{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T18:11:08Z","timestamp":1789150268372,"version":"build-2803163510"},"reference-count":19,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,9,9]],"date-time":"2026-09-09T00:00:00Z","timestamp":1788912000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Clin Child Psychol Psychiatry"],"abstract":"<jats:p>\n                    Social rejection is one of the most painful experiences in childhood and adolescence; however, its developmental origins and clinical meaning differ significantly across developmental stages. This paper presents a developmental\u2013psychodynamic framework for understanding social rejection, distinguishing between latency and adolescence, and proposes a distinct therapeutic model for each stage. During latency, the central developmental task is the formation of a new dimension of the self\u2014the\n                    <jats:italic toggle=\"yes\">\u201csocial collective self\u201d<\/jats:italic>\n                    \u2014which develops within the peer group, particularly in the classroom context. Following the resolution of the Oedipal conflict and the consolidation of separation processes, early developmental contents are organised within the\n                    <jats:italic toggle=\"yes\">\u201ccore self\u201d<\/jats:italic>\n                    and rendered inaccessible to conscious awareness through defensive processes. Concurrently, the psychological focus shifts toward the social\u2013collective dimension, which is characterised by a different quality than earlier libidinal investments. This process enables a developmental transition from an egocentric position rooted in the \u201ccore self\u201d (a \u201cME\u201d state) toward a group-oriented position organised around a classroom \u201cWE.\u201d When this transition fails to occur, the child\u2019s capacity to integrate into the peer social field is compromised, often resulting in social rejection. For this stage, an intervention model\u2014\n                    <jats:italic toggle=\"yes\">Envelope Therapy<\/jats:italic>\n                    \u2014is presented as a brief, structured approach aimed at facilitating active participation and group belonging. In adolescence, a complementary yet more complex developmental process takes place, involving a renewed inward movement from the social\u2013collective dimension toward the \u201ccore self\u201d as part of identity formation. At this stage, social rejection reflects difficulties within one of the dimensions of the self, or in their integration. The paper introduces an integrative therapeutic model based on projective work with internalised social figures from both past and present. Both models are grounded in the developmental framework of the \u201cFrom Me to We\u201d paradigm and are illustrated through clinical case vignettes.\n                  <\/jats:p>","DOI":"10.1177\/13591045261487725","type":"journal-article","created":{"date-parts":[[2026,9,9]],"date-time":"2026-09-09T12:04:42Z","timestamp":1788955482000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Two Developmentally Informed Therapeutic Models for Social Rejection in Middle Childhood and Adolescence: The \u201cFrom Me to We\u201d Paradigm"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2090-8919","authenticated-orcid":false,"given":"Hannah","family":"Fisher Grafy","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,9,9]]},"reference":[{"issue":"5","key":"e_1_3_4_2_1","first-page":"475","article-title":"The development of the social self","volume":"7","author":"Bennett M.","year":"2004","unstructured":"Bennett M., Sani F. 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(1950). Childhood and society. Norton."},{"key":"e_1_3_4_9_1","volume-title":"Childhood and society","author":"Erikson E. H.","year":"1963","unstructured":"Erikson E. H. (1963). Childhood and society (2nd ed.). Norton.","edition":"2"},{"key":"e_1_3_4_10_1","volume-title":"From \u201cMe\u201d to \u201cWe\u201d [Hebrew]","author":"Fisher-Grafy H.","year":"2023","unstructured":"Fisher-Grafy H. (2023). From \u201cMe\u201d to \u201cWe\u201d [Hebrew]. Resling."},{"key":"e_1_3_4_11_1","volume-title":"Das Ich und die Abwehrmechanismen","author":"Freud A.","year":"1936","unstructured":"Freud A. (1936). Das Ich und die Abwehrmechanismen. Internationaler Psychoanalytischer Verlag."},{"key":"e_1_3_4_12_1","unstructured":"Freud S. (1961). The ego and the id (J. Strachey Trans.). Norton. (Original work published 1923)."},{"key":"e_1_3_4_13_1","first-page":"391","volume-title":"The Oxford handbook of school psychology","author":"Gresham F. M.","year":"2016","unstructured":"Gresham F. M. (2016). Social skills training for children and youth. In Bray M. A., Kehle T. E. (Eds.), The Oxford handbook of school psychology (pp. 391\u2013406). Oxford University Press."},{"key":"e_1_3_4_14_1","volume-title":"The psycho-analysis of children","author":"Klein M.","year":"1932","unstructured":"Klein M. (1932). The psycho-analysis of children. Hogarth Press."},{"key":"e_1_3_4_15_1","volume-title":"The analysis of the self","author":"Kohut H.","year":"1971","unstructured":"Kohut H. (1971). The analysis of the self. International Universities Press."},{"key":"e_1_3_4_16_1","volume-title":"The psychological birth of the human infant","author":"Mahler M. S.","year":"1975","unstructured":"Mahler M. S., Pine F., Bergman A. (1975). The psychological birth of the human infant. Basic Books."},{"key":"e_1_3_4_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1532-7795.2010.00675.x"},{"key":"e_1_3_4_18_1","doi-asserted-by":"publisher","DOI":"10.1093\/scan\/nsp007"},{"key":"e_1_3_4_19_1","doi-asserted-by":"publisher","DOI":"10.1111\/1475-3588.00051"},{"key":"e_1_3_4_20_1","volume-title":"Playing and reality","author":"Winnicott D. W.","year":"1971","unstructured":"Winnicott D. W. (1971). Playing and reality. Tavistock."}],"container-title":["Clinical Child Psychology and Psychiatry"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13591045261487725","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/13591045261487725","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13591045261487725","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T17:48:50Z","timestamp":1789148930000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/13591045261487725"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,9,9]]},"references-count":19,"alternative-id":["10.1177\/13591045261487725"],"URL":"https:\/\/doi.org\/10.1177\/13591045261487725","relation":{},"ISSN":["1359-1045","1461-7021"],"issn-type":[{"value":"1359-1045","type":"print"},{"value":"1461-7021","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,9,9]]},"article-number":"13591045261487725"}}