Psychoanalytic exports in the school setting

Area of Science:

• Psychoanalysis in Educational Settings
• Child Psychology
• Clinical Social Work

Background:

• Educational institutions require psychoanalysts to adapt their practices for optimal effectiveness.
• Establishing best practices involves navigating specific psychoanalytic roles and principles within schools.

Observation:

• A narrative workshop utilizing children's literature was implemented in public schools serving vulnerable populations.
• The study details the psychoanalyst's experience, focusing on a six-year-old girl within this setting.
• Analysis centered on the phoric function and transference dynamics observed during the intervention.

Findings:

• Key requirements for psychoanalysts include renouncing the expert position (expert/ignorant paradox) and maintaining an outsider stance.
• The principle of abstention and the utility of a 'second look' are crucial for self-analysis of involvement.
• The case illustrates the complexity of transference dynamics and the psychoanalyst's role in sustaining them.

Implications:

• These psychoanalytic strategies can be adapted for clinical work in educational contexts, particularly with vulnerable children.
• The findings highlight the importance of reflexive practice for psychoanalysts operating outside traditional clinical settings.
• Narrative workshops offer a viable method for addressing psychological needs and fostering change in school environments.