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From his thirty-year perspective as both a psychoanalyst and teacher educator, the author reviews the programs described by Farley and Manning, Sklarew, and Kusché and Greenberg. He assesses their relationship to Freud's vision and to the needs and wants of current teachers.
For over a century, psychoanalysis has improved the lives of many individuals, as well as humanity in general. However, the great potential for psychoanalysis to vastly enhance cultural evolution has not yet been actualized. Employing psychoanalysis in the service of prevention could assist with...
A three-tiered, applied psychoanalytic intervention to support the emotional development of children ages 3–8 is described. The intervention is offered by the The Child Development Center (CDC) of the Houston-Galveston Psychoanalytic Institute (HGPI) and includes the following progressive...
This paper describes the origin, facilitation, and effectiveness of an innovative model of early secondary prevention designed to help high-risk, inner-city, elementary school children deal with multiple losses and trauma. Grieving is especially difficult for inner-city children who live in a...
The articles in this issue of the Journal of Applied Psychoanalytic Studies pose a dilemma for educators. On the one hand, each article describes an important psychosocial intervention implemented in schools. On the other hand, these interventions, at least as described in the articles, are...
Discussion is made of the application of psychoanalytic developmental understanding to three early intervention programs. One program that was highly ambitious in its aim of preventing aggressive behavior in children attending elementary school was effective but may have attempted to achieve too...
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