{"id":1468,"date":"2013-01-28T17:43:22","date_gmt":"2013-01-28T17:43:22","guid":{"rendered":"http:\/\/infed.org\/mobi\/?p=1468"},"modified":"2026-03-13T12:11:03","modified_gmt":"2026-03-13T12:11:03","slug":"josephine-klein-group-work-youth-work-and-exploring-english-cultures","status":"publish","type":"page","link":"https:\/\/infed.org\/dir\/welcome\/josephine-klein-group-work-youth-work-and-exploring-english-cultures\/","title":{"rendered":"Josephine Klein, group work, youth work and exploring English cultures"},"content":{"rendered":"

Klein’s Commandos – A Personal View by Don Macdonald\u00a0<\/span><\/h1>\n

<\/h2>\n

 <\/p>\n

Josephine Klein was one of the first British-based practitioners to explore group processes and to work systematically with groups. She also completed a landmark study of family and community life and developed a distinctive approach to youth and community work training before becoming a psychotherapist. Don Macdonald explores her contribution.<\/h2>\n

contents<\/strong>: introduction<\/a> | early years<\/a> | developments in youth work and community work<\/a> | Goldsmiths<\/a> | the later years<\/a> | references<\/a> | how to cite this piece<\/a><\/p>\n

note<\/strong>: In this piece, we use both Josephine and Jo to name our subject. This is because Josephine is what appears in book and library references, and Jo is how students and colleagues tended to name her.<\/p>\n

 <\/p>\n

<\/a>Introduction<\/h3>\n

As I attend adult education courses post-retirement in a range of subjects (painting, writing), I reflect on how little the teachers appear to think about training group processes. Doing this, I cannot help but reflect upon how good the Community and Youth Work Course at Goldsmiths was. It was certainly more challenging than my degree.<\/p>\n

The course had been set up and run by an amazing woman, Dr Josephine Klein. Her approach is particularly relevant at a time when community and youth services have been cut right back to the bone. The Times<\/em> obituary described her as ‘A cat-loving psychotherapist who co-founded the refugees therapy centre’ (The Times, 2018), which is such an understated description of an extraordinary life.<\/p>\n

Josephine Klein made a major contribution to the development of thinking in several fields. Her explorations of groups and group work (Klein 1956 and 1961) were to be a key factor in the establishment of groupwork practice in Britain. Another book, Samples from English Cultures<\/em> Parts 1 and 2 <\/em>(Klein 1965), became a reference point in debates around both the changing nature of English society and, more specifically, the educational experiences and chances of different groups (see Lawton 1968). She then made an innovative turn into community and youth work. This took the form of her establishment, with others, of the influential Archways Project<\/em> in Brighton. Another key contribution, in the first half of the 1970s, was her leadership of the highly innovative community and youth work training programme based at Goldsmiths College, London.<\/p>\n

Whilst at Goldsmiths, she also trained as a psychotherapist. Josephine Klein then moved into private practice in 1975. Drawing on her experience of practice, another series of books took shape. This included: Our Need for Others and Its Roots in Infancy<\/em> (1987); Doubts and Certainties in the Practice of Psychotherapy<\/em> (1995); and Jacob\u2019s Ladder: An approach to Mysticism<\/em> (2003).<\/p>\n

<\/a>Early years<\/h3>\n

Jo had been born into a secular Jewish family in 1926. Her full name was Josephine Faniella Henny Klein. The family had lived in D\u00fcsseldorf, Germany, but with the rise of the Nazis, they left and settled in Amsterdam. Following the German invasion of the Netherlands (May 10-14, 1940), her father managed to procure a boat so that they could escape with a second family across the English Channel. Josephine Klein later told me her father then did little else on board [Personal communication with Don Macdonald]. Her 15-year-old brother and another boy rowed, and she (aged 13) used her Girl Guide training to guide them North. After six days, they were picked up not far from their destination by a Royal Navy destroyer, HMS Malcolm. It appears that all the Klein family members were semi-conscious and needed to be taken to a local hospital (in Maidstone) (Emma Klein 2018).<\/p>\n

The family then settled in Chester, and Josephine finished her schooling at The Queen’s School<\/a>. Supported by the school and local people, Josephine Klein then moved south in 1945 to study in London. There, over four years, she took two degrees simultaneously. One was in French at University College, London, the other in Sociology at the London School of Economics (for which she was awarded a first). At the same time, she got involved in working with young people experiencing various difficulties. This activity was based at the Fern Street Settlement<\/a>, Bromley-on-Bow. Set up by Clara Grant in 1907 to better the conditions of local children and families, it was still run by her when Josephine joined.<\/p>\n

