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PEP-Easy Tip: To save PEP-Easy to the home screen

PEP-Web Tip of the Day

To start PEP-Easy without first opening your browser–just as you would start a mobile app, you can save a shortcut to your home screen.

First, in Chrome or Safari, depending on your platform, open PEP-Easy from pepeasy.pep-web.org. You want to be on the default start screen, so you have a clean workspace.

Then, depending on your mobile device…follow the instructions below:

On IOS:

  1. Tap on the share icon Action navigation bar and tab bar icon
  2. In the bottom list, tap on ‘Add to home screen’
  3. In the “Add to Home” confirmation “bubble”, tap “Add”

On Android:

  1. Tap on the Chrome menu (Vertical Ellipses)
  2. Select “Add to Home Screen” from the menu

 

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Horne, A. (1989). Sally: A Middle Group Approach to Early Trauma in a Latency Child. J. Child Psychother., 15(1):79-98.

(1989). Journal of Child Psychotherapy, 15(1):79-98

Sally: A Middle Group Approach to Early Trauma in a Latency Child

Ann Horne

I shall call this child Sally. She, in turn, with unconscious felicity, has called me a variety of names: for the first several months absolutely no name at all; then in a moving but also threatening symbiosis of both our names, “Sally-Ann”, which swiftly became a “rubbish name”; “Annie-girl” appeared to offer a safe, affectionate distance which allowed therapy to proceed; more recently I have simply become “ratface”.

These names mirror the progress of therapy, each one representing a major psychic issue and heralding a new development in the work. Before detailing this process, however, I shall outline how Sally came to be referred and give some family history.

Referral

Sally was 8 ¾ years old when her South London school referred her to their educational psychologist, concerned about the child's inability to learn, her day-dreaming, rocking and withdrawn behaviour mixed with very occasional outbursts of provocative behaviour towards other children in which she often appeared to set herself up as a victim. Sally seemed isolated and experienced difficulty in making friends, her loneliness having intensified since her sister Suzanne had moved on to secondary school that summer. She was also often mistaken by staff for a boy.

The Educational Psychologist quickly noted an eye defect (Sally was then equipped with spectacles) and also organised that a voluntary helper provide aid with reading for an hour per week. Nevertheless she expressed continued concern over “the emotional aspects of Sally's difficulties” and referred the family to the local Child Guidance Unit with a request for individual psychotherapy for Sally.

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

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