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‘Hiccups of the mind’: psychotherapy with a young boy with obsessive-compulsive disorder
No full textThis paper presents a case study of a six-year-old boy who, unusually, had intensive psychoanalytic psychotherapy as a form of treatment for OCD. Obsessive-compulsive disorder (OCD) can be clinically diagnosed as a psychiatric condition from the age of four or five. The standard treatment for OCD in the NHS tends to be a combination of cognitive and behavioural therapies. This little boy suffered classic symptoms of OCD, which included repetitive intrusive thoughts, compulsions, and ritualistic behaviour. After just over two years of psychoanalytic treatment, his distressing symptoms were alleviated, and in the follow-up sixteen months later, the symptoms had not re-emerged. This paper highlights the psychoanalytic approach used in this case, focusing on the meanings and possible aetiology of paediatric OCD. Using the qualitative research approach of thematic analysis, three main themes that emerged in this work are discussed, by referring to clinical examples from the child’s therapy. Based on the findings, I suggest that the contribution and maintenance of early onset OCD in this boy, to some extent camouflaged infantile relationship struggles, particularly in relation to oedipal difficulties. I will describe a ‘turning point’ in the therapy, to further illustrate my formulation, as well the demonstrating the complexity of the process of change in child psychotherapy, as evidenced in this case
Emotional factors in leading teaching and learning: Keeping your head
No full textIn chapter 3, Biddy Youell offers a psychoanalytic framework for understanding some of the emotional pressures and unconscious dynamics that are inherent within the headteacher’s role and that of other leaders within the school setting. The underlying assumption is that school effectiveness is directly related to the way the school is led and how the headteacher and leadership team harness the resources of staff and students and manage the many competing demands they face. The chapter explores some of the intra and inter-personal dynamics that play out in school settings, suggesting that leaders are better able to lead when they can recognize and understand their own emotional experience and that of their staff and students
Whistleblowers in film: Studying changing representations of whistleblowers in popular cinema
Get PDFA pressing question for organizational theory and change, and for whistleblowing policy and practice in particular, is how an individual comes to think independently of the social norms of their organization. How do they arrive at a position from where they feel compelled to act contrary to those norms, while surrounded by colleagues who continue to comply? This paper turns to popular cinema to trace historically the culturally-shared constructs about the ethical value of whistleblowing, how whistleblowers enact their roles and what the likely outcomes might be.
[Een dringende vraag voor organisatietheorie en organisatieverandering in het algemeen, en klokkenluidersbeleid in het bijzonder, is hoe een individu ertoe komt om zich onafhankelijk te kunnen denken ten aanzien van de sociale normen van hun organisatie. Hoe komen ze in een positie waarin ze zich genoodzaakt voelen om tegen die normen in te handelen, terwijl hun collega’s ze blijven gehoorzamen? Dit artikel traceert welke de culturele...
Watch me play! Manual for parents, Version 2
Get PDFWatch Me Play! is a simple way for you as a parent or carer to help your baby or young
child. Being in tune, relaxed and playful together helps babies and children to grow up
healthy and secure. It’s good for parents and caregivers too: playing together means
growing together!
Watch Me Play! can help your child’s confidence and communication. As his or her
play skills develop, you can get to know your child better. You can learn more about
your child’s interests and experiences as well as any worries they may have.
When there have been stresses or worries in the family, some babies and young
children may need extra help to express themselves. Your baby or child can benefit
from consistent and regular play routines, with your undivided attention. Having
confidence that adults accept their feelings, and are interested in them, helps children
of all ages to feel settled and secure.
Doing Watch Me Play! every day for 10-20 minutes is helpful for some children; for
others, every other day or twice a week works well. Children who find it hard to
focus on an activity may be more settled when they are in a quiet space with your full
attention. Simple toys allow your child to use their imagination
Sustaining depth and meaning in school leadership: Keeping your head
No full textSustaining Depth and Meaning in School Leadership: Keeping Your Head concerns the emotional and psychological experience of school leadership - in particular, the felt experience of life as a headteacher. It describes the pressures and rewards of their roles, together with some of the ways that school leaders successfully sustain and develop themselves and their teams in what has become an increasingly complex, challenging, and highly accountable role.
This book explores the personal experience of leading schools. Section one provides an overview and analysis of current and historical trends in school leadership, and offers some theoretical frameworks for making sense of these. Section two then offers psychodynamic approaches to supporting and developing school leaders and the impact that trends in executive education continue to have on this. Section three looks at approaches to school leadership development more generally, including team development; influences from the business world; the growth of mentoring and coaching as a leadership intervention; the design and evaluation of leadership development programs and a case study on whole-system development. The last word is given to ten serving headteachers and deputies and their leadership journeys. This range of chapters, concepts and perspectives will support school leaders to maintain an emotional equilibrium while navigating the multi-layered tightrope of intra-psychic, interpersonal and organisational dynamics inherent in school life.
Rooted in Jackson and Berkeley's belief that school leaders are likely to be at their best when they find their own unique and authentic way of taking up their leadership role, this book is an accessible, supportive and developmental contribution for all those involved in education leadership
Producing Oedipus: Totem and Taboo Read Through Actor Network Theory
No full textThis article reads Freud's Totem and Taboo (1912–13) according to its role within the consolidation of the Oedipus complex. Freud's text is discussed with a focus on the process of knowledge production in psychoanalysis, and in relation to Bruno Latour's ideas of translation, association and black box. In this respect, this article regards a central feature of Totem and Taboo as being the articulation of a full-scale argument for the production of the Oedipus complex as ‘fact’. It is in this sense that different actors such as clinical cases, totemism, phylogenesis, the development of psychoanalytic theory and so on are considered here
Sadomasochistic dynamics inside and outside the consulting room
No full textThis article will illustrate sadomasochistic dynamics as they arise within the consulting room and highlight the main function of perversions. Although the term "perversion" can be considered outdated, or worse, pejorative, if used in its original meaning, it remains the most appropriate term to describe the plight of certain patients who suffer from a specific sexualised form of acting out. One aim of the perversion is to attempt to reverse an earlier trauma by turning that passive experience, often not consciously remembered, into an active one. The patient suffering from a perversion replaces unwanted or unbearable historical affects with current actions that are sadomasochistic, sexually exciting, and highly gratifying, albeit temporarily, thereby keeping the patient's mind far away from the desolation of the initial trauma. At times, the actions patients are driven to for survival are paradoxically life-threatening. I will briefly refer to the difficulties of the countertransference in working with perverse patients
Workplace intelligence. Unconscious forces and how to manage them
No full textWorkplace Intelligence provides a range of insights into the unconscious processes at play in the workplace and an introduction to a balanced approach to organizations.
The book explores key concepts, showing how our emotions and early experiences inform the roles we play at work, as well as how we react to other people. It encourages close observation and reflection and utilization of this knowledge for managing ourselves and others fruitfully. It also provides managers with the methods to intervene and tackle these issues, elaborating on topics from leadership and group dynamics to meetings and work-life balance.
The book will be a fascinating read for those in leadership roles, organizational consultants, executive coaches, students of occupational psychology, as well as anyone interested in understanding workplace dynamics in general