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Publications by Barrett, Muriel

1. Barrett M. & Varma V (eds) (1997) Educational Therapy in Clinic & Classroom.
Whurr Publishers London

2. Barrett M. & Waterfield J. (1996) The Hidden Factor: An Educational Perspective of Depression in Learning. Dwivedi K. & Varma V. (eds) Depression in Children & Adolescents.
Whurr Publishers, London

3. Barrett M. Consultations to sub systems in Dowling E & Osborne E. Family & School. A joint systems approach to problems with children. (1985 2nd ed 1994), Routledge

4. Barrett M. & Trevitt J. (1991) Attachment Behaviour & the Schoolchild: an introduction to educational therapy. Routledge & Tavistock Publications. London & New York

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Publications by Clifford-Poston, Andrea.

1. Just Attention Seeking? Working with 8-12 Year Olds, Karnac, February 2008

2. When Harry Hit Sally: Understand Your Child's Behaviour, Simon & Schuster, August 2007

3. Tweens: What to Expect From - and How to Survive - Your Child's Pre-Teenage Years, OneWorld, 2005

4. On Being Good with Children - Stress as an Occupational Hazard, Nursery World, 23 May 2002
This paper for playworkers highlights and offers help in management with some of the stresses, internal and external, intrinsic to working with children.

5. The Secrets of Successful Parenting, How-to-Books Limited, 2001
A non prescriptive child care book for parents which is also a psychoanalytic understanding of ordinary childhood behaviours such as sibling rivalry, stealing and lying, bullying.

6. Cereal Therapy: Fantasy and the Collaborative Challenge in Counselling in Schools, Emotional Behavioural Difficulties, volume 5, number 1, Spring 2000
This paper highlights how when counselling takes place in school the traditional role of both teacher and counsellor may be challenged. When teachers and counsellors can work collaboratively together, both their roles are enhanced.

7. On Not Being Dumped in Space - A Discussion on Adoption and Curiosity, Proceedings of the Forum for Advancement of Educational Therapy Conference, Oslo, May 1992
A case study highlighting how an adopted child's curiosity about his birth parents inhibited his curiosity in any other area of learning.

8. Parents, Pupils and Teachers: A Dynamic Relationship, 1983, Early Child Development and Care, vol. 2, numbers 3 and 4
An exploration from a psychodynamic point of view of the complex relationships between parents, pupils and teachers and how these impact upon the child's learning.

9. (1980) A Support Group for Teachers, Therapeutic Education, Spring 1980, volume 8, number 1, 31-35.
The descriptive account of a work discussion group for teachers held for two years at the Child Development Centre, Charing Cross Hospital. The paper highlights the impact of the work on the teachers and the resonating impact on their schools.

10. (1976) `Captured for Consideration - Using Video Tape as an Aid to the Treatment of the Disturbed Child', Child Care, Health & Development, volume 2, number 3, pp. 129-137
The Use of Video as a Clinical Tool to Monitor Work with Children is discussed with reference to a group of three emotionally disturbed children seen weekly in a paediatric assessment and treatment centre (joint author).

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Publications by Dover, Jenny

1. Reaching and Teaching Through Educational Psychotherapy - a case study approach
Wiley 2007.

2. Reaching and Teaching the Child who cannot Trust in 'The Resilient Child',
International Conference Report. Edited Anne Arnesen. Published by The
Norwegian Educational Therapy Association 2003.

3. The Child who Cannot Bear being Taught
Psychodynamic Practice, Vol. 8, no.3, August 2002, Brunner Routledge

4. Helping Children who cannot Learn
AWCEBD Newsletter 1999

5. Educational Therapy
Young Minds Journal 1997:12

6. Educational Therapy with a Latency Child
Educational Therapy in Clinic and Classroom, edited by Barrett and Varma,. 1996, Whurr Publishers

7. School Refusal
FAETT Journal of Educational Therapy, Vol.1, no. 1, March 1992

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Publications by Geddes, Heather

1. Attachment in the Classroom - the links between children's early experience, emotional well being and performance in schoo, Dr Heather Geddes - Worth Publishing (2006)
A child's ability to take part in learning and be fully included in school life can be fundamentally affected by his or her experiences of early relation ships or attachments. 'Attachment in the Classroom' firmly locates the core aspects of Attachment Theory in the patterns of day to day behaviour and learning experiences of children and their teachers, clearly linking pupil's experiences of relationships in their struggle to learn. Such insights can make a significant contribution to developing than ethos of emotional well being in schools, to strengthening the possibility of future social inclusion and to reducing t he likelihood of disaffection and anti-social behaviour as today's children become adults in the wider world.
"An excellent guide to understanding Attachment Theory as applied to the real world of teaching children in school" Sir Richard Bowlby.
"Both for experienced teachers and those recently qualified, it is a superb practical exploration of the core of pastoral care, and very relevant to today's needs." Michael Marland, University of London, in Pastoral Care in Education 24(4) Dec 2006

