THE TAVISTOCK SCHOOL OF PSYCHOANALYTICAL PEDAGOGY: PRACTICAL ACTIVITY OF MELANIE KLEIN’S FOLLOWERS
DOI:
https://doi.org/10.18372/2411-264X.18.15486Keywords:
child, Kleinians, psychoanalysis, psychoanalytic pedagogy, Tavistock School, theory of object relationsAbstract
The purpose of the article. The article reveals the history of formation and key ideas of the followers of M. Klein, whose practical work took place in the Tavistock Clinic. To achieve this goal, theoretical methods were used – analysis, synthesis, abstraction, comparison and generalization, which allowed to focus on the activities of E. Bick, J. Bowlby, W. Bion and modern neo-Kleinians. Results. It has been established that, thanks to the efforts of E. Bick and J. Bowlby, the training of child psychologists, therapists and specialists in the study of infant mental health was started at the Tavistock Clinic. The Tavistock model of working with infants is used today for research on the formation of a holistic self-personality, clarification of the mechanisms of mental disorders, in the context of accompanying infants in intensive care centers and cross-cultural intelligence and observation of children raised in refugee, migrant and various ethnic groups.
It is proved that W. Bion’s activity focused on the problems of learning theory, knowledge assessment and group cooperation. W. Bion considered the ability to memorize new material in such a way that students have a sense of novelty as a necessary condition for quality learning. Investigating the causes of conflicts in groups, W. Bion identified two types of groups – «working groups» and «groups of basic assumptions». The working group according to W. Bion consists primarily of mentally mature participants who are able to control emotions, capable of reflection and tolerate possible frustrations. Their antithesis is a «group of basic assumptions», whose activities are not aimed at solving problems, but to protect against primitive emotional experiences, which are basically psychotic in nature.
Discussions. The achievements of neo-Kleinians in the field of organizational psychology and professional education are revealed. It was found that their activities were aimed at developing a model of group cooperation, which was based on a dynamic combination of such phenomena as risk, work, anxiety and social guarantees. It is concluded that the key feature of the Tavistock School of Psychoanalytic Pedagogy was the study of the child’s relationship with parents at an early age and the transfer of this experience to relationships with others in adulthoodReferences
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