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Isabel Menzies Lyth has formulated a way of thinking about social structures as forms of defence. The author extends her analytic range to cover themes of children in long-stay hospitals and day-care institutions, and the maternal role today.
Encompassing diverse perspectives on the psychoanalyst as individual, social being, and member of psychoanalytic institutions, this book provides practical and informed answers to the question of how psychoanalysts can take care of their psychoanalytic institutions. The book draws urgent attention to concerns about how the field of psychoanalysis can be sustained into the future, and sets out several studies in institutional dynamics as a form of provocation for psychoanalysts to reflect on their position as members of the institution and to act courageously in their collective efforts. Correlations between institutional dynamics and familial relationships are emphasized, alongside varied and detailed accounts of the styles of leadership required to facilitate improved cooperation in psychoanalytic institutions. The authors draw on their experiences as group participants, leaders and observers at both local and supranational levels, to investigate the historical context underpinning the disillusion among psychoanalysts, offering readers richly informed perspectives on how to nurture collegial ethics. With an emphasis on a shared ethics of responsibility, and the work involved in building secure professional relationships among psychoanalytic groups of all kinds, this book will prove essential to those engaged in understanding the work involved in psychoanalysis, whether in training or in practice.
This book revisits the theory of social systems as a defence against anxiety. It explores this theory as a generative paradigm, capable both of theoretical extension and of empirical application to different institutional settings.
This book focuses on the priority that psychoanalysis places on the individual, how the treatment is conceived theoretically and the ways it can be incorporated in the overall organisation of an institution. It brings together the histories of a number of psychoanalytically informed hospitals.
Working in the human services has always been stressful, and the current massive changes in the organization of these services, together with dwindling resources and ever greater demands for cost effectiveness, add to the stresses inherent in the work. Even in the best run and best resourced organizations there are pockets of irrationality where unconscious institutional processes undermine both effectiveness and morale. The contributors to this book use ideas drawn from psychoanalysis, open systems theory, Bion's work with groups, and group relations training to explore the difficulties experienced by managers and staff in a wide range of care settings. Each concept is illustrated with examples from practice to make it recognizable and useful to the reader. Each chapter develops a theme relating to work with a particular client group or setting (including hospitals, schools, day centres, residential units, community services and many others), or explores aspects of work organization (for example, the supervisory relationship, facing cuts and closure, or intergroup collaboration). By describing both the difficulties and their own feelings and thoughts while consulting to these institutions, the authors offer the reader new ways of looking at their own experiences at work which will be both enlightening and helpful.
As the number of students with anxiety increases in schools and classrooms, this book serves as the go-to guide for teachers and educators who strive to provide a welcoming environment conducive to students’ learning. Working with Students Who Have Anxiety provides an accessible understanding of anxiety in its various forms, how anxiety impacts academic and social skills, and what teachers can do to create a positive climate. An exciting new resource for teachers, special educators, art specialists, and school counselors, this book covers the causes, signs, and symptoms of anxiety; includes academic, behavioral, and art-based interventions; and explores ethical and legal issues relating to students with anxiety. Filled with real-life examples, practical teaching tips, and creative advice for building connections with students, this book not only provides readers with the latest information about anxiety but also focuses on strategies to give educators the real tools they need to reduce the negative impact of anxiety in academic settings.
An ethnographic study of deinstitutionalisation, explores the lives of women with intellectual disabilities.