Psychoanalytic psychotherapy is a new development in the treatment of people with learning disabilities and mental health problems, traditionally handled with behavioural management and limited counselling. The collected papers have evolved from the work of the pioneering Learning Disabilities Service at the Tavistock Clinic. Demonstrating the vast range of work undertaken by members of the service, covering treatment for children, adolescents and adults, it contains an in-depth look at life in residential settings and at audit and research. This book is especially pertinent to those already engaged in work with this patient-group, and will also be of interest to general practitioners, students and also non-specialists.The papers collected here draw on, elaborate and further explore this centrally important tradition of bringing psychoanalytic concepts to bear on the opaque, puzzling and painful states of mind of the learning disabled referred for psychotherapeutic help. These concepts are drawn from a range of professional experience, in particular, that of insight into the nature of early mother/infant interactions, and their special complexities where learning disability is concerned."The various chapters movingly and challengingly emphasise the impressive changes that can be achieved within the general framework of psychodynamic practice. The approach demonstrates how, through adaptations and innovations of technique, people and institutions can move towards a greater understanding of the almost unbearable difficulties of this group of patients, and also of their potentialities."-- From the Series Editor s PrefaceContributors include Annie Baikie, Marta Cioeta, Louise Emanuel, Lydia Hartland-Rowe, Nancy Sheppard, Sally Hodges, Maria Kakogianni, Pauline Lee, Victoria Mattison, Lynda Miller, Sadegh Nashat, Nancy Pistrang, Elisa Reyes-Simpson, David SimpsonJudith Usiskin"

In the context of the current accountability and testing era, many school leaders have become fearful and feel disenfranchised. Their knowledge and experience are not being validated, and often they are forced to engage in practices that go contrary to what they know will provide a positive school climate and culture for their staff and students. This book will introduce a model of leadership as part of a transformation process arising from a learner-centered system. Among the issues considered by educational leaders as the most pressing are:the relationship between moral leadership and school change (based on an ethic of responsibility for preparing all learners to function in a global worlddiversity: the role of school leaders to promote success for all marginalized groups of studentspersonalizing learning and authentically engaging students to make school more effective for all learnersincorporating learning standards and high expectations without sacrificing the personal and authentic engagement with studentsThis book addresses each of these concerns from the perspective of learner-centered systems, in which leaders distribute leadership among key constituents in the educational systemustudents, teachers, other school staff, parents, community membersuand empower them to engage in a lifelong learning process of continuous growth and improvement.aIt also provides a detailed and comprehensive treatment of LCP, as well as helpful exercises and tools that can be applied to practice.

Learner-centered classroom practices and assessments focus on learning partnerships between teachers and students. Teachers are the role models for continuous learning, and they take on leadership roles within the overall educational system, bringing together students, peer teachers, school staff, parents, and community members to support students in the lifelong process of learning, growth, development, and achievement. All instructional methods and assessment tools within the learner-centered model are based on research from educational psychology, with core principles addressing cognitive and metacognitive factors; motivational and affective factors; developmental and social factors; and individual difference factors affecting each learner. This lively new guide to the learner-centered classroom offers teachers a wide range of strategies for teaching and assessment. Included are interactive training exercises for teachers, self-assessments, reflection tools, a generous collection of illustrations, glossary, research resources, index, and more.

Learner-centered classroom practices and assessments focus on learning partnerships between teachers and students. Teachers are the role models for continuous learning, and they take on leadership roles within the overall educational system, bringing together students, peer teachers, school staff, parents, and community members to support students in the lifelong process of learning, growth, development, and achievement. All instructional methods and assessment tools within the learner-centered model are based on research from educational psychology, with core principles addressing cognitive and metacognitive factors; motivational and affective factors; developmental and social factors; and individual difference factors affecting each learner. This lively new guide to the learner-centered classroom offers teachers a wide range of strategies for teaching and assessment. Included are interactive training exercises for teachers, self-assessments, reflection tools, a generous collection of illustrations, glossary, research resources, index, and more.

In the context of the current accountability and testing era, many school leaders have become fearful and feel disenfranchised. Their knowledge and experience are not being validated, and often they are forced to engage in practices that go contrary to what they know will provide a positive school climate and culture for their staff and students. This book will introduce a model of leadership as part of a transformation process arising from a learner-centered system. Among the issues considered by educational leaders as the most pressing are:the relationship between moral leadership and school change (based on an ethic of responsibility for preparing all learners to function in a global worlddiversity: the role of school leaders to promote success for all marginalized groups of studentspersonalizing learning and authentically engaging students to make school more effective for all learnersincorporating learning standards and high expectations without sacrificing the personal and authentic engagement with studentsThis book addresses each of these concerns from the perspective of learner-centered systems, in which leaders distribute leadership among key constituents in the educational systemustudents, teachers, other school staff, parents, community membersuand empower them to engage in a lifelong learning process of continuous growth and improvement.aIt also provides a detailed and comprehensive treatment of LCP, as well as helpful exercises and tools that can be applied to practice.