To Hold and Be Held: The Therapeutic School as a Holding Environment

by Reinstein; Daniel K.

• ISBN13: 9780415953696
• ISBN10: 0415953693
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-05-19
• Publisher: Routledge

Summary

Drawing on the teachings of D.W. Winnicott and John Bowlby, who helped revolutionize thinking about relational psychology, To Hold and Be Heldintegrates the concepts of the 'holding environment' and attachment theory and describes how they are applied in a clinical setting. It also uses metaphor to both derive meaning from the language of the therapeutic process and to apply that meaning within a systems framework to effect significant therapeutic change. As the number of children with complex problems increases and the facilities to treat and manage them decrease, schools are left with few resources to cope. Professionals such as teachers, psychologists, social workers, and counselors need a new framework in which to think about and advocate for services for these children. To Hold and Be Held describes the creation of a system of working that not only holds the child and his family, but also holds the larger system as well a system in which therapeutic services are integrated at all levels and implemented in public schools in a way that supports all those involved. This is not only a unique and successful way of working with children and their families, but a timely one as well.

Author Biography

Daniel K. Reinstein, Ph.D., is Clinical Director and Inclusion Program Director at the Community Therapeutic Day School in Lexington, Massachusetts

Table of Contents

Foreword	ix
Acknowledgments	xiii
Introduction	xv
Part I Philosophy and Application	1	(36)
Chapter 1 Therapeutic Philosophy	3	(34)
Part II The Holding Environment at the Community Therapeutic Day School	37	(32)
Chapter 2 Diagnostic Evaluations	39	(4)
Chapter 3 The Development of an Individualized Educational Plan	43	(6)
Chapter 4 Treatment: The Holding Environment's Building Blocks	49	(20)
Part III Creating a Holding Environment in Public Schools	69	(20)
Chapter 5 The Parents	73	(6)
Chapter 6 Therapeutic Aides and Teachers	79	(6)
Chapter 7 Individual Psychotherapy and Adjunct Therapies	85	(4)
Part IV Case Studies	89	(36)
Chapter 8 George	91	(8)
Chapter 9 Kate	99	(6)
Chapter 10 Bill	105	(8)
Chapter 11 Matthew	113	(12)
Part V Public School Case Studies	125	(34)
Chapter 12 Melinda	127	(6)
Chapter 13 Nathaniel	133	(4)
Chapter 14 Van	137	(6)
Chapter 15 Jonah	143	(4)
Chapter 16 Sebastian	147	(6)
Chapter 17 Bernadette	153	(6)
Conclusion	159	(2)
Epilogue	161	(2)
Appendix	163	(2)
Endnotes	165	(4)
References	169	(2)
Index	171