Brenda introduces Erikson’s second stage of development, Autonomy vs. Shame, and highlights the importance of supporting a child’s growing sense of independence. Occurring between the ages of 18 months and 3 years, this stage is a pivotal time when toddlers begin to explore their abilities and assert their own choices.

At this stage, children are just beginning to understand that they are separate from the people around them. This newfound awareness can lead to a desire for autonomy, but it can also bring feelings of shame and doubt when they face challenges or are met with disapproval. Supporting a child at this stage requires a close relationship with the caregivers to ensure the child feels both supported and empowered.

Brenda gives a closer look into what therapy looks like during this stage but also gives excellent guidance on communicating during this stage. One crucial element during Stage 2 is rapprochement, which refers to the back-and-forth dynamic between a child and their caregiver. This term describes a child's growing awareness of their independence and their need to return to the caregiver for reassurance.

Even if you’re not working with toddlers or preschoolers, understanding the struggles of autonomy vs. shame is important. Issues that arise in Stage 2 can echo into later stages of life. Understanding the potential long-term effects of early developmental challenges can be valuable for therapists working with children, teens, and adults.

Connect with Brenda with the link below

www.connectiontherapypodcast.com

Follow Brenda on Instagram @theconnectiontherapypodcast

References Mentioned in this Episode:

Anna Freud. (1946). The Psycho-Analytical Treatment of Children. New York, NY: International Univ. Press.

Margaret Mahler’s Rapprochement in referenced in Freud and Beyond: A History of Modern Psychoanalytic Thought by Mitchell & Black (1995)

Erik Erikson’s Stages of Psychosocial Development referenced in Freud and Beyond: A History of Modern Psychoanalytic Thought by Mitchell & Black (1995)

In today’s episode, Brenda introduces Erikson’s first stage of development, Trust vs. Mistrust, and explores how to understand a child’s world beyond direct questions. This foundational stage, typically ranging from 0-18 months old, lays the groundwork for their entire emotional and cognitive development, making it essential to tune into behaviors and subtle cues rather than relying on verbal answers alone.

In Erikson’s model, the first stage of development — Trust vs. Mistrust — is all about creating a safe and dependable environment for a child. When children sense that their caregivers and surroundings are trustworthy, they begin to feel secure and more willing to explore, learn, and engage with others.

For caregivers and therapists, understanding Trust vs. Mistrust in children involves careful observation and assessment, focusing on subtle behaviors that reveal the child’s level of comfort, attachment, and sense of security.

Erikson’s model provides a framework for understanding child development that’s rooted in the idea of stages — each of which builds on the previous one. In the case of Trust vs. Mistrust, establishing trust is essential for all future growth.

The model isn’t about specific therapeutic interventions, but rather a guide for observing developmental milestones and assessing whether a child is experiencing the security needed to reach them.

References Mentioned in this Episode:

Lou Cozolino. (2024, 4th ed). The Neuroscience of Psychotherapy: Healing the Social Brain (Norton Series on Interpersonal Neurobiology).

Anna Freud. (1946). The Psycho-Analytical Treatment of Children. New York, NY: International Univ. Press.

Erik Erikson’s Stages of Psychosocial Development referenced in Freud and Beyond: A History of Modern Psychoanalytic Thought by Mitchell & Black (1995)

Bessel Van der Kolk (2015). The Body Keeps the Score.

In today's episode, Brenda shares her experience working with children in therapy and how understanding child development can make therapy more effective. Measuring progress with kids can be tricky, as they often can’t express how they feel or recognize changes. What may look like simple play can actually be therapeutic when approached with the right understanding of where the child is developmentally.

Brenda takes a developmental approach, emphasizing that emotional and psychological growth in children isn’t as easily defined as physical growth. Trauma can disrupt development, so it’s crucial to observe behaviors within the context of the child’s age and experiences.

Brenda walks listeners through Erik Erikson’s eight-stage model of psychological development, explaining how these stages offer a roadmap for understanding where children should be emotionally and psychologically at different ages. By using this model, Brenda helps ensure that therapy stays aligned with a child’s needs and developmental goals, offering a framework for both parents and therapists to understand progress more clearly.

Through these models therapists can help children grow emotionally and mentally at their own pace, ensuring therapy truly supports their long-term well-being.

References Mentioned in this Episode:

Anna Freud. (1946). The Psycho-Analytical Treatment of Children. New York, NY: International Univ. Press.

