act upon these powerful feelings, we are communicating our own distress in the counter transference, and inevitably, escalating the tension of the situation (p.295). Frosh (2002) discusses how counter transference can be viewed as an opportunity for further containment using an example from a clinical setting which could be adapted to an educational setting with the child (as the patient) and the key adult (as the analyst). Frosh (2002) explains; The difference between analyst and patient is not, therefore, that one has transference feelings and the other has not, but that the analyst has the emotional calibration to be able to use the feelings stirred up inside her or him to understand the The patient’s internal world... patients projections whether emotions or part of the self become – – the central sources of feeling, reflection and interpretation; Despite call for teachers to become Ainscow’s (1991) ‘reflective Hanko (2002a) asserts practitioners’ concept of past events can, Schon’s ‘reflection-on-action’ illuminating as we have seen, enhance professional competence by aiding future so that we manage to do the on the ‘reflection-in-action’ ‘right thing’ spur of the moment when it may matter most (p.6). Researchers such as Jackson (2008) and Newton (1995) argue that for many adults working in schools, they are often exposed and do not have time to reflect on how they respond and react to specific pupils or what strategies to use in challenging situations. From a psychodynamic perspective, this could be viewed in terms of a lack of containment (see Appendix 1, Key Terms for definition). Work discussion groups
act upon these powerful feelings, we are communicating our own distress in the counter transference, and inevitably, escalating the tension of the situation (p.295). Frosh (2002) discusses how counter transference can be viewed as an opportunity for further containment using an example from a clinical setting which could be adapted to an educational setting with the child (as the patient) and the key adult (as the analyst). Frosh (2002) explains; The difference between analyst and patient is not, therefore, that one has transference feelings and the other has not, but that the analyst has the emotional calibration to be able to use the feelings stirred up inside her or him to understand the patient’s internal world... The patients projections – whether emotions or part of the self – become the central sources of feeling, reflection and interpretation; Despite Ainscow’s (1991) call for teachers to become ‘reflective practitioners’ Hanko (2002a) asserts Schon’s concept of ‘reflection-on-action’ illuminating past events can, as we have seen, enhance professional competence by aiding future ‘reflection-in-action’ so that we manage to do the ‘right thing’ on the spur of the moment when it may matter most (p.6). Researchers such as Jackson (2008) and Newton (1995) argue that for many adults working in schools, they are often exposed and do not have time to reflect on how they respond and react to specific pupils or what strategies to use in challenging situations. From a psychodynamic perspective, this could be viewed in terms of a lack of containment (see Appendix 1, Key Terms for definition). Work discussion groups