Acknowledgments
Foreword, Daniel B. Frank
Introduction, Michael O’Loughlin
Chapter 1: Interdisciplinary Psychoanalysis and the Education of
Children, Jonathan Cohen
Chapter 2: The Child, Childhood, and School, Patrick Lewis
Chapter 3: Subjection and Subjectivity: The Child and A Mind of
One’s Own, Karen Lombardi
Chapter 4: Françoise Dolto: Someone to Watch over Me, Derek
Bunyard
Chapter 5: Ghostly presences in children’s lives, Michael
O’Loughlin
Chapter 6: The Family Unconscious, Karen Lupe
Chapter 7: Working at the Interface of Education and Trauma in an
Indigenous Pre-school: The Importance of “Deep Soul Listening”,
Norma Tracey
Chapter 8: Self-Containment Versus Fragmentation: Helping Parents
Understand Their Child’s Language of Play, Donna Wolf-Palacio
Chapter 9: The Hidden Allies: Parents as Collaborators, Carola
Chase
Chapter 10: Even when things go well they are difficult: A
Psychoanalytic Approach to the Relationship between School and
Family, Ana Archangelo & Fabio Camargo Bandeira Villela
Chapter 11: Integrative Role of Psychodynamic Principles in an
Interdisciplinary Elementary School, Leon Hoffman, Carol Catapano,
Katy Meyer
Chapter 12: Reviving Schools as ‘Great Good Places’, Robbie
Lloyd
Chapter 13: Not Confronting the Resistances in a Psychoanalytically
Guided School, Howard Covitz
Chapter 14: Psychoanalytic understandings of classroom life and
learning, Devin Thornburg
Chapter 15: A vision of the Psychodynamically Informed School
(PIS), Al Galves
Chapter 16: Progressive Education and Psychoanalysis: Toward a
Theory of the
Subjective Experience of School Life, Daniel B. Frank
Index
About the Contributors
Ana Archangelo is an associate professor at the Faculty of
Education at UNICAMP (University of Campinas—Brazil) where she
teaches undergraduate and post-graduate courses and supervises
Master and PhD degrees. Her research interests focus on Social
Exclusion, Psychoanalysis and Education. She has investigated
children who have shown what she has coined as “the capacity not to
learn” for the last ten years.
Derek Bunyard is currently the Route Manager for the Early
Childhood Pathway in Education Studies at the University of
Winchester, U. K., having previously held various management
positions in the university within a number of disciplines. His
involvement with education has covered both the Arts and Sciences,
while his specialist research area is centered on the philosophy of
representation. His interest in psychoanalysis is wide-ranging, and
in relation to early childhood studies this has been particularly
influenced by the work of Melanie Klein and Donald Winnicott.
Carrie Catapano, LCSW, has over 14 years experience providing
psychodynamic psychotherapy to children and parents on a broad
range of issues. Carrie serves as the Head of School and Clinical
Director at West End Day School. Specifically at West End Day,
Carrie and her staff of teachers and social workers, employ
psychodynamic principles to help students tap into the emotions
that are at the root of their distress.
Carola B. Chase, LCSW, is a psychoanalyst and psychotherapist in
private practice in New York City, working with children,
adolescents, and adults. She is a member of The Contemporary
Freudian Society, where she received her psychoanalytic
training.
Jonathan Cohen is an educator-clinician. He has worked with K-12
students, educators and parents since 1974 as a middle school
special educator, school and clinical psychologist, practicing
child and adult psychoanalyst, professional development facilitator
and school climate improvement leader/learner.
Howard H. Covitz, PhD, ABPP, NCPsyA, is a later middle-aged
psychoanalyst engaged in the private psychoanalytic treatment of
personality disorders. He came to this role via a twisting and
winding road that wound its way in and out of biblical studies,
theoretical mathematics, teaching and educational administration.
He has taught high school, undergraduate and graduate courses in
diverse areas, including: Biblical Characterology, Theoretical
Mathematics, Clinical Psychology and Statistics.
Daniel B. Frank, PhD, is the Principal of the Francis W. Parker
School in Chicago, and Executive Editor of Schools: Studies in
Education, an international education journal published by the
University of Chicago Press that is dedicated to understanding the
subjective experience of school life. Dan is a member of the School
Liaison Committee of the American Psychoanalytic Association, and
is the recent past-Executive Director of the International Society
for the Psychoanalytic Study of Organizations.
Al Galves is a licensed psychologist in Colorado. He is the
Executive Director of the International Society for Ethical
Psychology and Psychiatry and a member of the Board of Directors of
MindFreedom International. He is the author of Harness Your Dark
Side (New Horizon Press).
Leon Hoffman, MD, has been a psychiatrist for four decades and a
psychoanalyst for three decades. He is a Board Certified Adult,
Adolescent and Child Psychiatrist as well as Certified in Adult,
Adolescent, and Child Psychoanalysis by the American Psychoanalytic
Association.
