title: Do unconscious processes affect educational institutions?
abstract: In this article I discuss the way that aspects of school and teaching have unconscious roots. Where anxiety about the process, for teachers and children, is high then there is the risk that unconscious defensive processes may occur resulting in institutionalized phenomena. These take the form of cultural attitudes and common practices which may not necessarily enhance the work and in some cases may actively interfere.
authors.affiliation: Centre for Psychoanalytic Studies, University of Essex, Colchester CO4 3SQ, UK. rhinsh@essex.ac.uk
authors.forename: R D
authors.initials: RD
authors.lastname: Hinshelwood
mesh_terms: D000293:Adolescent; D000342:Affective Symptoms / Q000523:psychology / Q000628:therapy; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy; D003674:Defense Mechanisms; D005260:Female; D006126:Group Processes; D006801:Humans; D008297:Male; D017146:Models, Organizational; D011574:Psychoanalytic Theory; D011575:Psychoanalytic Therapy; D012114:Residential Treatment; D013315:Stress, Psychological / Q000150:complications; D013663:Teaching; D014473:Unconscious, Psychology; D006113:United Kingdom