Abstract
Informed by a psychoanalytic observational approach, this paper discusses learning support work in a school with nine-year-old identical twin brothers, whose lives were circumscribed by confused and fragmented states of mind as well as by difficult external circumstances. Through noticing and trying to make sense of the gaps between things and people, including the cultural gap between the boys and the author (in the role of learning support assistant), the aim of the work was to build some emotional clarity and coherence. It was particularly apparent that over time, the twins’ excessive use of splitting and projection was reduced. Observational material is drawn on in this exploration of the boys’ developing internal and external relationships during work with them over a year.
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