ABSTRACT

The book outlines theories of child development from the point of view of the kinds of relationships children make with adults and the effects of their relationships on their learning. In addition, anxieties that some children show about reading, writing and arithmetic are described. In exploring these issues the book draws on Attachment Theory and on Psychoanalytic theories of emotional development. It includes detailed case studies to illustrate ways in which children's learning can be hindered by their difficulties in relating to teachers and the feelings and fantasies that some children have about words and letters. There has been recent political concern that children should all learn to read in their early years at school and extra help should be offered to those who are falling behind. The expectation in political circles seems to be, however, that straightforward extra help with reading will be sufficient, in all cases, to enable a child who has fallen behind to catch up. There has been no general recognition of the need to address underlying emotional problems in some cases, such as those described in this book.

part I|46 pages

The Theoretical Background to Educational Psychotherapy

part II|56 pages

Educational Psychotherapy Case Studies

chapter Five|9 pages

Work with a hard-to-reach child

ByJenny Dover

chapter Six|11 pages

The effect of loss on learning: the stillborn sibling

ByMia Beaumont

chapter Seven|13 pages

A boy who used numbers as a defence against feelings

ByHeather Geddes

chapter Eight|18 pages

Family dynamics and the educational experience

ByMuriel Barrett

part III|34 pages

Applications of Educational Psychotherapy

chapter Ten|16 pages

What can educational psychotherapy teach teachers?

ByMarie Delaney