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Psychodynamic Perspectives on Working with Children, Families, and Schools
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Main description:

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children. There is an absence of psychoanalytic ways of thinking in conventional professional discourses of schooling. With a few notable exceptions, the discourses of child development, classroom management, early childhood education, special education, school psychology, and school counseling have constructed notions of children and schooling that are often behaviorist, instrumental, and symptom-focused. Curriculum too often focuses on acquisition of knowledge and behaviors; discipline is conceptualized as compliance, and symptoms such as anger, school resistance, etc., are pathologized and reacted to out of context; children's special needs are often conceptualized instrumentally; and children with complex psychological symptoms are delimited, depersonalized, or simply removed.
Professionals who work with children psychodynamically draw on diverse frameworks including the work of Anna Freud, the long tradition of the Tavistock Clinic in London [e.g., Anne Alvarez, Susan Reid, Margaret Rustin, Frances Tustin, etc.], the writings of Klein, Winnicott, and their colleagues, French analysts [e.g., Piera Aulagnier, Didier Anzieu, Laurent Danon-Boileau, Francoise Dolto, Maud Mannoni, and Catherine Mathelin] and Italian infant/child analyst Alessandro Piontelli. This work is valuable but often inaccessible to school professionals because the writing is somewhat specialized, and because there is no tradition of teaching such work in professional preparation in those fields. This collection is theoretically grounded in that the authors share a commitment to valuing children's emotions and understand the usefulness of psychoanalytic approaches for enhancing children's lives. It is laden with examples to invite into this discussion those students and professionals who value these ideas but for whom this book may be their first introduction to progressive educational ideals and psychodynamic ways of working with children.
Psychodynamic Perspectives on Working with Children, Families, and Schools provides an introductory volume to open the door to the possibility of introducing psychodynamic frameworks to education and human service professors and school professionals and professionals working with children.


Contents:

Acknowledgments

Foreword, Daniel B. Frank

Introduction, Michael O'Loughlin

Chapter 1: Interdisciplinary Psychoanalysis and the Education of Children, Jonathan Cohen

Chapter 2: The Child, Childhood, and School, Patrick Lewis

Chapter 3: Subjection and Subjectivity: The Child and A Mind of One's Own, Karen Lombardi

Chapter 4: Francoise Dolto: Someone to Watch over Me, Derek Bunyard

Chapter 5: Ghostly presences in children's lives, Michael O'Loughlin

Chapter 6: The Family Unconscious, Karen Lupe

Chapter 7: Working at the Interface of Education and Trauma in an Indigenous Pre-school: The Importance of "Deep Soul Listening", Norma Tracey

Chapter 8: Self-Containment Versus Fragmentation: Helping Parents Understand Their Child's Language of Play, Donna Wolf-Palacio

Chapter 9: The Hidden Allies: Parents as Collaborators, Carola Chase

Chapter 10: Even when things go well they are difficult: A Psychoanalytic Approach to the Relationship between School and Family, Ana Archangelo & Fabio Camargo Bandeira Villela

Chapter 11: Integrative Role of Psychodynamic Principles in an Interdisciplinary Elementary School, Leon Hoffman, Carol Catapano, Katy Meyer

Chapter 12: Reviving Schools as `Great Good Places', Robbie Lloyd

Chapter 13: Not Confronting the Resistances in a Psychoanalytically Guided School, Howard Covitz

Chapter 14: Psychoanalytic understandings of classroom life and learning, Devin Thornburg

Chapter 15: A vision of the Psychodynamically Informed School (PIS), Al Galves

Chapter 16: Progressive Education and Psychoanalysis: Toward a Theory of the
Subjective Experience of School Life, Daniel B. Frank

Index

About the Contributors


PRODUCT DETAILS

ISBN-13: 9780765709226
Publisher: Rowman & Littlefield Publishers
Publication date: June, 2014
Pages: 348
Dimensions: 160.00 x 235.00 x 30.00

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