Childhood, well-being and a therapeutic ethos by Richard House

By Richard House

"All is obviously no longer good with kid's healthiness within the Anglo-Saxon West, as witnessed by means of a gentle move of study reviews that position kid's healthiness within the united kingdom and the us very close to, if now not at, the ground of foreign tables. This mounting cultural and political obstacle for kid's overall healthiness has been buttressed via high-profile media curiosity within the "toxic formative years" subject matter popularized through author  Read more...

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Childhood, well-being and a therapeutic ethos

"All is obviously no longer good with kid's wellbeing and fitness within the Anglo-Saxon West, as witnessed via a gentle movement of analysis studies that position kid's wellbeing and fitness within the united kingdom and america very close to, if no longer at, the ground of overseas tables. This mounting cultural and political crisis for kid's health and wellbeing has been buttressed via high-profile media curiosity within the "toxic formative years" subject matter popularized by means of writer Sue Palmer, and highlighted within the Open Letter released through the day-by-day Telegraph; and the chapters during this vital new publication arose without delay from the addresses given by way of well known Open Letter signatories to a professional seminar prepared by way of Roehampton University's study Centre for healing schooling in December 2006.

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Psychology and Consumer Culture: The Struggle for a Good Life in a Materialistic World. : American Psychological Association. Lasch, C. (1979). The Culture of Narcissism. New York: Norton. , & Dunn, J. (2009). A Good Childhood. London: Penguin. Linn, S. (2005). Consuming Kids: Protecting Our Children from the Onslaught of Marketing and Advertising. New York: Anchor Books. Loewenthal, D. (2008a). Case Studies in Relational Research. London: Palgrave Macmillan. Loewenthal, D. (2008b). Introducing Post-Existential Practice: An approach to well-being in the 21st Century.

Only then can we consider what we might take to be meant by the term ‘well-being’, and how we can provide an enabling, dynamic environment both for our children and, through our children, for ourselves, which in turn potentially enables us to make a better world. Plato suggested that ‘therapeia’ is of vital importance to our societies. He posited that whilst scientific and technical knowledge are important, they should always be secondary to the resources of the human soul (Cushman, 2002). Yet a glance at our educational system, with the increasingly central importance given to positivistic auditing, together with the peripheral place of the arts, suggests that we are increasingly in a society where technology comes first, science second and the resources of the human soul a poor third.

This is in contrast to free play, where children can let play emerge with other children. However, whilst our audit culture is potentially robbing us and our children, it would be wrong to end without also mentioning Fletcher’s work (2008) on growing up in England 1600–1914 with its high infant and child mortality and tough social conditions for the majority, to warn us not to be too nostalgic about the past. In summary therefore, whilst exploring what makes a good counsellor or psychotherapist is significant, such considerations of our practice, in terms of the good, may well be healthy, but it is suggested in this chapter that therapeutic education is a necessity, not only on an individual level but, more importantly, on a societal one.

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