Bücher online kaufen
Psychodynamic Perspectives on Working with Children, Families, and Schools
-0 %
 |
| Der Artikel wird am Ende des Bestellprozesses zum Download zur Verfügung gestellt. |
Artikel-Nr:
9780765709226
Veröffentl:
2012
Seiten:
348
Autor:
Michael O’Loughlin
Serie:
New Imago
eBook Typ:
EPUB
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:
For school professionals seeking to work in emotionally focused ways with children, this book offers a wide range of essays illustrating how psychodynamic ideas can be used to validate children, respect the contexts of their communities, and create nonauthoritarian classrooms in which such children might develop to their fullest potential.
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, Françoise 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.
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, Françoise 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.
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: Françoise 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
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: Françoise 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