Author(s): Cohen J
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Abstract Since the original "Wednesday night" meetings Sigmund Freud and ensuing generations of psychoanalysts have been interested in applying psychoanalytic discoveries to the education of children and adolescents. Child analysts and educators are potentially natural allies: both are concerned with promoting children's healthy development and capacity to learn. This paper traces and critiques the inter-generational history of the four major ways that analysts have worked with educators: directing psychoanalytically informed schools; consultations; developing replicable programmatic school-based efforts; and working with colleges of education and/or continuing education for practicing school personnel. Finally, I describe similarities and differences between clinical and applied work as well as how the following three steps will further fruitful interdisciplinary work and learning: including and valuing applied analysis within psychoanalytic institute curriculum; creating more forums where analysts and non-analysts can learn from one another; and, most importantly, supporting the systematic study of applied analytic efforts.
This article was published in Psychoanal Study Child
and referenced in International Journal of School and Cognitive Psychology