Each of us has an inner world, influenced by experience, environment and the people and places we encounter. As individuals engaged with children and those around them, educational psychologists enter a multitude of systems and relationships with the intention of helping. This often involves working in a context of confusion, conflict and creativity, a dynamic tension which is reflected in the chapters of this book.
Designed to give both students and practitioners access to the experience of engaging with a dynamic unconscious, this volume investigates some of the key tenets and principles of psychoanalytic theory and demonstrates ways in which educational psychologists have used both theory and practice in their roles. Each chapter approaches a recognisable activity from educational psychology practice and provides an account of how psychoanalytic theories about our unique inner worlds and our unconscious processes can inform and enrich these interactions.
“This is a great book and an enjoyable read which I would recommend for all educational psychologists… chapters discuss a wide range of practical applications of psychoanalytic theory; with individual children and young people as well as considering school leaders, groups of school staff and work which has its focus upon whole organisations and their structures. There is much to be learnt, or reminded of, from reading this book.” Dr Cate Mullen, West Sussex Educational Psychology Service
"This volume [carries] a central message that should be of value to educational psychologists of every stripe. The authors endorse using 'emotion as evidence'-one's own, and that of other(s) - which, when combined with objective data, can lead to a better appreciation of the 'total situation' in consultations, classrooms, and other groups. I recommend this volume, a potent humanist collection, to all interested professionals and students." - Linda A.W. Brakel, M.D., is a faculty member in Psychiatry and Philosophy at the University of Michigan and the Michigan Psychoanalytic Institute.
“The contributions in this volume impressively demonstrate that psychoanalytic concepts are very well suited to understanding the particular problems of children, their families, professionals and institutions in the field of education… a great asset for all those who are looking for a compass for orientation in the world of education.” Prof. Dr. Christoph Steinebach, President of the European Federation of Psychological Associations and faculty member at the School for Applied Psychology, ZHAW, Switzerland
Table of Contents:
Chapter 1. EP Assessment: A Psychoanalytic Approach
Chapter 2. Surfacing Defended Narratives
Chapter 3. Use of Projective Techniques in Educational Psychology Assessments
Chapter 4. Use of Feeling: a psychoanalytic educational psychologist consultation
Chapter 5. What's yours and what's theirs? Understanding projection, transference and countertransference in EP practice
Chapter 6. Thinking Matters: What Can Ideas from Bion's (1962) Theory of Thinking Offer to Practising Educational Psychologists?
Chapter 7. Relational Model of Supervision
Chapter 8. Providing 'Good enough care'
Chapter 9. Reverie groups: space, free association and the recovery of thought
Chapter 10. Social defences in educational organisations
Chapter 11. Coaching school leaders - a psychoanalytic approach
Chapter 12. The Psyche as a complex system: insights from chaos theory
About the Editors:
Dr Christopher Arnold worked as a local authority educational psychologist and is now principal psychologist with psychologicalservices.gb ltd. He is a research tutor at the Tavistock & Portman NHS Foundation Trust and research advisor at UCL.
Dale Bartle is co-director of the educational psychology training program at Cardiff University and tutor at the Tavistock & Portman NHS Foundation Trust.
Dr Xavier Eloquin is an educational psychologist working in the public and private sector. He is a visiting lecturer to the Tavistock Educational Psychology training program