From its inception psychoanalysts have worked and learned with educators. There are four major ways that analysts have learned and worked with educators: (1) co-leading psychoanalytically informed pre-K and K-12 schools; (2) consultations to and with educators about individual students, classrooms and school life; (3) developing replicable programmatic school-based efforts; and (4) working with Colleges of Education and/or continuing education for practicing school personnel. APsaA’s Schools Committee supports educators and analysts learning from each other and supporting the further development of these four traditions.
Recommended Resources from APsaA’s Schools Committee
The National School Climate Center (NSCC) (formerly, the Center for Social and Emotional Education - CSEE) a non-profit that is made up of educators, psychoanalysts and other mental health professionals as well as parent leaders. NSCC's mission is to measure and improve the climate for learning in schools to help children realize their fullest potential as individuals and as engaged members of society. NSCC's vision is that all children will develop the essential social, emotional and intellectual skills to become healthy and productive citizens. NSCC achieves this through: Advocacy and policy. Measurement and research and educational services.
For more information visit: www.schoolclimate.org.
Recognizing and promoting social, emotional, ethical, civic and intellectual learning and school improvement efforts, NSCC and the National School Climate Council have developed the following school climate policy and practice resources to support your school mobilizing the “whole village” to support students’ social, emotional, ethical and civic as well intellectual learning.
Click here to download Resources that support school climate reform.
Peaceful Schools Project
Peaceful Schools - NC
Back Off Bully
The Analyst in the Classroom Blog
Applying psychoanalytic concepts and principles to the problems affecting our public and private educational systems. By APsaA Member, Mark D. Smaller, Ph.D.
01/19/2011 |