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Books > Medicine > Other branches of medicine > Clinical psychology > Psychotherapy
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Psychodynamic Perspectives on Working with Children, Families, and Schools (Paperback)
Loot Price: R2,188
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Psychodynamic Perspectives on Working with Children, Families, and Schools (Paperback)
Series: New Imago
Expected to ship within 10 - 15 working days
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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.
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