Author: Joy Schaverien
Publisher: Routledge
ISBN: 1317506588
Category : Psychology
Languages : en
Pages : 349
Book Description
Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.
Boarding School Syndrome
Author: Joy Schaverien
Publisher: Routledge
ISBN: 1317506588
Category : Psychology
Languages : en
Pages : 349
Book Description
Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.
Publisher: Routledge
ISBN: 1317506588
Category : Psychology
Languages : en
Pages : 349
Book Description
Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.
Education for Extinction
Author: David Wallace Adams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
Book Description
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
Book Description
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Behind the Walls
Author: Timothy D. Hillman
Publisher:
ISBN: 9780615758077
Category : Boarding schools
Languages : en
Pages : 104
Book Description
"Every year, thousands of students and parents choose boarding schools for continued education. Unfortunately, while many will have positive experiences, some will fail. Behind the Walls gives you the inside knowledge about the nature of boarding schools that should inform every decision about boarding school."--Amazon.com.
Publisher:
ISBN: 9780615758077
Category : Boarding schools
Languages : en
Pages : 104
Book Description
"Every year, thousands of students and parents choose boarding schools for continued education. Unfortunately, while many will have positive experiences, some will fail. Behind the Walls gives you the inside knowledge about the nature of boarding schools that should inform every decision about boarding school."--Amazon.com.
Boarding School Blues
Author: Clifford E. Trafzer
Publisher: U of Nebraska Press
ISBN: 9780803294639
Category : Social Science
Languages : en
Pages : 292
Book Description
An in depth look at boarding schools and their effect on the Native students.
Publisher: U of Nebraska Press
ISBN: 9780803294639
Category : Social Science
Languages : en
Pages : 292
Book Description
An in depth look at boarding schools and their effect on the Native students.
Recovering Boarding School Trauma Narratives
Author: Christine Jack
Publisher: Routledge
ISBN: 1000061094
Category : Psychology
Languages : en
Pages : 246
Book Description
Recovering Boarding School Trauma Narratives: Christopher Robin Milne as a Psychological Companion on the Journey to Healing is a unique, emotive and theorised narrative of a young girl’s experience of boarding school in Australia. Christine Jack traces its impact on the emerging identity of the child, including sexual development and emotional capacity, the transmission of trauma into adulthood and the long process of recovery. Interweaving her story with the experiences of Christopher Robin Milne, she presents her memoir as an exemplar of how narrative writing can be employed in remembering and recovering from traumatic experiences. Unique and powerfully written, Jack takes the reader on a journey into her childhood in Australian boarding school convents in the 1950s and 1960s. Comparing her experience with Christopher Robin Milne’s, she interrogates his memoirs, illustrating that boarding school trauma knows no boundaries of time and place. She investigates their emerging individuality before being sent to live an institutional life and traces their feelings of longing and loneliness as well as the impact of the abuse each endured there. As an educational historian, Jack writes in a ground-breaking way from the perspective of an insider and outsider, revealing how trauma remains in the unconscious, wielding power over the life of the adult, until the traumatic memories are recovered, emotions released and associated dysfunctional behaviour changed, restoring well-being. Engaging the lenses of history, life-span and Jungian psychology, feminist and trauma theory and boarding school trauma research, this book positions narrative writing as a way of reducing the power of trauma over the lives of survivors. Personal and accessible, this book will be essential reading for psychologists and educational historians, as well as students and academics of psychology, sociology, trauma studies, ex-boarders and those interested in the life of Christopher Robin Milne.