Erik Erikson’s Stages of Psychosocial Development referenced in Freud and Beyond: A History of Modern Psychoanalytic Thought by Mitchell & Black (1995)

This week, Brenda brings listeners into a research-based episode to explore the fascinating concept of social learning and emotional transference, touching on the profound ways these ideas shape our understanding of human and animal behavior.

Social learning—learning through observation—goes beyond simple imitation. It's about how we absorb emotions, behaviors, and intentions from those around us. Through Brenda’s discussion, she takes a closer look at how infants can even recognize the reliability of adults, how emotions are transferred among animals and humans, and how these insights open up new questions about emotional bonds and relationships.

This research is a powerful reminder of the importance of practices like play intervention therapy and animal-assisted therapy. Play therapy allows children to express their emotions in a safe, controlled environment, helping them learn to identify their feelings, understand the behaviors of others, and develop crucial social and emotional skills.

Animal-assisted therapy, on the other hand, taps into the deep, universal bond between animals and humans. Animals can help children recognize and respond to emotional cues, teaching empathy, emotional regulation, and connection in ways that words alone often can’t.

As Brenda brings listeners into these ideas, she leaves us with bigger questions: What are we truly picking up from others? How do we interpret the emotional signals and behaviors we see? Through understanding social learning and emotional transference, we can become more mindful of our actions, emotions, and how others are learning from us.

And with animal-assisted therapy, there is so much more to uncover about how these emotional connections can shape healing, growth, and deeper understanding in therapeutic settings.

References Mentioned in this Episode:

Aronson, E. (2004). The Social animal (9th ed.). Worth Publishers.

Lingiardi, V. & McWilliams, N., (Eds.). (2017). Psychodynamic diagnostic manual (2nd ed.). Guilford Press.

Poulin-Dubois, D., & Brosseau-Liard, P. (2016). The Developmental Origins of Selective Social Learning. Current directions in psychological science, 25(1), 60–64. https://doi.org/10.1177/0963721415613962

Trösch, M., Pellon, S., Cuzol, F. et al. Horses feel emotions when they watch positive and negative horse–human interactions in a video and transpose what they saw to real life. Anim Cogn 23, 643–653 (2020). https://doi.org/10.1007/s10071-020-01369-0

Animals have a unique ability to signal non-verbally, reflecting our internal emotional states. By learning to interpret these signals, therapists can enhance their effectiveness and deepen their understanding of clients.

In today’s episode Brenda highlights transference—the phenomenon where feelings about one person are unconsciously redirected to another. This is especially relevant in therapy settings, where non-verbal cues can reveal much about a client's emotional landscape.

Understanding transference is crucial for therapists. For instance, when a child enters a therapy session, their emotional state can be influenced by their surroundings. If the waiting area feels unsafe, the child may carry anxiety and fear into the session, which can be reflected in their body language and facial expressions.

Brenda notes that these emotions can create a feeling tone that transfers across the room. A child might perceive an adult as threatening simply due to a misread of non-verbal cues. In this way, the child’s relational patterns—shaped by previous experiences—can impact their current interactions.

Brenda emphasizes that animals help illuminate these non-verbal patterns of relationships. Animals play a critical role in enhancing our understanding of transference. By observing the interactions between children and therapy animals, we can uncover important emotional patterns and relational dynamics.

Incorporating animals into therapeutic settings offers a powerful way to explore emotional states and non-verbal communication. As we learn to interpret these interactions, we pave the way for deeper understanding and healing.

Connect with Brenda with the link below

www.connectiontherapypodcast.com

Follow Brenda on Instagram @theconnectiontherapypodcast

References Mentioned in this Episode:

Jung, C.G. (1989). Memories, dreams, reflections. (A. Jaffé, Ed., R. & C. Winston, Trans.). New York, NY: Vintage Books. (Original work published 1963). p. 212.

Jung, C. G. (1985). The Practice of psychotherapy (H. Read et al., Eds.), The collected works of C. G. Jung (R. F. C. Hull, Trans.) (Vol. 16). Princeton, NJ: Princeton University Press. (Original work published 1929). p. 61.

McWilliams, N. (1999). Psychoanalytic case formulation. Guilford Press. P. 106.

