From scapegoating to thinking and finding a home: delivering therapeutic work in schools

Summary

This paper explores the application of child psychotherapy within school settings and examines how therapeutic work can help children who are struggling emotionally or behaviorally. The authors argue that the child identified as the “problem” is not always the true source of the difficulty; instead, problems may reflect tensions within the wider school system.

Music and Hall focus on processes such as scapegoating, splitting, and projection, showing how difficult feelings can become focused on one child. The psychotherapist’s role is therefore not limited to treating the individual child but may also involve helping teachers and other adults understand what is happening within the wider system. By creating a more containing environment, the school can become a place where difficult experiences are thought about rather than acted out. Clinical examples are used to illustrate how therapeutic intervention can help children feel more understood, connected, and able to “find a home” within the school environment