Criteria of Progress in Child Psychotherapies According to Psychotherapists

Guimarães, Lilian Pereira de Medeiros; Yoshida, Elisa Medici Pizão

doi:10.1590/1982-43272457201412

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Articles • Paidéia (Ribeirão Preto) 24 (57) • Jan-Apr 2014 • https://doi.org/10.1590/1982-43272457201412 copy

Criteria of Progress in Child Psychotherapies According to Psychotherapists¹ 1 Article derived from the doctoral dissertation of the first author, under the guidance of the second, defended in 2012 in the Graduate Program of the Pontifícia Universidade Católica de Campinas.

Critérios de Progresso em Psicoterapias de Crianças na Avaliação de Psicoterapeutas

Criterios de Progreso en Psicoterapias de Niños en la Evaluación de Psicoterapeutas

Authorship SCIMAGO INSTITUTIONS RANKINGS

This study aimed to perform a survey with psychotherapists, regarding the criteria they consider relevant to measure the progress of children in psychotherapy and whether the criteria indicated by them differ according to the therapist’s theoretical approach. Therapists were contacted electronically and answered a questionnaire composed of items with criteria of positive change present in the literature. Participants were 154 child therapists from different regions of Brazil. The analysis regarding the criteria of positive change that the participants indicated and their theoretical approach suggested that, despite the theoretical differences, in practice psychotherapists seem to adopt similar criteria to interpret progress in child psychotherapies. The criteria mentioned may be useful for a better systematization of the psychotherapy techniques for children. However, due to the lack of elements to evaluate the sample’s representativeness, caution is advised in generalizing the results.

child psychotherapy; evaluation; change

No.	Criteria for Evaluation of Progress	1*	2	3	4	5
1	Diversifies the games	33.12	55.84	5.19	5.84
2	Talks about his/her fears	67.53	25.332	1.95	3.90	1.30
3	Demonstrates conflicts through games and play	78.57	18.83	1.30	1.30
4	Takes the initiative in games	46.75	45.45	4.55	3.25
5	Demonstrates trust in the therapist	74.03	21.43	1.95	1.95	0.65
6	Makes associations between the game and his/her life situation	58.44	27.92	7.79	5.84
7	Directs the games giving orders to the psychotherapist	24.68	38.31	17.53	14.94	4.55
8	Follows the rules of the games (e.g. Monopoly, checkers, etc.)	34.42	49.35	8.44	6.49	1.30
9	Tolerates losing games	51.95	39.61	4.55	1.95	1.95
10	Establishes affective communication with the therapist	67.53	26.62	3.25	2.60
11	Demonstrates comprehension of the reason(s) for being in psychotherapy	50.65	36.36	6.49	5.84	0.65
12	Makes present for the therapist in the sessions (e.g. drawings, collages), on special occasions (Easter, Christmas, end of psychotherapy)	11.69	33.12	25.97	23.38	5.84
13	Sleeps, sometimes, for some time.	15.58	22.08	32.47	13.64	16.23
14	Bring, toys from home	12.34	32.47	24.03	24.03	7.14
15	Wants to take toys home	11.69	44.81	12.99	21.43	9.09
16	Wants to take home drawings and collages made in the session	17.53	40.91	14.29	17.53	9.74
17	Describes situations outside the session	52.60	37.01	5.84	3.90	0.65
18	Demonstrates humor in the games	44.81	40.26	9.74	4.55	0.65
19	Describes fights occurring between the parents	44.16	42.86	8.44	2.60	1.95
20	Represents fights between parents in the games	52.60	36.36	9.09	1.30	0.65
21	Represents fights between children in the games	50.65	37.01	9.74	1.95	0.65
22	Does not abandon the game when something goes wrong	53.25	31.82	9.09	4.55	1.30
23	Visually explores the environment of the consultation room	26.62	47.40	12.34	12.99	0.65
24	Moves around the room with confidence	31.82	53.25	4.55	9.09	1.30
25	Puts the toys away at the end of the session without resistance	34.42	46.75	9.09	9.09	0.65
26	Tells the therapist a secret about distressful situations	41.56	33.77	14.94	8.44	1.30
27	Demonstrates anger at the therapist verbally	48.05	29.87	12.99	7.14	1.95
28	Demonstrates anger at the therapist through the games	51.30	33.12	9.09	5.84	0.65
29	Asserts his/her will in playing the games.	30.52	45.45	14.94	7.14	1.95
30	Describes dreams and/or nightmares experienced during the week.	46.75	34.42	11.04	5.84	1.95
31	Demonstrates interest in the games offered	33.12	44.16	11.04	11.04	0.65
32	Creates new rules for games that have rules, according to his/her convenience (e.g. Monopoly, checkers)	33.12	35.06	12.34	13.64	5.84
33	Focuses on the game or design for long periods.	34.42	42.21	11.69	10.39	1.30

