Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches

This book explores the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists working together in primary schools. It examines children's emotional lives and the disruptions that can affect social development and learning. The book discusses child psychoanalytic psychotherapy, its methods, and why it is offered in primary schools. It includes accounts of creative approaches and interviews with parents, carers, teachers, and clinicians. The chapters focus on mainstream primary schools, alternative educational settings, and psychotherapy with non-verbal boys with autism, therapy groups, and school staff. The book evaluates evidence about the impact of child psychotherapy in primary schools.

Format: Paperback / softback
Length: 264 pages
Publication date: 03 September 2021
Publisher: Taylor & Francis Ltd

This comprehensive book delves into the lives of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists who collaborate in primary schools. It begins by exploring the emotional realm of children during their primary school years, identifying the factors that can hinder their normal social development and learning. The book then provides an in-depth explanation of child psychoanalytic psychotherapy, its principles, and the rationale behind its implementation in primary schools.

The subsequent chapters intertwine accounts of innovative child psychoanalytic approaches with insightful interviews with parents, carers, teachers, and clinicians. These chapters offer valuable insights into parent-child interventions, child group psychotherapy for children from traumatized backgrounds, and consultation services for school staff. Personal accounts from parents, kinship carer, family support worker, deputy head, and child psychotherapist further enrich the narrative.

The book then shifts its focus to alternative educational settings, showcasing psychotherapy with non-verbal boys with autism, therapy groups for children who have missed out on essential developmental milestones, and reflective groups for school staff. Child psychotherapy approaches during lunchtime and breaks are also explored, offering valuable perspectives from parents, clinical lead nurses, head teachers, and child psychotherapists.

Finally, the book conducts an evaluation of evidence regarding the impact of child psychotherapy within primary schools. This evaluation provides valuable insights into the effectiveness of this therapeutic approach in addressing the emotional needs of children and promoting their overall well-being.

In conclusion, this book is a valuable resource for all professionals working in primary schools, as it offers a comprehensive understanding of the experiences of severely troubled children and their families, teachers, and child psychoanalytic psychotherapists. By exploring the emotional realm of children, the book provides valuable insights into the factors that hinder their social development and learning. It also offers innovative child psychoanalytic approaches and practical strategies for addressing the emotional needs of children in primary school settings. The evaluation of evidence provides valuable insights into the impact of child psychotherapy, making this book an essential tool for practitioners and policymakers seeking to improve the well-being of children in educational environments.

Weight: 452g
Dimension: 156 x 235 x 21 (mm)
ISBN-13: 9781032023182