Jenny Dover. Education as a Therapeutic Intervention. A capacity to enter and sustain mutually satisfying relationships (peer/social skill) The ability to play and learn so that attainments are appropriate for their age and intellectual level (cognitive skill)
Education as a Therapeutic Intervention
A capacity to enter and sustain mutually satisfying relationships (peer/social skill)
– the persistent attenders!
Personal resources/emotional capacity (self awareness, containment, reciprocity, repair of ruptures)
A person receives and understands the emotional communication of another (guilt, anxiety, fear, joy) without being overwhelmed by it and communicates it back – restoring their capacity to think.
The infant learns to recognise and manage such feelings for himself without needing the container of his mother.Containment (melanieKlein:projective identification. Bion:Containment 1959
Bowlby described the “inner road maps” that children develop as a result of repeated early interaction with carer.
Inadequate or insensitive parental response results in insecure attachment
Organised patterns of behaviour develop to elicit response from parents
Avoidant; minimising attachment behaviour to keep a rejecting parent closer. Passive, withdrawn and little display of emotion
Ambivalent-resistant attachment: maximising attachment behaviour to elicit care from inconsistent parent. Demanding, clingy. Extreme distress and resistant to being comforted.
Disorganised Attachment: parent frightening or frightened. Parents source of fear and potential source of safety. Child attempts to solve this dilemma through highly organised ways of controlling parent and self reliance.
Parents may be traumatised, drug abusing or have mental health problems. Frightened/frightening
Child experiences chronic uncontained anxiety
Tries mixed approaches (approach/avoidance) to connect with parent
“When you put feelings into words you’re activating this prefrontal region and seeing a reduced response in the amygdala. In the same way you hit the brake when you’re driving when you see a yellow light, when you put feelings into words; you seem to be hitting the brakes on your emotional responses.
He is open to children’s communications and projected feelings without being overwhelmed.
He makes sense of these
He conveys his understanding to the child through words or actions
Eg choosing a story containing issue with which child struggling eg Hansel and Gretel with child fearing abandonment
Naming feelings “I know it is hard to wait but I will come over to your desk soon….”Containment/The teacher’s task
As teachers and parents our responses help children build a narrative about themselves.
e.g. I’m someone who finds it hard to take risks because getting things wrong can feel terrible. But I’m able to use help to…
e.g. I can get angry very suddenly because I expect to be bullied….being near to an adult helps me think…
e.g. I need to keep an eye on the teacher in case she forgets I am here..so it’s hard to focus on the workStoried self
Learning takes place within a mutual relationship. The teacher and the student influence each other.
Unless the (young person) experiences himself as being able to have a positive impact on the adult , he is not likely to be receptive to having the adult have a positive impact on him.” (Dr D. Hughes)