The Uses of Psychoanalysis in Working with Children’s Emotional
Lives
Table of Contents
Foreword: Nigel Williams
Introduction: Michael O’Loughlin
Chapter 1: The Uses of Psychoanalysis, by Michael O’Loughlin
Chapter 2: Listening with Two Ears: Caregivers Listening Deeply to
Babies and to Self, by Enid Elliot
Chapter 3: Teen Parents and Babies in School Together: The Chances
for Children Teen Parent-Infant Project, by Hillary Mayers
Chapter 4: Becoming and Being a Father - Some Developmental and
Psychoanalytic Perspectives, by Nathaniel Donson
Chapter 5: Untangling Psyche and Soma: A Traumatized Adolescent
with Lyme Disease, by Ann E. Alaoglu, Richard C. Fritsch, Paul M.
Gedo, E. James Anthony, Andrew C. Carroll, Vincent Del Balzo,
Richard Imirowicz, Karol Kullberg, Lauren Mazow, and Rebecca E.
Rieger
Chapter 6: Growth Groups for Kids: A School-Based Psychoanalytic
Group Intervention Project for Children Exposed to Community
Violence, by Erika Schmidt, Aileen Schloerb & Bertram Cohler
Chapter 7: Anxiety and Violence in the Schools: Coping and not
Coping, by Silvia Silberman & Arie Plat
Chapter 8: A Most Unusual Technique for Helping an Incarcerated
Youth Who was Labeled “Learning Disabled” and “Anti-Social,” Learn
to Read: A Retrospective Commentary, by Burton Seitler
Chapter 9: Which of You as Teacher Has Not at Some Point
Experienced the Following?, by Sue Wallace
Chapter 10: Bullying and Social Exclusion: Links to Severe
Psychological Distress, by
Marilyn Charles
Chapter 11: Shame On You, Child: On Shaming, Ed. Psych. And Teacher
Ed., by
John Samuel Tieman
Chapter 12: Moments of Meeting: Learning to Play with Reading
Resistance, by
Gail Boldt & Billie Pivnick
Chapter 13: “Why Do they Hate Learning French?”: Thoughts on
Shifting Subjectivities and Psychical Resistance in the Language
Classroom, by Colette Granger
Chapter 14: Love and Fear in the Classroom: How ‘Validating Affect’
Might Help us Understand Young Students and Improve Their
Experiences of School Life and Learning, Alex Moore
Chapter 15: Tustin / Spotnitz “On Transference” Informs Education
of Children with Autism, by Eileen Brennan
Chapter 16: The Power of Conscience: Jiminy Cricket’s Legacy, by
Devra Adelstein & Judith Pitlick
Chapter 17: Conversations with Child and Adolescent Analysts About
their Work with Children, by Almas Merchant & Leon Hoffman
Michael O’Loughlin, PhD, professor at Adelphi University, New York, is on the faculty of Derner Institute of Advanced Psychological Studies and in the School of Education. He is a clinical and research supervisor in the PhD program in clinical psychology and on the faculty of the Postgraduate Programs in Psychoanalysis and Psychotherapy at Adelphi. He is editor of the companion volume to this book, Psychodynamic Perspectives on Working with Children, Families and Schools, also published by Jason Aronson.
Michael O’Loughlin brings compassion, insight, and understanding to
his work with children. He is learned in theory and cares deeply
for his subjects in practice. He shines a light on the emotions of
childhood—imprinting in our minds what it is to be a child and to
suffer while his work simultaneously instills hope that
psychoanalytic thinking, combined with empathy, can relieve the
suffering of child subjects.
*Norma Tracey, psychotherapist, Gunawirra Limited, Australia*
As Nigel Williams says, this work 'is a political and cultural
manifesto that challenges the split between the psychological, the
social, and the political' in our work and lives with young
children and their families. So many wise pedagogues over the
decades, Magda Gerber, A.S. Neill, and Paulo Freire, have pushed us
to consider emotions as integral to learning and to acknowledge
that all work is political. Yet, here in the 21st Century when we
still are being brain-washed to believe that the only teaching of
value is "evidenced-based practice," we have almost lost the moral
ability to critically question: Which evidence? As identified by
whom? In which contexts? This work is long overdue; it crosses
boundaries, transgresses, and questions how much discreet and
specialized professions can really do. The scholarly underpinning
of this work will offer a rationale for taking a stand in favor of
emotionally-focused, child-centered work and in opposition to
systems that negate the lives of children. Whether students and I
are working with migrating families from war-torn communities in
Central America, second generation Hmong and Latino families, or a
combination of multigenerational friends and loved ones, we will
treasure these stories. Thank you to Michael O’Loughlin and the
contributors to this volume.
*Elizabeth P. Quintero, EdD, California State University Channel
Islands*
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