2. Behaviour and the learning of looked-after and other vulnerable children Dr Heather Geddes & Gerda Hanko
Practice Document on NCERCC web site www.ncb.org.uk/ncercc

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Publications by Greenwood, Angela

1. Greenwood A. (2002) The child who cannot bear to feel
Psychodynamic Practice, 8.3 August 2002 p. 295-310
Repeated hurtful and traumatic experiences can affect the deeper structures of the brain, causing defensive behaviours, which are hard for teachers to appreciate and cope with. Very damaged children may need 'emotional holding' as well as a 'facilitating environment' to be able to learn and function acceptably in school

2. Greenwood A. (2001) Losses and Numbers
Special, Summer 2001 pp.22-25
How a child's specific maths difficulty was found to be related to difficult and multiple losses in her family. The story of a brief therapeutic intervention.

3. Greenwood A. (published under Lavender A.) (2001) 'Hearing small signals' Emotional, factors in the assessment of a ten year old boy's spelling difficulties
Special Children, Issue 136 March 2001 pp.16-17
Careful consideration of the 'small signals' children give out - often unconsciously, can lead to a better understanding of their needs.

4. Greenwood A. (1999) Containing and modifying anxieties; on having an educational therapist in a primary school
Moore D., Decker S., Greenwood A., Kirby S. eds., (1999) pp. 229-249
Taking Children Seriously. Applications of Counselling and Therapy in Education Having a psychotherapist in a primary school can provide opportunities for containing and modifying children's anxieties, and for thinking together about fostering and developing secure, understanding environments for children in need.

5. Greenwood A. (1999) Stories and Writing
Moore D., Decker S., Greenwood A., Kirby S. eds., (1999) pp. 64-86
Taking Children Seriously. Applications of Counselling and Therapy in Education Reflections on the therapeutic value of children's story writing, and ways of understanding and working with the writing process.

6. Moore D., Decker S., Greenwood A., Kirby S. eds., (1999)
Taking Children Seriously. Applications of Counselling and Therapy in Education
Practitioners share something of their experiences and therapeutic processes, and reflect on the value of therapeutic thinking when responding to emotionally troubled children in school.

7. Greenwood A. (1999) Opportunities in the Ordinary School Day
Educational Therapy and Therapeutic Teaching, Issue 8 April 1999 pp.47-53
Insights into the value of educational psychotherapy thinking in shaping the practice of a primary school SENCO.

8. Moore D., Decker S., Greenwood A., Kirby S., (1996) Research into demand for counselling/therapeutic provision in a group of secondary schools
Pastoral Care in Education, March 1996 pp. 3-6
Research showing similar conclusions to primary school survey, but with lower numbers of children identified as in need of help because of emotional difficulties.

9. Moore D., Decker S., Greenwood A., Kirby S., (1994) Helping the emotionally troubled child.
Topic 12 published by NFER, Autumn 1994 article 10, pp. 1-8
Article on the above research.

10. Moore D., Decker S., Greenwood A., Kirby S., (1993) Research into demand for
counselling/therapeutic provision in a group of primary schools.
Educational Research, Vol. 35 No. 3. pp. 276-281
Research showing that there would be a significant number of children who would
benefit from a primary school counselling/educational psychotherapy service, and some
willingness to make funds available, coupled with reservations about where such
funds might come from.

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Hanko, Gerda

Focus of expertise: professional development

Availability: by invitation

Gerda Hanko, Education Consultant and Staff Development Tutor with substantial experience in teaching and teacher training, offers practical collaborative approaches for teachers and other professionals, which aim to deepen insight into emotional and social factors in children's learning. These approaches have been shown to enhance schools' ability to meet the needs of all their children as they supersede the need to exclude those with seemingly unmanageable difficulties.

As these approaches also help to overcome the barriers that can exist between professionals within and across schools, school services and training institutions, they are being welcomed by the government as touching on one of its major themes for workforce reform (Green Paper 'Every Child Matters', DfES 2003).

Books since 1990:

1. Behaviour and the learning of looked-after and other vulnerable children Dr Heather Geddes & Gerda Hanko
Practice Document on NCERCC web site www.ncb.org.uk/ncercc

2. (Summer 2004) Towards Inclusive Education: Interprofessional Enablement within and across schools and school services. Education Review, National Union of Teachers (addresses the significance of collaborative problem-solving across education, welfare and guidance services in support of the government's workforce reform proposals of the Green Paper 'Every Child Matters': that a) professionals across the services should share information with each other about children with whom they work, b) share a common core professional skills training programme to work better together).

3. (1999, reprinted 2001) Increasing Competence Through Collaborative Problem-Solving: Using insight into social and emotional factors in children's learning. London: David Fulton. 162pp. (joint problem-solving through collaboration within and across institutions, services and between home and school: crossing but respecting professional boundaries).