No.	Criteria for Evaluation of Progress	1*	2	3	4	5
1	Presents improvement in relationships with family members (parents, siblings, grandparents)	85.71	12.99	0.65	0.65
2	Demonstrates interest in new activities (e.g. games, sports, music)	61.69	32.47	4.55	0.65	0.65
3	Presents improvement in relationships with classmates and teachers	78.57	19.48	0.65	1.30
4	Demonstrates interest in new people (neighbors, classmates)	51.95	36.36	7.14	3.90	0.65
5	Plays alone with toys and games	33.12	47.40	11.04	6.49	1.95
6	Asserts his/her will when playing with siblings and/or classmates	25.32	50.00	15.58	7.79	1.30
7	Defends him/herself from attacks by siblings and/or classmates	53.90	40.26	3.90	1.30	0.65
8	Accepts the limits imposed by parents regarding schedules, the need to do lessons, and/or tidy things	54.55	35.71	7.79	1.95
9	Manages to solve problems alone	54.55	33.77	5.19	6.49
10	Apologizes when he/she goes too far or behaves improperly	46.75	40.26	8.44	3.90	0.65
11	Admits his/her mistakes	60.39	27.92	7.79	3.90
12	Seeks to fix things (toys, objects, etc.)	48.05	37.01	10.39	3.90	0.65
13	Expresses anger verbally	58.44	30.52	4.55	5.84	0.65
14	Expresses jealousy verbally	53.90	35.71	4.55	5.19	0.65
15	Has good academic performance (grades in the subjects compatible with his/her skills and abilities)	44.81	44.16	3.25	7.14	0.65
16	Shows excitement about going to the psychotherapy sessions	24.03	45.45	19.48	8.44	2.60
17	Talks with the parents about things occurring at school	44.81	40.26	7.14	6.49	1.30
18	Talks with the parents about things occurring in the psychotherapy sessions	20.78	38.31	24.03	14.29	2.60
19	Shows interest in homework	31.17	47.40	11.69	9.09	0.65
20	Generally cares for notebooks, books, and school materials	28.57	49.35	14.29	6.49	1.30
21	Sleeps all night	51.95	35.06	7.79	5.19
22	Does not have nightmares	30.52	46.75	14.94	6.49	1.30
23	Eats well	40.91	43.51	11.04	3.90	0.65
24	The parents are satisfied with the care	41.56	44.16	9.74	3.90	0.65
25	Takes care of him/herself and his/her appearance	52.60	36.36	7.14	3.25	0.65

Item*	1	2	3	4	5	6	9	10	11	12	13	16	22	26	29	33
Psychoanalytic	VR		VR	VR			VR	VR
Psychodynamic			VR	MR			MR	VR	MR	IR	IR	IR		MR	MR	MR
Cognitive-Behavioral		VR	VR	VR	VR	VR	VR	VR	VR	MR			VR
Others			VR							IR	IR	IR

Item*	1	2	3	4	5	6	9	16	18	22	23	24
Psychoanalytic					MR	MR		MR	IR			MR
Psychodynamic	VR	VR	VR		MR			MR		MR		VR
Cognitive-Behavioral	VR	VR	VR									VR
Others		MR		MR	MR	MR	MR	MR	MR	MR	MR	MR

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] 2 Correspondence address: Lilian Pereira de Medeiros Guimarães. Rua Arlindo Scavone, 149, casa 40. Jd. Santa. Maria. CEP 12328-250. Jacareí-SP, Brazil. E-mail: lilianpm@uol.com.br

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Criteria of Progress in Child Psychotherapies According to Psychotherapists1 1 Article derived from the doctoral dissertation of the first author, under the guidance of the second, defended in 2012 in the Graduate Program of the Pontifícia Universidade Católica de Campinas.

Critérios de Progresso em Psicoterapias de Crianças na Avaliação de Psicoterapeutas

Criterios de Progreso en Psicoterapias de Niños en la Evaluación de Psicoterapeutas

Criteria of Progress in Child Psychotherapies According to Psychotherapists¹ 1 Article derived from the doctoral dissertation of the first author, under the guidance of the second, defended in 2012 in the Graduate Program of the Pontifícia Universidade Católica de Campinas.