1st Edition
Therapeutic Practice in Schools Working with the Child Within: A Clinical Workbook for Counsellors, Psychotherapists and Arts Therapists
Wilson, Foreword. French, Klein, Introduction. Part I: Key Psychoanalytic Concepts as Applied to Work with Children and Adolescents. Kegerreis, A Theoretical Framework. Trevatt, Recognising Defences, Resistance and Anxieties. Salinger, Transference and Counter Transference. Dover, Observing and Interpreting. Part II: Working in Schools: The Context. French, The Symbolic Function of a School-Based Therapy Service. Klein, Working in the Primary School Setting. Putzu-Williams, Working in the Secondary School Setting. Part III: Practical Approaches to the Work. Waldburg, Preparing the Room. Waldburg, The Referral Process. Putzu-Williams, The Assessment Process. Klein, Meeting with Parents/Carers. Doran, Meeting with Teachers and Other School Staff. French, Informing the Child. Klein, The First Session. Ojumu, Working with Difference. Klein, Managing the Therapeutic Frame. Doran, Working With School Staff. French, The Ending Process. Part IV: Monitoring and Evaluation. Putzu-Williams, Writing Case Notes. French, Identifying the Impact of Therapy Services in Schools. French, Klein, Afterword.
Biography
Lyn French is an art therapist, counsellor and psychoanalytic psychotherapist. As a Director of A Space for Creative Learning and Support, Hackney, East London, she supervises trainee and qualified therapists and manages school-based services. She also teaches on the MSc in counselling and psychotherapy with children and adolescents at Birkbeck College, University of London.
Reva Klein is a psychodynamic psychotherapist working with children and adolescents and is completing training in psychoanalytic psychotherapy with adults. She works as a counsellor with children, adolescents, parents and school staff at A Space for Creative Learning and Support, Hackney, East London and has written extensively on children's mental health issues.
"I feel that this book is a timely publication as the provision of therapy and therapeutic work continue to grow in schools. I would recommend it to therapists new to school settings. I also found it a useful prompt to thinking about long-established practice in schools. I feel that the theory chapters will inform my work with and support for school staff." - Alison Woolf, British Association of Play Therapists Magazine, Issue 69, Spring 2012
"This book is a wealth of experience, knowledge, and understanding clearly written by practitioners who have experience of therapy in school settings. I would recommend that any therapist or trainee thinking of entering the world of school therapy read this book first, it will prove to be a realistic, indispensable guide to working in schools."- Michelle Welch, The Journal of Psychological Therapies in Primary Care
