JOY SCHAVERIEN PhD is a Jungian analyst and supervisor in private practice in the East Midlands. She is a Professional Member of the Society of Analytical Psychology (London), a Training Therapist and Supervisor for the British Association of Psychotherapists (Jungian Section) and Visiting Professor at the Northern Programme for Art Psychotherapy, Leeds Metropolitan University. She teaches and supervises internationally and is on the editorial board of the Journal of Analytical Psychology. Among her many publications she is author of: The Revealing Image (Jessica Kingsley, 1992), Desire and the Female Therapist (Routledge, 1995), The Dying Patient in Psychotherapy (Palgrave Macmillan, 2002) and editor of Gender Countertransference and the Erotic Transference (Routledge, 2006). She conducts Continuing Professional Development training for psychotherapists working with ex-boarders.
BOARDING SCHOOL SYNDROME: BROKEN ATTACHMENTS A HIDDEN TRAUMA
Article first published online: 28 MAR 2011
© The author. British Journal of Psychotherapy © 2011 BAP and Blackwell Publishing Ltd
British Journal of Psychotherapy
Volume 27, Issue 2, pages 138–155, May 2011
How to Cite
Schaverien, J. (2011), BOARDING SCHOOL SYNDROME: BROKEN ATTACHMENTS A HIDDEN TRAUMA. British Journal of Psychotherapy, 27: 138–155. doi: 10.1111/j.1752-0118.2011.01229.x
- Issue published online: 14 APR 2011
- Article first published online: 28 MAR 2011
- boarding school syndrome;
- child development;
- prep schools;
- public schools;
The aim of this paper is to identify a cluster of symptoms and behaviours, which I am proposing be classified as ‘Boarding School Syndrome’. These patterns are observable in many of the adult patients, with a history of early boarding, who come to psychotherapy. Children sent away to school at an early age suffer the sudden and often irrevocable loss of their primary attachments; for many this constitutes a significant trauma. Bullying and sexual abuse, by staff or other children, may follow and so new attachment figures may become unsafe. In order to adapt to the system, a defensive and protective encapsulation of the self may be acquired; the true identity of the person then remains hidden. This pattern distorts intimate relationships and may continue into adult life. The significance of this may go unnoticed in psychotherapy. It is proposed that one reason for this may be that the transference and, especially the breaks in psychotherapy, replay, for the patient, the childhood experience between school and home. Observations from clinical practice are substantiated by published testimonies, including those from established psychoanalysts who were themselves early boarders.