Analyst in Wonderland: Psychodynamic Thinking in the Looking-Glass World of School-Based Behaviorists

Bellinson, Jill

doi:10.1080/15289168.2012.700813

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…It appears somewhat paradoxical that the development of children’s emotional competence receives such attention and the emotional lives of teachers and head teachers do not. While the significance of the emotional experience of teaching and learning has a long history in the psychodynamic literature (e.g., Salzberger‐Wittenberg et al ., ; Bellinson, ; Ellis, ), it has not always translated to the lived experience of teachers in terms of how they are trained, inducted and supported in effectively taking up the task of teaching. Teachers experience a broad range of intense emotion in schools such as love, satisfaction, happiness, guilt, anger, helplessness, anxiety and frustration (Mevarech and Maskit, ).…”

Section: Emotion In Schools and Supervisionmentioning

confidence: 99%

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Kennedy¹,

Laverick²

2019

Support for Learning

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In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on-going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head-teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered.Fox (2009) wrote a seminal paper on working with systems and thinking systemically, tracing the evolution of both over the last 70 years. He differentiated

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Section: Emotion In Schools and Supervisionmentioning

confidence: 99%

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Kennedy¹,

Laverick²

2019

Support for Learning

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Emotions Influence Cognition

Hoffman

Catapano

2015

The Psychoanalytic Study of the Child

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In this paper we describe an intake evaluation process of elementary schoolchildren who have exhibited difficulties in a more traditional school environment. We show how a dynamic understanding of the child's emotional life and the child's emotions affects his or her behavior, cognitive development, and academic performance. We illustrate how to utilize this understanding in planning an approach in the classroom.

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Revisiting Bion’s “Notes on Thinking”: Implications for School Psychologists

Sapountzis¹

2018

Journal of Infant, Child, and Adolescent Psychotherapy

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Analyst in Wonderland: Psychodynamic Thinking in the Looking-Glass World of School-Based Behaviorists

Cited by 3 publications

References 1 publication

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Leading Inclusion in Complex Systems: experiences of relational supervision for headteachers

Emotions Influence Cognition

Revisiting Bion’s “Notes on Thinking”: Implications for School Psychologists

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