Therapeutic Education
Working alongside troubled and troublesome children
Nonfiction, Reference & Language, Education & Teaching, Non-Formal Education, Educational Theory, Educational Psychology
| Author: | John Cornwall, Craig Walter | ISBN: | 9781134212064 |
| Publisher: | Taylor and Francis | Publication: | April 18, 2006 |
| Imprint: | Routledge | Language: | English |
| Author: | John Cornwall, Craig Walter |
| ISBN: | 9781134212064 |
| Publisher: | Taylor and Francis |
| Publication: | April 18, 2006 |
| Imprint: | Routledge |
| Language: | English |
The role of therapy in schools is a topic that has been significantly under-researched and often overlooked. Considering the number of students in full-time education with serious emotional and behavioural difficulties, the skills and tricks used by therapists can be usefully passed on to teachers in the classroom.
This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people's learning.
The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people's experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.
The role of therapy in schools is a topic that has been significantly under-researched and often overlooked. Considering the number of students in full-time education with serious emotional and behavioural difficulties, the skills and tricks used by therapists can be usefully passed on to teachers in the classroom.
This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people's learning.
The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people's experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.
