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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…mehr
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.
Dr Christopher Arnold worked as a local authority educational psychologist for nearly thirty years and is now principal psychologist with psychologicalservices.gb ltd. Dr Xavier Eloquin is an Educational Psychologist with over fifteen years of experience working in the public and private sector. He is a visiting lecturer to the Tavistock Educational Psychology training program, with a focus on Group and Organizational Dynamics. Dr Dale Bartle is co-director of the educational psychology training programme at Cardiff University and tutor at the Tavistock & Portman NHS Foundation Trust.
Inhaltsangabe
Acknowledgements 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 Index
Acknowledgements 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 Index
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