Having gained her degrees, Josephine Klein went on to become a lecturer in social studies at Birmingham University (1949-62). She also gained her PhD there and completed two key texts: The Study of Groups<\/em> (1956) and Working With Groups: The Social Psychology of Discussion and Decision<\/em> (1961). From there, Josephine went on to become a research fellow at Nuffield College, Oxford. The result was another well-known book (in two volumes): Samples from English Cultures<\/em>. In 1965, she became a Reader in Social Relations at the University of Sussex. Five years later, she moved to Goldsmiths’ College.<\/p>\n

<\/a>Developments in youth work and community work<\/h3>\n

I first met Jo Klein in 1970, a year after I finished a degree in sociology and politics. However, I must confess that much of my time at university had been spent making movies, playing sports and meeting interesting women, including my wife. However, the tutors did help me later to publish my first book on non-profit management. Jo told my University tutor, who she knew from Oxford, that, before I started at Goldsmiths, I was ‘ignorant but teachable’. It is probably a very fair assessment of me at the age of 24, as hitherto I had led a sheltered life.<\/p>\n

One of the most important changes in the field at this time was the emergence of some highly innovative approaches to detached youth work. People like Derek Cox at Avenues Unlimited<\/em> in Tower Hamlets and Harold Marchant at the Wincroft Project<\/em> in Manchester had pioneered development. (Harold became a Goldsmiths’ course tutor and later moved to the YMCA College). Alongside this, pathbreaking research was undertaken by George Goetschius and Joan Tash into detached work around Marylebone. It led, in 1967, to the classic study: Working with Unattached Youth<\/em>.<\/p>\n

As we have already seen, another fascinating and influential project appeared in Brighton in the mid-1960s. The Archway Project<\/em> was created by Josephine Klein, Dan Jones, Barry Biven and others. Aimed at the mods and rockers, beatniks and others drawn to Brighton, it provided a place to sleep, hang out, and talk to people who could support them through any difficulties they were experiencing. Josephine was by this time (1965-70) a Reader in Social Relations at Sussex University.<\/p>\n

Fresh ways of thinking about club work were also emerging. Perhaps the most influential shift here came from the National College for the Training of Youth Leaders, Leicester. Bernard Davies and Alan Gibson, who taught there, recast youth work as a process of social education. The resulting book, The Social Education of the Adolescent<\/em> (published in 1967), was widely read and created a major shift in thinking about practice. Other innovations ranged from drama projects such as Oval House and the Cockpit Theatre, to efforts to tackle youth homelessness in Birmingham by St Basils<\/a>, and in central London by Kenneth Leech and Centrepoint<\/a>.<\/p>\n

Community work in the UK during the 1960s and 1970s was also undergoing significant growth and transformation. It shifted from a preventative branch of social work focused on individual cases and group work to a more radical, rights-based approach influenced by social justice movements and anti-deprivation government initiatives. In turn, this shift provided a window for change-oriented and bottom-up movements. [Paul Edwards comment to the author].<\/p>\n

<\/a>Goldsmiths<\/h3>\n

The Goldsmiths course was set up in 1970 as part of the expansion of youth work training into two-year courses. It was still a very optimistic time following the ‘Albemarle’<\/a> period. There had been a major increase in funding for youth centres and innovative local projects in the 1960s. However, alongside this, there were also, as we have seen, some very significant shifts in practice.<\/p>\n

Several other two-year courses were also set up, notably, at the newly formed\u00a0 City of Leicester Polytechnic, the new YMCA College in London, and in Birmingham (Westhill College). These courses worked together and were led by academics who had made a significant contribution to the literature. Joan Tash<\/a>, who had become the YMCA College Senior Tutor (Smith 2025), for example, was a professional friend of Josephine Klein and acted as External Examiner at Goldsmiths. Fred Milson<\/a> at Westhill produced a series of popular books about youth work and also co-chaired the group that produced Youth and Community Work in the 70s. Proposals by the Youth Service Development Council<\/i> (The \u2018Fairbairn-Milson Report\u2019<\/a>).<\/p>\n

It was also a period when community work, community development and community action (each with its own theories and philosophies) became more prominent, and this was reflected in this new Goldsmiths course. Community development also featured in government thinking, leading to the establishment of twelve Community Development Projects across the UK. The squatter’s movement was also influential.<\/p>\n

