Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.

Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.

They were children. Put on a train in a strange land, they waved goodbye to a parent as they headed to an educational institution that, unbeknownst to them, was to become their new home. Separated from their loving families, they strived to meet the expectations of the grownups and, in some cases, to rebel against them. Now, independent women, compassionate mothers, and astute professionals, they look back on their youth in the 1960’s and 1970’s to make sense of why they were sent away, and to give meaning to the sources that have sustained them over the years. Ex-boarders themselves, Latham and Ferdows provide vivid and emotionally embodied narratives of everyday lives of The Boarding School Girls. This unique collection of stories explores key issues of identity and lifespan development to seek understanding of the influence of national, religious and family culture on development within two conflicting sets of cultural values. Combining unique qualitative data with illuminating tales of resilience and accomplishment in what is likely to simultaneously inform and inspire readers with feelings of joy and sadness, love and hate, abandonment and hope, but mainly trust and forgiveness. The stories of eleven ‘little rich’ Persian girls are a nostalgic reminder of their past cross-cultural ordeals, a pragmatic perspective on psychological implications of boarding school education in England, and a celebration of the possibilities of the future. The Boarding School Girls is valuable reading for students in cultural, developmental and educational psychology and the humanities, as well as clinical psychologists and educators looking at the impact of boarding school on adolescent development.

The Psychological Impact of Boarding School is a collection of research-based essays answering a range of questions about boarding school and its long-term impact. Through a combination of original in-depth first-person narratives as well as larger scale surveys, this book aims to fill gaps in current boarding school research and present new findings. Topics addressed include gender differences, eating behaviours, loneliness, mental health and relationships, the differences between younger and older boarders, and ex-boarder experiences of therapy. The research results highlight a key role in the age that children start boarding, the way that long-term psychological influences of friendships formed at school, and the larger role that parent and family relationships play in the psychological lives of boarders. Through these findings, the book ultimately challenges the current understanding of 'boarding school syndrome', proposing a move beyond the term and its concept. The book will appeal to psychologists, psychoanalysts, counsellors, academics, teachers, current and ex-boarders as well as parents and guardians interested in the impact of boarding schools from either a professional or a personal perspective.

Trauma, Abandonment and Privilege discusses how ex-boarders can be amongst the most challenging clients for therapists; even experienced therapists may unwittingly struggle to skilfully address the needs of this client group. It looks at the effect on adults of being sent away to board in childhood and the problems associated with boarding, which have only recently been acknowledged by mainstream mental health professionals. This practice-based book is illustrated by case studies, diagrams and exercises and is divided into three parts: ‘Recognition; Acceptance; Change’. It aims to help readers understand the emotional processes of boarding and the psychological aspects of survival, outlining the steps toward recovery and the repercussions of survival. The book also explores how ex-boarders frequently struggle with intimate relationships with spouses and partners and offers interventions and strategies for those working with ex-boarder clients. Trauma, Abandonment and Privilege will be of interest to therapists, counsellors and mental health workers across the UK. It will also be relevant to those who are well acquainted with boarding schools based on the UK model, for example in Canada, Australia, New Zealand and India.

Recovering Boarding School Trauma Narratives: Christopher Robin Milne as a Psychological Companion on the Journey to Healing is a unique, emotive and theorised narrative of a young girl’s experience of boarding school in Australia. Christine Jack traces its impact on the emerging identity of the child, including sexual development and emotional capacity, the transmission of trauma into adulthood and the long process of recovery. Interweaving her story with the experiences of Christopher Robin Milne, she presents her memoir as an exemplar of how narrative writing can be employed in remembering and recovering from traumatic experiences. Unique and powerfully written, Jack takes the reader on a journey into her childhood in Australian boarding school convents in the 1950s and 1960s. Comparing her experience with Christopher Robin Milne’s, she interrogates his memoirs, illustrating that boarding school trauma knows no boundaries of time and place. She investigates their emerging individuality before being sent to live an institutional life and traces their feelings of longing and loneliness as well as the impact of the abuse each endured there. As an educational historian, Jack writes in a ground-breaking way from the perspective of an insider and outsider, revealing how trauma remains in the unconscious, wielding power over the life of the adult, until the traumatic memories are recovered, emotions released and associated dysfunctional behaviour changed, restoring well-being. Engaging the lenses of history, life-span and Jungian psychology, feminist and trauma theory and boarding school trauma research, this book positions narrative writing as a way of reducing the power of trauma over the lives of survivors. Personal and accessible, this book will be essential reading for psychologists and educational historians, as well as students and academics of psychology, sociology, trauma studies, ex-boarders and those interested in the life of Christopher Robin Milne.