concepts can be found in Appendix 1, Key Terms. I shall explore the main psychodynamic concepts of projection, containment, and transference in brief here. Hanko (2002a) asserts one way of supporting staff groups is through psychodynamic approaches, using collaborative problem solving processes which offer new ways for them to think and cope, work more effectively and with less anguish, enabling teachers to find their own strengths and expertise. (Mosse,1994, p.1). Markus, Cross, Halewski, Quallo, Smith, Sullivan, Sullivan & (2003) work supports this idea in illustrating Tantilo’s that peer supervision has been found to be beneficial with managing counter transference (see Appendix 1, Key Terms for definition). In contrast, (2007) work refers to (see Appendix 1, Key projection Bomber’s Terms for definition) in her discussion about school staff working with children who may be described as having some attachment difficulties explaining that, children often unconsciously push out and displace ‘Hurt their unwanted feelings by using particular actions and comments. This may give them a temporary sense of relief for their overwhelming feelings of For Freud, projection was defence mechanism by distress’ (p.75). ‘a which disturbing unconscious material is kept unconscious by experiencing it as if it belongs to key adults another’. (p.33, Frosh, 2002). Within schools, need to be aware of projection e.g. when a child disowns part of himself and pushes it onto or stirs feelings up within the adult e.g. of worthlessness. The key adult needs to be very aware of this projection so they can understand that the child is projecting their distress and feelings of worthlessness, unconsciously onto the key adult. The key adult needs to use these feelings as a means of understanding the distress that the child’s child is communicating rather than reacting to it e.g. by shouting at the child, further escalating the situation. For a key adult to be able to do this they need to be able to offer containment of the difficult, unconscious feelings e.g. of child’s worthlessness (see Appendix 1, Key Terms for definition). Containment refers to a process or projective identifications emitted ‘whereby projections
concepts can be found in Appendix 1, Key Terms. I shall explore the main psychodynamic concepts of projection, containment, and transference in brief here. Hanko (2002a) asserts one way of supporting staff groups is through psychodynamic approaches, using collaborative problem solving processes which offer new ways for them to think and cope, work more effectively and with less anguish, enabling teachers to find their own strengths and expertise. (Mosse,1994, p.1). Markus, Cross, Halewski, Quallo, Smith, Sullivan, Sullivan & Tantilo’s (2003) work supports this idea in illustrating that peer supervision has been found to be beneficial with managing counter transference (see Appendix 1, Key Terms for definition). In contrast, Bomber’s (2007) work refers to projection (see Appendix 1, Key Terms for definition) in her discussion about school staff working with children who may be described as having some attachment difficulties explaining that, ‘Hurt children often unconsciously push out and displace their unwanted feelings by using particular actions and comments. This may give them a temporary sense of relief for their overwhelming feelings of distress’ (p.75). For Freud, projection was ‘a defence mechanism by which disturbing unconscious material is kept unconscious by experiencing it as if it belongs to another’. (p.33, Frosh, 2002). Within schools, key adults need to be aware of projection e.g. when a child disowns part of himself and pushes it onto or stirs feelings up within the adult e.g. of worthlessness. The key adult needs to be very aware of this projection so they can understand that the child is projecting their distress and feelings of worthlessness, unconsciously onto the key adult. The key adult needs to use these feelings as a means of understanding the child’s distress that the child is communicating rather than reacting to it e.g. by shouting at the child, further escalating the situation. For a key adult to be able to do this they need to be able to offer containment of the child’s difficult, unconscious feelings e.g. of worthlessness (see Appendix 1, Key Terms for definition). Containment refers to a process ‘whereby projections or projective identifications emitted