Publisher: Routledge
ISBN: 1000061094
Category : Psychology
Languages : en
Pages : 246
Book Description
Recovering Boarding School Trauma Narratives: Christopher Robin Milne as a Psychological Companion on the Journey to Healing is a unique, emotive and theorised narrative of a young girl’s experience of boarding school in Australia. Christine Jack traces its impact on the emerging identity of the child, including sexual development and emotional capacity, the transmission of trauma into adulthood and the long process of recovery. Interweaving her story with the experiences of Christopher Robin Milne, she presents her memoir as an exemplar of how narrative writing can be employed in remembering and recovering from traumatic experiences. Unique and powerfully written, Jack takes the reader on a journey into her childhood in Australian boarding school convents in the 1950s and 1960s. Comparing her experience with Christopher Robin Milne’s, she interrogates his memoirs, illustrating that boarding school trauma knows no boundaries of time and place. She investigates their emerging individuality before being sent to live an institutional life and traces their feelings of longing and loneliness as well as the impact of the abuse each endured there. As an educational historian, Jack writes in a ground-breaking way from the perspective of an insider and outsider, revealing how trauma remains in the unconscious, wielding power over the life of the adult, until the traumatic memories are recovered, emotions released and associated dysfunctional behaviour changed, restoring well-being. Engaging the lenses of history, life-span and Jungian psychology, feminist and trauma theory and boarding school trauma research, this book positions narrative writing as a way of reducing the power of trauma over the lives of survivors. Personal and accessible, this book will be essential reading for psychologists and educational historians, as well as students and academics of psychology, sociology, trauma studies, ex-boarders and those interested in the life of Christopher Robin Milne.
Boarding School Seasons
Author: Brenda J. Child
Publisher: U of Nebraska Press
ISBN: 9780803212305
Category : Social Science
Languages : en
Pages : 184
Book Description
Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century.
Publisher: U of Nebraska Press
ISBN: 9780803212305
Category : Social Science
Languages : en
Pages : 184
Book Description
Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century.
The Truth about Boarding Schools
The Earth Memory Compass
Author: Farina King
Publisher: University Press of Kansas
ISBN: 0700626913
Category : Social Science
Languages : en
Pages : 288
Book Description
The Diné, or Navajo, have their own ways of knowing and being in the world, a cultural identity linked to their homelands through ancestral memory. The Earth Memory Compass traces this tradition as it is imparted from generation to generation, and as it has been transformed, and often obscured, by modern modes of education. An autoethnography of sorts, the book follows Farina King’s search for her own Diné identity as she investigates the interconnections among Navajo students, their people, and Diné Bikéyah—or Navajo lands—across the twentieth century. In her exploration of how historical changes in education have reshaped Diné identity and community, King draws on the insights of ethnohistory, cultural history, and Navajo language. At the center of her study is the Diné idea of the Four Directions, in which each of the cardinal directions takes its meaning from a sacred mountain and its accompanying element: East, for instance, is Sis Naajiní (Blanca Peak) and white shell; West, Dook’o’oosłííd (San Francisco Peaks) and abalone; North, Dibé Nitsaa (Hesperus Peak) and black jet; South, Tsoodził (Mount Taylor) and turquoise. King elaborates on the meanings and teachings of the mountains and directions throughout her book to illuminate how Navajos have embedded memories in landmarks to serve as a compass for their people—a compass threatened by the dislocation and disconnection of Diné students from their land, communities, and Navajo ways of learning. Critical to this story is how inextricably Indigenous education and experience is intertwined with American dynamics of power and history. As environmental catastrophes and struggles over resources sever the connections among peoplehood, land, and water, King’s book holds out hope that the teachings, guidance, and knowledge of an earth memory compass still have the power to bring the people and the earth together.
