Search PubMedSearch

PubMed · 7992873

Limit setting: theory, techniques, and risks.

Abstract

Limit setting is a necessary aspect of clinical treatment but the professional literature on this subject is relatively sparse and does not address many core issues, including some countertransferential and ethical problems raised by the approach. Many clinicians struggle with the "authoritarian" nature of limit setting, especially when they have great power over patients as in a hospital setting. This paper traces the theory of limit setting back to Freud's conception of "acting-out in the transference" and the corresponding need by clinicians to manage nihilistic behavior which threatens the treatment process, whether inpatient or outpatient. When done properly, setting limits makes working with acting-out patients viable, enabling them both to master devastating early experiences and to replace restraint by others with self-control. Techniques are addressed which lead to the responsible and effective use of power, but at the same time observing the social and practical limits inherent in the approach.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

A Pam. 1994. Limit setting: theory, techniques, and risks.. https://doi.org/10.1176/appi.psychotherapy.1994.48.3.432

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Impasse or pseudo-impasse in the psychotherapy of an inhibited writer.

This paper describes the interactions of a patient and her therapist in the course of psychoanalytic psychotherapy, during which there occurred two significant impasse enactments. At first sight, each resembled a classical impasse. On further review of the case, the interactions took on a different texture that we have described as a pseudo-impasse in the course of the therapy. The enactments took the form of an abrupt cessation of the therapy in which the patient terminated and then later returned, thereby giving a more intense rhythm to the therapy. The patient, described as a sexually inhibited novelist with symptoms of panic and anxiety, said at the outset that she was never able to express strong feelings for fear of criticism. Central issues included a number of conflicts: the manner of referral in which her friend (who was also a friend of the therapist) was instrumental; the grief for her dead mother and her lost sister; and overt conflict with her critical father. These conflicts became re-enacted within the interactions between herself and her therapist. The stages of therapy could best be described as at first wishing her therapist to be her "sin eater," and, subsequently, her idealized, loving, nonjudgemental parent. We understand the pseudo-impasses to represent psychotherapeutically framed developmental steps.

Acting Out

The pressure toward enactment and the hatred of reality.

The pressure toward enactment is investigated in terms of the threats that primitive, pre-thinking states of mind exert on attempts to know and understand. Clinical material and a review of the literature suggest that when the analyst confronts (by thinking) rather than complies (by action) with the hidden demands of omnipotence, he or she triggers and is then subject to the pre-thinking mental realm of concrete sensory bombardment, which can penetrate and obliterate his or her separately thinking mind. One important pressure driving the analyst toward enactment derives from a defensive response aimed at avoiding the threat of such concrete projections.

Acting Out

The pediatric emotional distress scale: a brief screening measure for young children exposed to traumatic events.

Introduced the Pediatric Emotional Distress Scale (PEDS), which was developed to quickly assess behaviors identified in empirical and theoretical literature as significantly elevated in children after experiencing traumatic events. The 21-item parent-report rating scale includes 17 general behavior items and 4 trauma-specific items. Factor analyses on the 17 items, with 475 two- to ten-year-olds (traumatic event exposure and nontraumatic event exposure), yielded 3 reliable factors labeled Anxious/Withdrawn, Fearful, and Acting Out. Factor and total scores were shown to have good internal consistency, and both test-retest and interrater reliability were at acceptable levels. Discriminant analyses demonstrated the PEDS could distinguish traumatic event exposure and nonexposure groups, although maternal education should be a significant consideration in interpretation. Future research with diverse populations who have documented trauma is needed to enhance the utility of the full PEDS scale.

Acting Out