ABSTRACT
This chapter describes the collaboration between two institutions, the New Rush Hall School and the Tavistock and Portman NHS Foundation Trust. It considers the impact on both learners and teachers—including the costs and benefits to both institutions and what might be learned to support other developing partnerships. Talking and thinking about new ways of working raised expectations for some staff that there would be a greater awareness about what was happening in interactions between staff and children. The teaching base within the school has felt a grounded way of beginning to tackle the fascinating task of introducing a psychoanalytic framework for thinking to a range of staff working within the New Rush Hall Group and also within other local schools, as the membership of the course has expanded. The weekly readings introduced a psychoanalytic framework for thinking about the emotional tasks of learning at different stages of development.
