Abstract
This paper introduces the application of psychoanalytic consultation developed by psychologists working in educational settings. The authors draw upon concepts from the British psychoanalytic school of object relation to demonstrate how the process of “therapeutic presence” can help and enrich school-based interventions. The benefits and challenges of a “therapeutic presence” in educational settings will be discussed. Clinical vignettes and examples from the work with children and their families, practitioners working with children, in primary and secondary schools, and further education will illustrate theoretical concepts.
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