| Summary: | Section 1: Literature Review Literature on psychodynamics in schools, particularly transference and countertransference, is reviewed. Benefits to teachers, in exploring psychodynamics and transferential relationships, are discussed. There is little research into these unconscious dynamics that moves beyond vignettes and theoretical discussion, with only nine studies meeting the inclusion criteria: highlighting the need for more credible methods and methodology to be employed in future research. Section 2: Research Report Semi-structured interviews were conducted with three teachers to explore their experiences of what they perceive as negative pupil behaviour. Data was analysed using Interpretative Phenomenological Analysis. Findings highlighted convergence and divergence between participants, indicating that teacher life experiences, beliefs, personal attributes and relationships underpinned many of their responses to behaviour, how they made sense of behaviour and how they processed their emotions. Psychodynamic theory was used to further explore the teacher-pupil dynamic, illustrating transferential relationships. Implications for educational psychologists are discussed, particularly the need to explore teacher emotions and provide support and advice during consultation meetings. Future research possibilities are explored. Section 3: Critical Appraisal A critique of the methodology used in the research report is discussed, including research limitations. Personal and professional reflections on the research process are explored. Section 4: Service Evaluation Principals of all 130 schools in Barbados were emailed an online survey to explore the nature of psychological input to their school over an academic year, eliciting a 20% response rate. The 62% of schools that received input from a psychologist generally found it useful. Responses are discussed in relation to the importance of psychologists working with the eco-system around the child, particularly in collaboration with teachers and parents within the school setting. Suggestions for psychological input to schools in the future are explored. A critique of the study is provided, alongside obstacles encountered during the research.
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