Panksepp, J. (2009). Brain emotional systems and qualities of mental life: From animal models of affect to implications for psychotherapeutics. In D. Fosha, D. J., Siegel, & M. F. Solomon (Eds.), The healing power of emotion: Affective neuroscience, development & clinical practice (pp. 1-26). New York, NY: Norton.

Stephen Porges (2011). Polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. pp. 12-17.

In today’s episode, Brenda dives into two compelling areas of therapy: the role of projections and non-verbal communication, and the evolving field of animal-assisted therapy. This dual focus provides valuable insights into how therapists can better understand and diagnose their patients.

Brenda starts by exploring projections—those non-verbal behaviors that reveal underlying thoughts, feelings, and experiences. In therapy, understanding these projections is crucial. They often manifest as subtle cues, like body language or facial expressions, that can provide a window into a patient’s emotional state.

Brenda reminds listeners of the importance of deciphering non-verbal communication patterns. By learning to read these patterns, therapists can gain a deeper understanding of their patients.

Brenda also highlights the growing field of animal-assisted therapy and she explains how AAT can offer diagnostic insights that traditional methods might miss. Today’s episode emphasizes the benefits of combining projections, non-verbal communication, and animal-assisted therapy to improve therapeutic outcomes.

Connect with Brenda with the link below

www.connectiontherapypodcast.com

Follow Brenda on Instagram @theconnectiontherapypodcast

References Mentioned in this Episode:

Jaak Panksepp & Lucy Biven. (2012). The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions (Norton Series on Interpersonal Neurobiology) 1st Edition. W. W. Norton & Company.

Smith AV, Proops L, Grounds K, Wathan J, McComb K. (2016) “Functionally relevant responses to human facial expressions of emotion in the domestic horse (Equus caballus)”. Biol Lett. Feb;12(2):20150907. doi: 10.1098/rsbl.2015.0907

Projections are a powerful dynamic in therapy, revealing the hidden emotions and thoughts that children might not even be aware they're expressing. While much attention is given to positive projections, today, Brenda is shifting the focus to the negative ones.

Negative projections are spontaneous and often unconscious, making them challenging to recognize and address. They can show up as statements or behaviors that feel like a blow, not because they are intended to hurt.

In therapy, negative projections might emerge when a child expresses something that feels critical or hurtful. For example, a child might say something that seems accusatory or dismissive. It's important to remember that these statements are not meant to be negative or offensive—they are a reflection of the child's current emotional state and their attempt to make sense of their world.

Brenda emphasizes the importance of distinguishing between what belongs to us and what is being projected onto us by the child. This distinction is crucial in building empathy, as it allows us to understand that the child is not attacking us personally, but rather expressing their struggles in the only way they know how.

It's essential to create a safe space where the child feels comfortable exploring their feelings, even the difficult ones.By approaching these projections with empathy and a genuine desire to understand, we can help children navigate their emotions and improve their social interactions.

Brenda’s insights remind us that these projections are not personal attacks, but rather unconscious expressions of a child’s inner world—expressions that, when understood and addressed, can lead to significant therapeutic progress.

Connect with Brenda with the link below

www.connectiontherapypodcast.com

Brenda has introduced us to the concept of projections, both positive and negative, and how they appear in our interactions with clients. These projections, especially the positive ones, can be subtle and challenging to identify, yet they play a crucial role in the therapeutic process.

Today, Brenda is focusing on positive projections and how they might show up when working with child clients. These projections are often disguised as compliments or statements that might seem insignificant at first glance but carry deeper meaning. They can be hard to spot because they blend in with everyday conversation.

For example, you might hear a child say something like, “You’re really good at drawing,” or “I wish I could be as smart as you.” While these statements seem innocent, they might actually be projections of the child’s own desires, aspirations, or unmet needs.

When you notice a child client making a positive projection, the first step is to acknowledge it. But don’t stop there—use this as an opportunity to explore what the child might be projecting.

Positive projections provide a valuable opportunity to help children develop empathy and self-awareness. By guiding them to explore why they admire certain traits in others, you’re helping them understand their own feelings and how they relate to others.

By intervening, you help the child bring these thoughts to the surface. This awareness allows them to accelerate their personal growth, as they begin to recognize and articulate their own dreams and aspirations.

It’s a process that transforms a simple statement into a powerful tool for self-discovery and social development. Positive projections, though harder to spot, offer valuable opportunities for therapeutic growth

Connect with Brenda with the link below

www.connectiontherapypodcast.com