1. Objectifs

Intentions :
« The nature of embodied symbolic play in this paper discusses parent-child intervention in dyadic formation, wherein parent and child may both explore and establish a framework for greater attunement and responsiveness within their relationship. Specifically, it discusses Harvey’s Family Dynamic Play approach to drama therapy in working with a mother-child dyad experiencing an ambivalent attachment pattern. » (p. 39)

Questions/Hypothèses :
« Given the rationale for use and implemented of Family Dynamic Play with parents and preschoolers manifesting insecure attachment pattern, I proposed that the use of embodied symbolic play activities as an intervention style would positively affect both the quality of attachment within the dyad, and the occurrence of demonstration of parental sensitivity. Specifically, I proposed that the group activities would help foster the following three components, as measured by my own qualitative observations and the discussed observations of the team: (1) Correction of the child’s externalizing behaviours surrounding insecure attachment; (2) A more positive quality of sensitivity and responsiveness between both the individuals within the dyad; and, (3) A more positive quality of the dyad’s affiliation and affirmation in intimacy and attachment. » (p. 42)

2. Méthode

Échantillon/Matériau :
One dyad composed of Adèle, age 33 and her son Rion, age six, who had participated in a parent-preschooler outpatient rehabilitation program in psychiatric hospital in Montreal, is the center of this case-study. (p. 42)

Instruments :
« Activities were coded according to the terminology provided in the Crowell procedure (Crowell, Feldman, & Ginsberg, 1988). » (p. 53)

Type de traitement des données :
Analyse de contenu

3. Résumé

« The attachment relationship in the parent-child dyad directly affects the child’s developmental, social, and emotional growth. The first formative relationship not only acts as the foundation from which the child relates to his or her social environment, but it also influences their self-concept, the cognitive and social capacities that are crucial in later childhood development, and ultimately how the child will respond and adapt to the world. This paper discusses one case study dealing with semi-directed, embodied symbolic play in drama therapy interventions designed to increase the quality of attachment with a mother-preschooler dyad. Intervention targeting both parent and child’s abilities in perceiving, interpreting, and responding to emotional states in self and other may address some of the deficits associated with child aggression and disorders of conduct. A drama therapy model may serve parents in responding, interacting, and/or relating more sensitively to their child. » (p. iii)