Publisher: University Press of Kansas
ISBN: 0700626913
Category : Social Science
Languages : en
Pages : 288
Book Description
The Diné, or Navajo, have their own ways of knowing and being in the world, a cultural identity linked to their homelands through ancestral memory. The Earth Memory Compass traces this tradition as it is imparted from generation to generation, and as it has been transformed, and often obscured, by modern modes of education. An autoethnography of sorts, the book follows Farina King’s search for her own Diné identity as she investigates the interconnections among Navajo students, their people, and Diné Bikéyah—or Navajo lands—across the twentieth century. In her exploration of how historical changes in education have reshaped Diné identity and community, King draws on the insights of ethnohistory, cultural history, and Navajo language. At the center of her study is the Diné idea of the Four Directions, in which each of the cardinal directions takes its meaning from a sacred mountain and its accompanying element: East, for instance, is Sis Naajiní (Blanca Peak) and white shell; West, Dook’o’oosłííd (San Francisco Peaks) and abalone; North, Dibé Nitsaa (Hesperus Peak) and black jet; South, Tsoodził (Mount Taylor) and turquoise. King elaborates on the meanings and teachings of the mountains and directions throughout her book to illuminate how Navajos have embedded memories in landmarks to serve as a compass for their people—a compass threatened by the dislocation and disconnection of Diné students from their land, communities, and Navajo ways of learning. Critical to this story is how inextricably Indigenous education and experience is intertwined with American dynamics of power and history. As environmental catastrophes and struggles over resources sever the connections among peoplehood, land, and water, King’s book holds out hope that the teachings, guidance, and knowledge of an earth memory compass still have the power to bring the people and the earth together.
The Boarding School Survival Guide
Author: Justin Ross Muchnick
Publisher: Peterson's
ISBN: 0768939186
Category : Education
Languages : en
Pages : 216
Book Description
Attending boarding school is a serious commitment in many realms, whether emotional, financial, academic, or otherwise. With that in mind, it is important to understand what boarding school is all about. This valuable resource is full of insights from students who attend or recently graduated from a boarding school. The Boarding School Survival Guide provides a variety of perspectives that help both prospective students and parents decide if boarding school is the right choice for them, and assists current students in navigating the twists and turns of school away from home. Written by students for students-in a fun, easy-to-read manner with essential, up-to-date information An honest and insightful look at life at today's boarding schools Anecdotal testimonies from current boarding school students and those who've recently graduated Helpful tips and strategies for students who are considering applying to boarding schools or are getting ready to attend one
Publisher: Peterson's
ISBN: 0768939186
Category : Education
Languages : en
Pages : 216
Book Description
Attending boarding school is a serious commitment in many realms, whether emotional, financial, academic, or otherwise. With that in mind, it is important to understand what boarding school is all about. This valuable resource is full of insights from students who attend or recently graduated from a boarding school. The Boarding School Survival Guide provides a variety of perspectives that help both prospective students and parents decide if boarding school is the right choice for them, and assists current students in navigating the twists and turns of school away from home. Written by students for students-in a fun, easy-to-read manner with essential, up-to-date information An honest and insightful look at life at today's boarding schools Anecdotal testimonies from current boarding school students and those who've recently graduated Helpful tips and strategies for students who are considering applying to boarding schools or are getting ready to attend one
The Best of the Best
Author: Rubén A. Gaztambide-Fernández
Publisher: Harvard University Press
ISBN: 0674053877
Category : Education
Languages : en
Pages : 308
Book Description
For two years, Rubén Gaztambide-Fernández shared the life of what he calls the "Weston School," an elite New England boarding school. Vividly describing the pastoral landscape and graceful buildings, the rich variety of classes and activities, and the official and unofficial rules that define the school, The Best of the Best reveals a small world of deeply ambitious, intensely pressured students. For Gaztambide-Fernández, Weston is daunting yet strikingly bucolic, inspiring but frustratingly incurious, and sometimes - especially for young women - a gilded cage for a gilded age.
Publisher: Harvard University Press
ISBN: 0674053877
Category : Education
Languages : en
Pages : 308
Book Description
For two years, Rubén Gaztambide-Fernández shared the life of what he calls the "Weston School," an elite New England boarding school. Vividly describing the pastoral landscape and graceful buildings, the rich variety of classes and activities, and the official and unofficial rules that define the school, The Best of the Best reveals a small world of deeply ambitious, intensely pressured students. For Gaztambide-Fernández, Weston is daunting yet strikingly bucolic, inspiring but frustratingly incurious, and sometimes - especially for young women - a gilded cage for a gilded age.