4. (1995) Special Needs in Ordinary Classrooms: from staff development to staff support. 3 rd updated

London: David Fulton. 166pp. (Updates joint problem-solving as an effective approach for continuing professional development).

5. (1993) Special Needs in Ordinary Classrooms: supporting teachers. 2 nd updated ed.

Hemel Hampstead: Simon & Schuster. 166pp. (Joint problem-solving approach to meeting special behavioural, emotional and learning needs).

6. (1990) Special Needs in Ordinary Classrooms: supporting teachers. 2 nd reprint.

Oxford: Blackwell Education. 166pp. (Joint problem-solving approach to meeting special behavioural, emotional and learning needs).

Foreign editions of the above:

1. (1999) .Schierige Kinder” in der Schulklasse. Wuppertal: Holger Deimling. 154pp. Now being used by staff at the Free University of Berlin for their Integrated Teacher Training courses.

2. (1993, reprinted 1998) Las necessidades educativas especiales en las aulas orninarias: Professorses de apooyo. Barcelona Buenos Aires Mexico: Paidos. 197pp.

Chapters in books, since 1990:

1. (2002) The Emotional Experience of Teaching: a priority for Professional Development; in Gray, P., ed., Working with Emotions; London: Routledge Falmer, pp. 25-35.

2. (2001) Sharing Expertise Across National and Cultural Boundaries; in Visser, J., Daniels, H & Cole, T. eds., International Perspectives on Inclusive Education Series; Amsterdam, London, Oxford: Elsevier Science, pp. 47-61.

3. (1991) A school-based In-Service Response to Staff Development; in Upton, G., ed., Staff Training and Special Educational Needs, pp. 83-89, David Fulton.

4. (1989) Sharing expertise: developing the consultative role; in Evans, R. ed., Special Educational Needs: Policy and Practice. Oxford: Blackwell/NARE, pp.67-80.

5. (1989) Joint problem-solving approaches to behavioural, emotional and learning difficulties; in Widlake, P. ed., Special Children Handbook, pp 8-18.

Articles in British journals

2. (2002) Making Psychodynamic Insights Accessible to Teachers; Psychodynamic Practice vo1.8, no.3, pp.375 - 389 (highlights the potential of collaborative consultation approaches in work-based professional development).

3. (2002) Promoting Empathy through the Dynamics of Staff Development: what schools can offer their teachers as learners; Pastoral Care in Education, vo1.20, no.2, pp.12 - 16 (highlights the importance of empathy in working with vulnerable children, as well as developing interprofessional empathy across cultural barriers).

4. (2002) Therapeutic joint problem - solving to enrich the learning environment for pupils and teachers; Educational Therapy and Therapeutic Teaching, vol.11, pp.57 - 67 (examines how staff can learn to enrich each other's and their own professional expertise, and develop their own and the children's emotional literacy').

5.(1994) Discouraged children: when praise does not help.

British Journal of Special Education, vol.21, no.4, pp.166 - 168 (examines ways of motivating children who are too discouraged to believe in praise).

6.(1993) Staff development and support: a German response to consultative staff support developments. Support for Learning, vol.8, no.4, pp.174-177. (looks at joint problem-solving staff support to teachers who feel undervalued, threatened and blamed in constantly changing circumstances).

7.(1991) Breaking down professional barriers (the 1990 David Wills Lecture).

Maladjustment and Therapeutic Education, vol.9, no.1. pp 3 - 15 (examines overcoming barriers and unexpected consequences of attempts in interagency collaboration).

8. (1989) After Elton - how to manage disruption -

British Journal of Special Education, vol.16,no.4. pp 140 - 143 (shows teachers in need of in-service training for inclusive school culture).

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Publications by Kalu, Daun

1. Containers and Containment.
Journal of Psychodynamic Practice, Vol.8, No. 3, pp. 359-373
An account of work with troubled children in many different education settings using the psychodynamic concept of containment in the teacher's mind and sometimes, literally, the child's use of a container.

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Publications by Kee, Cynthia

1. Kee, C. (1998) The Crack in the Tea-Cup.
Published by NLJ, 294 pages

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Publications by Morton, Gill

1. Using Group Narrative with Troubled Children

CPJ Journal of British Association for Counseling and Psychotherapy

Special edition on Working with Children and Young People February 04

2. From Reaction to Reflection

The Resilient Child

Promoting resilience in children and teachers through therapeutic group work in schools – a parallel presentation a the 11 th International Therapy Conference at Lillehammer, June 2002 published in the proceedings of the conference in 2003

3. The Educational Therapy Contribution to a Family Systems Approach

Psychodynamic Practice, Vol. 8 No.3

Individuals, groups and organizations

Brunner Routledge August 2002

4. Working with Stories in Groups.

Clinical Counselling in Schools, Ed. Nick Barwick

Routledge 2000

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Publications by Salmon, Gillian

1. Reaching and Teaching Through Educational Psychotherapy - a case study approach
Wiley 2007.

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