Patrick Lewis is a storyteller-teacher-researcher working with
children, undergraduate, and graduate students in Early Childhood &
Elementary Education in the Faculty of Education at the University
of Regina.
Karen L. Lombardi is Professor at the Derner Institute of Advanced
Psychological Studies, Adelphi University, Garden City, New York,
and on the faculty of the Northwest Center for Psychoanalysis,
Portland, Oregon, as well as on the faculty of the Postgraduate
Programs for Psychotherapy and Psychoanalysis at Adelphi
University.
Robbie Lloyd is Post-Doctoral Research Fellow in Youth Health &
Wellbeing at the Menzies School of Health Research, Darwin. Robbie
has been working in and out of education for 40 years focusing on
child-centred learning and whole-school-cultures of wellbeing, and
he has also combined community development and journalism with that
focus on empowering local development, plus acceptance of
difference as a gift among all humans.
Karen Lupe is a qualified counsellor and psychotherapist- a
graduate of the Psychosynthesis Institute of Transpersonal
Psychology, Auckland, New Zealand. She has published several papers
on the subjects of psychology, culture and collective trauma. These
include: “An Ocean with Many Shores: Indigenous Consciousness and
the Thinking Heart” published in “Penina Uliuli: Contemporary
Challenges for Pacific Peoples.” Edited by Culbertson, Agee, and
Makasiale 2007. “Being Afakasi” Co-author- ibid. “Standing on the
Threshold” published in “Su’esu’e Manogi- In Search of Fragrance”
by Tui’atua Tupua Tamasese Ta’isi Efi et al (editors) 2008.
Katy Meyer, MS Ed., has worked in the educational field for more
than fourteen years. She currently serves as the Education Head at
West End Day School (WEDS), a school for children with special
needs, where she supervises the educational program and develops
curriculum. Before joining the WEDS staff, Katy worked in a private
school, first as a classroom teacher for seven years and then as a
learning specialist for four years.
Michael O’Loughlin, PhD, is a 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 Ph.D. program in Clinical
Psychology and on the faculty of the Postgraduate Programs in
Psychoanalysis and Psychotherapy at Adelphi. He published The
Subject of Childhood in 2009 and edited Imagining Children
Otherwise: Theoretical and Critical Perspectives on Childhood
Subjectivity with Richard Johnson in 2010. collaboration with
Marilyn Charles.
Devin Thornburg is a professor of education at Adelphi University,
specializing in learning and development of diverse populations and
school reform. His doctorate in counseling psychology led to
several years of clinical work and psychoanalytic training with
children after he was a classroom teacher and before he was a
university professor. His publications have spanned almost three
decades, representing his scholarly and professional interests in
work with children from culturally and linguistically diverse
populations, their families and their teachers.
Norma Tracey is a member of the Australian Association of Social
Work (MAASW) and has been a member of the New South Wales Institute
of Psychoanalytic Psychotherapy (NSWIPP) for many years. Apart from
her private practice of 25 years she has worked especially with
Aboriginal mothers and infants for the last ten years. She is the
author of two books, several booklets, and some 30 nationally and
internationally published papers.
Fabio Camargo Bandeira Villela is an assistant professor in the
Department of Education at UNESP, Presidente Prudent campus. His
Master degree is in Education at PUC-SP and his PhD will be in
Education (Psychology of Education) at UNICAMP and has done
research in Psychoanalysis, as well as in Psychoanalysis and
Education. He has developed projects involving playful activities
for children with learning disabilities attributed to emotional
factors and has written articles about Psychoanalysis and the
classroom.
Donna Wolf-Palacio, LCSW, MFA, is a psychoanalyst and family
therapist in Philadelphia. She is the Training and Education
Coordinator for Hall Mercer Community Mental Health Center of
Pennsylvania Hospital/UPHS/. She received her psychoanalytic
training as a Fellow at the Postgraduate Center Institute in New
York. She also has an MFA in Creative Writing from Columbia
University and has taught a poetry workshop at the University of
the Arts.
Lombardi includes a truly lovely description of a school program,
organized by a philosophy professor, that recognizes small children
as the philosophers they can be. ... Many clinicians will find this
book enriching. For psychoanalysts, who believe that we have
knowledge and skills with wide applications to the most entrenched
social problems, this book will be both an inspiration and a guide
to creative thinking about education.
*Journal of the American Psychoanalytic Association*
Michael O'Loughlin is one of the wisest persons I know. He is
brilliant and this book will enlighten many people. It is highly
readable and it delivers a number of profound findings. I highly
recommend it to lay readers and professionals. Students will find
it highly informative and easy to read.
*Conrad P. Pritscher Ph.D, Bowling Green State University*
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