicates the message don’t go.
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Gregory Bateson 1972 – Steps to an Ecology of Mind
• The double bind creates an impossible situation.
• The Child connects to and “hears” the unspoken communication
• Postulated - The double bind theory of of mental illness
• may be particularly relevant when conceptualizing of this kind of disturbance.
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• Two messages heard simultaneously
• When confronted with such emotional conflict and anxiety, the child becomes emotionally immobilized and survival in that sense may require a splitting off of one reality in favor of another.
• Split the world in to Good and Bad– You are with me or you are against me– There is no room for ambivalence!
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Projective Identification
• The psychological depositing of unspoken feelings into the child who then acts upon these feelings as thought they belong to them.
• These children act upon these feelings as though they are real and emanate from within themselves.
• The emotional experience that is deposited into them even though at one level is alien to them, becomes infectious to the point that it cannot be contained.
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Social referencing
• the tendency for people to look to significant others in ambiguous situations in order to obtain clarifying information about the situation.
• Young children look to the facial expressions, tone of voice, physical posturing and by reading their parent’s faces in order to get a sense of what is occurring and what that parent is feeling in order to make a decision about what is and is not safe.
• Every person involved in the assessment of these difficult cases will have observed a child look to a parent to obtain non-verbal instruction about how to behave and whether to go to the other parent.
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The Rosenthal effect
• expectations placed on a person be they positive or negative, influence that person and their behavior
• the ability to influence the behavior of others based on the unspoken communication or feelings about the other.
• a person’s strongly held views, attitudes and beliefs can influence the behavior of people around them in ways that that the person is not even aware.
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Co-Dependence
• A more pathological process
• one person is controlled and manipulated by another who is themselves effected with a pathological condition such as narcissism.
• Narcissistic Insult – Reicht, Wallerstein, Kelly etc.
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The Continuum• As a social process, the Rosenthal effect and social
referencing, and double bind communication given tangible examples of how non-verbal, unspoken expectation can clearly communicate, direct and in some ways control the behavior of others without the spoken word.
• Co-dependent relationships and Folie a Deux are much more pathological
• Shared madness
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The Common features?
• Common to all these processes – close and intimate relationships, – close physical proximity, – dominant and subordinate relationships – may reflect the dynamic most evident in cases of
severe alienation
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Emotional Contagion
• The Importance of Social Neuroscience
• a process in which a person or a group influences the emotions or the behavior of another person or group through the conscious or the unconscious induction of emotional states and behavior.
• It describes a process that entails a transfer of moods and is connected to empathy and individuation
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• Emotional contagion is particularly evident in the behavior of children who are observed to become distressed when another becomes distressed or happy when another is happy
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• It reflects an emotional capacity to influence the behavior of others and reflects the use of emotion-like language in every day communication
• How we feel affects what we do
• The question is “How do we get that feeling in the first place?”
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• In cases of extreme alienation.
• It is often difficult for children who are the subject of alienation to describe the changing nature of their relationship with a previously loved parent.
• They proclaim independence and typically attribute blame to the rejected parent for often trivial and frivolous reasons.
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social neuro-science
• emotional contagion involves the mirroring of how others feel
• We use mirror neurons in the front part of our brain to mediate our social functioning
• Mirror neurons allow us to pick up subtle social signals about how other people feel that function outside of consciousness
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• The mirror neurons mirror in our heads what we are noticing in the social context and explain emotional states of catching, even more than thoughts and language.
• It is a common experience that people’s feelings
in a room or a social context become caught by others and especially when those people have a high status
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• The more high status a person, the more contagious their emotions because those who are subordinate look to them for cues
• The overlap with this social psychology finding and the observation of a child in the company of a favored parent communicating disapproval for the rejected parent should be obvious
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• The overlap with this social psychology finding and the observation of a child in the company of a favored parent communicating disapproval for the rejected parent should be obvious.
• The more high status the person, the more that person’s mood affects what happens around them.
• Subordinate children may read the signals and act accordingly.
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• If the dominant person is not able to acknowledge their emotional state,
• then the more subordinate person will incorporate this state and act upon it as though it is their own although the origin of those feelings will remain foreign to them.
• Emotions that are the most contagious are fear and anger.
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Emotional Contagion
• emotional contagion is less conscious• more automatic• relies on non-verbal communication• mimics the emotional expressions of the
sender • picked up by the receiver.