O Potencial Terapêutico do Holding no Método Bick de Observação

Lisiane Machado Oliveira-Menegotto; Amanda Wecker; Maiquélen Silva; Ana Letícia Gerhardt

doi:10.5020/23590777.rs.v25i3.e14845

Authors

Lisiane Machado Oliveira-Menegotto Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil https://orcid.org/0000-0001-5670-9332
Amanda Wecker Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil https://orcid.org/0000-0002-5573-3928
Maiquélen Silva Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil https://orcid.org/0000-0002-9180-5853
Ana Letícia Gerhardt Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil https://orcid.org/0000-0002-9644-7207

DOI:

https://doi.org/10.5020/23590777.rs.v25i3.e14845

Keywords:

holding, Bick Observation Method, therapeutic potential

Abstract

The objective of this article is to discuss the holding function of the observer that is established on the Bick Observation Method. Thus, we will discuss the holding's understanding in the observational field, based on excerpts from four observation reports of the mother-baby relationship of a research, in which nine babies and their families have participated. The observations have followed the procedures recommended by the Bick Observation Method and have been applied considering the three times: observation itself, whether weekly, on the same day and hour; reporting of the observation, in a descriptive and implied manner; and, supervision seminar, in which observation reports are read and discussed. Observation reports and the notes made in the supervision seminars were considered as research materials. As a result, the therapeutic potential of the Bick Observation Method is highlighted, since the observer, through their sensitive listening and empathic posture, offers shelter to families in moments of distress and helplessness. Furthermore, they reveal how early childhood is a fertile field for the study of mental health elements and indicators, and can contribute to a preventive perspective, since it allows the early identification of risks for healthy development.

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Author Biographies

Lisiane Machado Oliveira-Menegotto, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil

PhD in Developmental Psychology from the Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil. Professor in the Psychology Undergraduate Program, the Master's Program in Psychology, and the Graduate Program in Cultural Diversity and Social Inclusion at Feevale University.

Amanda Wecker, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil

Master in Cultural Diversity and Social Inclusion from Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil. PhD candidate in Cultural Diversity and Social Inclusion at Feevale University.

Maiquélen Silva, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil

Psychologist. Currently part of the scientific development program at FEEVALE University. Completed an internship in Clinical Psychology at the Integrated Psychology Center (CIP), practicing from a psychoanalytic perspective. During the internship, also worked with the Cancer Combat League of Novo Hamburgo, as well as the municipal Mental Health Outpatient Clinic.

Ana Letícia Gerhardt, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil

Psychologist graduated from the University of Vale do Rio dos Sinos (2003). Currently runs a private psychology practice. Works as a Psychologist at the Estrela Mágica Early Childhood Education School and the Duda Lelé Early Childhood Education School. Works as a volunteer psychologist at Municipal Early Childhood and Elementary Schools in Novo Hamburgo and Campo Bom. Has experience in the field of Psychology, with an emphasis on Psychoanalytic Psychology.

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