The Girl Who Went To A Boys Boarding School

To increase through pupils, girls were introduced to the school later, with the numbers to a form a coeducational school to get a variety of class types from poorer backgrounds. A reduced-fee scholarship was offered to one girl and one boy. This is where the story begins. The girl was from a working-class background. Four years later, she becomes the head girl, along with the boy who received the same scholarship. They work together as joint heads, and later as loving friends, before going to separate universities to obtain medical degrees. Tragedy happens to the girl. Later, the boy becomes a brain surgeon, still trying to find that girl he loves. When they return to that school, he is a governor and she was a famous first head girl.

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.

The hilarious and razor-sharp story of how one girl went from geek to patriarchy-smashing criminal mastermind in two short years, from the #1 New York Times bestselling author of We Were Liars and Genuine Fraud. * National Book Award finalist * * Printz Honor * Frankie Landau-Banks at age 14: Debate Club. Her father's "bunny rabbit." A mildly geeky girl attending a highly competitive boarding school. Frankie Landau-Banks at age 15: A knockout figure. A sharp tongue. A chip on her shoulder. And a gorgeous new senior boyfriend: the supremely goofy, word-obsessed Matthew Livingston. Frankie Landau-Banks. No longer the kind of girl to take "no" for an answer. Especially when "no" means she's excluded from her boyfriend's all-male secret society. Not when she knows she's smarter than any of them. When she knows Matthew's lying to her. And when there are so many pranks to be done. Frankie Landau-Banks, at age 16: Possibly a criminal mastermind. This is the story of how she got that way.

The Girl with the Golden Scar is the second book in the Obianuju Novel Series, the story of a school-aged Igbo girl and her peculiar childhood in northern Hausa/Fulani region of Nigeria in the 1980s Nigeria, first chronicled in The Beautiful Stars of the Night Skies. The peculiar story of Obianuju continues to be narrated in the backdrop of the widespread privatization of agricultural parastatals in Nigeria, with an illumination of the health impact of these economic policies, on the Nigerian citizenry and on the structural integrity of the Nigerian family unit.

When Bruno and Boots learn that Macdonald Hall is about to lose some of its best students to its arch-rival, York Academy, because the hall doesn't have a swimming pool, they go on the warpath, determined to save the school. But their fundraising schemes turn to hilarious chaos!

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.

Couling’s work, published in 1917, covered so much ground with such accuracy and consistency that it has become established as an essential tool for scholars wishing to understand how the new China was seen and interpreted at the time.