Dr Heather Price has undergraduate degrees in History and Psychology from Cambridge University and the Open University respectively. She holds an MA in Women's Studies from the University of Kent at Canterbury, a postgraduate Diploma in Psychoanalytical Observational Studies from the Tavistock Clinic/UEL and a PhD from the University of East London, entitled "The Emotional Context of Young Children's Literacy Learning". She is a trained and qualified primary school teacher.

Heather is Programme Leader for the undergraduate B.A. (Hons) in Psychosocial Studies and Link Tutor in the School of Law and Social Sciences for the collaborative partnership with the Tavistock and Portman NHS Trust. As well as her undergraduate teaching, Heather is a member of teaching staff of the DL MA in Psychosocial Studies and supervises PhDs and clinical doctorates. She teaches on the Tavistock's MA in 'Emotional Factors in Learning and Teaching' and for many years was Deputy Course Tutor for the MA in 'Psychoanalytic Studies'.

Heather 's research interests are in the emotional and affective contexts of teaching and learning, alternative and democratic education, and the application of the psychoanalytic observational method as a research methodology within the broader social sciences. She has published in these areas and was submitted to the last two national 'research assessment' exercises. She is a member of the Steering Committee of the national Psychosocial Studies Network.

Programme Leader, B.A. (Hons) Psychosocial Studies and B.A. (Hons) Psychosocial Studies with Professional Studies

Link Tutor, School of Law and Social Sciences, for the collaborative partnership with the Tavistock and Portman NHS Trust

Teaching interests include linking relationship-based practice to 'practice-near' research, so as to deliver a curriculum appropriate to supporting students on placement or undertaking work-based learning. Heather also teaches on undergraduate modules at second and third level in Childhood Studies.

Research interests include the application of psychoanalytic and psychodynamic methods to education, and debates about the position and potential of clinical and observational methods as research methodologies in the social sciences.

B.A. (Hons) in Psychosocial Studies

B.A. (Hons) in Psychosocial Studies with Professional Studies

M.A. in Psychosocial Studies (DL)

M.A. in Emotional Factors in Teaching and Learning (Tavistock Clinic)

PhD and Prof Doc students

Undergraduate Psychosocial Studies programmes:

PS1204 'Knowledge Skills and Experience' - seminar tutor

PS1201 'Psychology in Context' - lecturer

PS2201 'Individual Development' - Module Leader

PS3207 'Experiences of Childhood' - Module Leader

PS3209 'Psychosocial Aspects in the Workplace' - Module Leader

Postgraduate Psychosocial Studies programmes:

MA by DL, Module 1: 'Introduction: Framing Psychosocial Studies' (contributor)

MA by DL, Module 3: 'Applying Psychosocial Studies' (contributor)

MA by DL, Module 5: 'Guided Research Project' (contributor)

Postgraduate Tavistock-based programmes:

MA in Emotional Factors in Teaching and Learning

Final Year Dissertation Workshops - Unit Leader

Price, H.S. and Cooper, A. M. (2011) “The Baby in Mind: the practical and clinical relevance of debates about the epistemological status of the observed baby”, in C. Urwin and J. Sternberg (forthcoming) “Observing Babies in Context: infant observation research into training, intervention and developmental processes”, London: Routledge

Day Sclater, S., Jones, D., Price, H. S. and Yates, C. (2009) ‘Introduction’ in S. Day Sclater, D. Jones, H. Price and C. Yates (Eds) Emotion: New Psychosocial Perspectives, Basingstoke: Palgrave

Price, H. S. (2009) ‘Emotional Literacy in Schools: A Psychosocial Perspective’, in S. Day Sclater, D. Jones, H. Price and C. Yates (Eds) Emotion: New Psychosocial Perspectives, Basingstoke: Palgrave

Heather has been commissioned to write an article for the Journal of Psychoanalysis, Culture and Society, entitled: 'Summerhill: a Contemporary Utopian Experiment'. During her sabbatical in 2010 she undertook psychoanalytically-informed ethnographic field research at Summerhill School.

Heather was Conference Organiser for the 3rd National Psychosocial Studies Annual Network Conference, on 'The Psychosocial Imagination', at UEL, Jan 2010

Price, H. S. (2006) ‘Jumping on Shadows: Catching the Unconscious in the Classroom’ in Journal of Social Work Practice, 20:2 pp. 145-162

Price, H. S. (2005) ‘Lutfa, A ‘Slow’ Learner: Understanding School Literacy Learning in its Social and Emotional Context’ in Infant Observation: the International Journal of Infant Observation and its Applications, 8:1 pp. 45-58

Price, H.S. (2002) ‘The Emotional Context of Classroom Learning; a psychoanalytic perspective’, European Journal of Psychotherapy, Counselling and Mental Health, Vol 5 No 5

Price, H.S. (2002) ‘Teaching Psychoanalytic Studies in the UK: the MA in Psychoanalytic Studies at the Tavistock Clinic, and the B.A. (Hons) in Psychosocial Studies at the University of East London’, Journal of Psychoanalysis in Culture and Society, 7:2 Fall 2002

Price, H. S. (2001) ‘Emotional Labour in the Classroom: a psychoanalytic perspective’, Journal of Social Work Practice, Vol 15, No 2



Member, UK Psychosocial Studies Network

(http://www.psychosocial-network.org)

Member, British Sociological Association Study Group: Psychosocial Studies

(http://www.britsoc.co.uk)

Editorial Board, 'Free Associations' (http://www.freeassociations.org.uk)



'Emotional Literacy in Schools: a Psychosocial Perspective', in S. Day Sclater, D. Jones, H. Price and C. Yates (Eds) Emotion: New Psychosocial Perspectives, Basingstoke: Palgrave

"This chapter explores what 'emotional literacy', or 'social and emotional competence', is, and how one might teach it or learn about it. It situates emotional literacy teaching and learning in schools in the context of a contemporary preoccupation - personal, organizational and socio-cultural - with the management of emotional life. It asks how this might be conceptualized psychosocially. In doing so, it firstly offers a 'depth' theoretical model of the emotions and emotional life, drawing on a philosophical discussion of emotion in Nussbaum (2001), and a sociological characterization of late modern emotional life in Craib (1994). It then goes on to present some contemporary examples of teaching and learning 'emotional and social competence' in UK school settings, offering a psychosocial analysis of each setting. The aim is to move between intra-individual, interpersonal and socio-historical levels of analysis, attempting to make links between them, and suggesting in common with other psychosocial researchers that there are complex, mutually constitutive affective relationships between these domains (Clarke, 2003; Froggett, 2002; Hoggett, 2000; Hollway, 2004; Hollway and Jefferson, 2000; Richards and Brown, 2002)."

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