期刊
PSYCHOANALYTIC STUDY OF THE CHILD
卷 76, 期 1, 页码 217-226出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00797308.2023.2166771
关键词
Psychoanalytically oriented preschool consultation; on-site preschool mental health services; mentalization; high-risk community mental health support
This paper explores the author's experience as a child analyst leading a psychoanalytically oriented preschool project in a high-risk community, highlighting the importance of understanding racial and class challenges. The author's approach of learning about the community and working closely with the school director resulted in a transformative impact on the school environment, teaching staff, and families. The success of this early childhood mental health intervention/prevention model in a high-risk community demonstrates its potential for replication in other public preschool settings, ultimately saving costs for the community and state by preventing at-risk children from entering special education or the juvenile court system.
This paper is about my journey into unfamiliar territories as a child analyst when I was asked to direct a psychoanalytically oriented preschool project known as the Early Childhood Mental Health Program in a high-risk community in San Francisco. This ambitious project required knowledge of racial and class challenges and the way I approached it was to say: I am here to learn about you and your community. In the first six months, I sat in the classrooms and met with the director on a weekly basis. What follows is what I learned and how I think our mental health team was effective in having a strong therapeutic impact on the school environment, the teaching staff, and the families. By the third year of the project, the school environment was transformed into a growth-promoting, good-enough caregiving environment where attachment relationships developed between the children and the teaching staff. This model of early childhood mental health intervention/prevention in a high-risk community can be replicated in other public preschool settings. Even though, initially, this model requires significant funding, in the long run it is an economically advisable way to prevent a significant number of at-risk children from ending up in special ed programs or in the juvenile court system at great cost to the community and state.
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