Uses of Psychoanalysis in Working with Children's Emotional Lives

Michael O’Loughlin,PhD, 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 PhD program in clinical psychology and on the faculty of the Postgraduate Programs in Psychoanalysis and Psychotherapy at Adelphi. He is editor of the companion volume to this book, Psychodynamic Perspectives on Working with Children, Families and Schools, also published by Jason Aronson.

Michael O’Loughlin brings compassion, insight, and understanding to his work with children. He is learned in theory and cares deeply for his subjects in practice. He shines a light on the emotions of childhood—imprinting in our minds what it is to be a child and to suffer while his work simultaneously instills hope that psychoanalytic thinking, combined with empathy, can relieve the suffering of child subjects.

• The Uses of Psychoanalysis in Working with Children’s Emotional Lives Table of ContentsForeword: Nigel WilliamsIntroduction: Michael O’LoughlinChapter 1: The Uses of Psychoanalysis, by Michael O’LoughlinChapter 2: Listening with Two Ears: Caregivers Listening Deeply to Babies and to Self, by Enid ElliotChapter 3: Teen Parents and Babies in School Together: The Chances for Children Teen Parent-Infant Project, by Hillary MayersChapter 4: Becoming and Being a Father - Some Developmental and Psychoanalytic Perspectives, by Nathaniel DonsonChapter 5: Untangling Psyche and Soma: A Traumatized Adolescent with Lyme Disease, by Ann E. Alaoglu, Richard C. Fritsch, Paul M. Gedo, E. James Anthony, Andrew C. Carroll, Vincent Del Balzo, Richard Imirowicz, Karol Kullberg, Lauren Mazow, and Rebecca E. RiegerChapter 6: Growth Groups for Kids: A School-Based Psychoanalytic Group Intervention Project for Children Exposed to Community Violence, by Erika Schmidt, Aileen Schloerb & Bertram CohlerChapter 7: Anxiety and Violence in the Schools: Coping and not Coping, by Silvia Silberman & Arie PlatChapter 8: A Most Unusual Technique for Helping an Incarcerated Youth Who was Labeled “Learning Disabled” and “Anti-Social,” Learn to Read: A Retrospective Commentary, by Burton SeitlerChapter 9: Which of You as Teacher Has Not at Some Point Experienced the Following?, by Sue WallaceChapter 10: Bullying and Social Exclusion: Links to Severe Psychological Distress, byMarilyn CharlesChapter 11: Shame On You, Child: On Shaming, Ed. Psych. And Teacher Ed., byJohn Samuel TiemanChapter 12: Moments of Meeting: Learning to Play with Reading Resistance, byGail Boldt & Billie PivnickChapter 13: “Why Do they Hate Learning French?”: Thoughts on Shifting Subjectivities and Psychical Resistance in the Language Classroom, by Colette GrangerChapter 14:Love and Fear in the Classroom: How ‘Validating Affect’ Might Help us Understand Young Students and Improve Their Experiences of School Life and Learning, Alex MooreChapter 15: Tustin / Spotnitz “On Transference” Informs Education of Children with Autism, by Eileen BrennanChapter 16: The Power of Conscience: Jiminy Cricket’s Legacy, by Devra Adelstein & Judith PitlickChapter 17: Conversations with Child and Adolescent Analysts About their Work with Children, by Almas Merchant & Leon Hoffman