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OverviewAs 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. Full Product DetailsAuthor: Christopher Arnold , Xavier Eloquin , Dale BartlePublisher: Karnac Books Imprint: Karnac Books Dimensions: Width: 15.60cm , Height: 2.30cm , Length: 23.40cm Weight: 0.592kg ISBN: 9781913494230ISBN 10: 1913494233 Pages: 360 Publication Date: 04 February 2021 Audience: Professional and scholarly , College/higher education , Professional & Vocational , Undergraduate Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Language: English Table of ContentsAcknowledgements Introduction About the authors Foreword by Dr Mark Fox Part I Orientation 1. Psychoanalysis and educational psychology: context, theory and challenges Part II Theory to practice 2. The use of psychoanalytic concepts in educational psychology practice 3. Thinking matters: how can Bion’s theory of thinking help educational psychologists think about the task of formulation? 4. What’s yours and what’s theirs? Understanding projection, transference and countertransference in educational psychology practice 5. The classroom-in-the-mind: psychoanalytic reflections on classroom practice Part III Assessment 6. Educational psychological assessment: a psychoanalytic approach 7. The use of projective techniques in educational psychology assessments Part IV Consultation and supervision 8. A distinctive helping relationship: historical and contemporary perspectives on psychodynamic thinking in consultation 9. The use of self in consultation: data from the ‘total situation’ 10. Feelings, relationships and ‘being held’: the experience of psychodynamically informed supervision Part V Working with groups 11. Reverie groups: space, free association and the recovery of thought 12. Providing ‘good enough care’: work discussion groups as a reflective space for designated safeguarding leads Part VI Organisational perspectives 13. Coaching school leaders: a psychoanalytic approach 14. Social defences: managing the anxiety of work Part VII Postscript: widening the horizon 15. The psyche as a complex system: insights from chaos theory References IndexReviewsThis 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 is President of the European Federation of Psychological Associations and faculty member at the School for Applied Psychology, ZHAW, Switzerland '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, MD, 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, is President of the European Federation of Psychological Associations and faculty member at the School for Applied Psychology, ZHAW, Switzerland Author InformationDr Christopher Arnold is the Principal Psychologist at Psychological Services GB Limited. He is an academic and professional tutor at the Tavistock and Portman NHS Foundation Trust and is on the editorial board of the BPS’ Debate periodical for educational psychologists. Christopher has also been an educational advisor to the European Union. He has authored and edited numerous books, papers and conference presentations. 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 Tab Content 6Author Website:Countries AvailableAll regions |
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