Although Jo had researched and published books on group work, it was not taught formally. She and the tutors would get us thinking about our interaction in groups, supervise our work in groups and suggest practical tactics, such as encouraging people to attend crucial events and meetings by accompanying them.<\/p>\n

We saw ourselves as radicals (hence the description of ourselves as Klein’s Commandos<\/em>). Jo advised strongly against this, although she did like the saying, ‘Keep Stirring It.’ We explored developments in the work, such as street youth work, through placements at Avenues Unlimited<\/em> and working with squatters at the Albany Community Centre<\/em>. We were trained to observe groups and people, initially in settings we had never encountered before (my first one was a betting shop), and to walk around neighbourhoods to see who and what was present.<\/p>\n

Students were only required to write two essays, one on how we learnt best, and another on why we wanted to work in the community. There were no formal lectures in the first year, but we watched and analysed films about Saul Alinsky’s community work in the US. Indeed, Alinsky’s radical community action informed much of our thinking (As a young man, President Obama was involved with these initiatives). We had regular intensive supervision with our tutors, who were a skilled, complementary team, including Barbara Ward, Harold Marchant and Lionel van Reenen.<\/p>\n

Jo was sensitive but persistent\u2014in my interview, she asked me how I got to know any young people since I hadn’t looked her in the eye at all during the interview (admitting I was shy, I replied via the younger children). Another time she said that because of her academic background, she was possibly too questioning.<\/p>\n

As John Austin, another student from the first intake, wrote, “She challenged the University authorities to allow admission to the course by people without formal qualifications, but with real-life experience, and in so doing transformed the lives not only of those students but also the communities they went on to work in.”<\/p>\n

With only six graduates on the course, this was not a postgraduate course. The intake included an ex-shop steward from Ford’s, a former West End musical actor, a local authority councillor and various radicals without their full set of GCSE or ‘A’ Levels, such as the campaigner Jim Radford (who found fame later as a folk singer – see Wikipedia 2025<\/a>).<\/p>\n

As we have seen, Josephine Klein had previously carried out research and taught at various Universities, publishing several well-regarded books. However, she told me that her time at Nuffield College, Oxford, had been marred by the sexism of the long-serving Warden, Sir Norman Chester [personal communication with Don Macdonald]. As we have seen, despite that, she published numerous books on group work and communities and helped set up the Archways Project in Brighton with Barrie Biven (see Biven 2008).<\/p>\n

The course was based on examining yourself and your own work in the community, now generally called Reflective Practice. Although Jo had written about group work, it was not formally taught, and we were encouraged to record and learn from our observations, placements and meetings. Tutors wrote self-assessments of their own performance, presenting them to a seminar group or, at least, Harold Marchant did.<\/p>\n

We used to meet every Friday as a group of twenty-four students with no formal agenda or chair. This we called the Ritual Meeting. Jo would sit there calmly smoking cigarettes, occasionally making comments or ‘teaching points’, such as ‘Clearly Trevor (a very sensible debater) has done his homework\u2019. We held lively discussions on topics such as the Squatters Movement and our Christmas party. These would often become very heated as we had militants in our group, such as Derek Hatton, who later became the Militant Liverpool Council Deputy Leader. Jo even once conducted the meeting lying on her back.<\/p>\n

After five years, Jo left, having trained as a psychotherapist and started to practice. She handed the course over to the tutors, who by this time included Maura Rafferty and Courtney Tulloch (see Mike Phillips’ obituary of Courtney<\/a>).<\/p>\n

<\/a>The later years<\/h3>\n

Jo lived for many years close to Waterloo Station in a terraced house on Roupell Road. Her home was built in the eighteenth century and provided a central and interesting setting for her work. She continued to offer supervision\/coaching to youth workers, including the Islington Project, and gave the occasional brief lecture, for instance at a CYSA seminar. She also chaired the ‘Girls Work’ committee at the National Association of Youth Clubs in the late 1970s (the key worker was another Goldsmiths’ graduate – Vai Carpenter).<\/p>\n

Josephine Klein later helped to set up the Refugee Therapy Centre in 1999, “not to provide therapeutic services to refugees but to enable refugees to become counsellors and mental health professionals themselves, recognising the importance of practitioners sharing the experience, language and culture of those they worked with.” (See John Austin 2019). Jo served as a director of the Centre right up to her death. It is rather fitting that her home on Roupell Road then became the base for the Refugee Therapy Centre.<\/p>\n

In 2010, some of us organised a reunion at Goldsmith. Jo gave the opening presentation about the issues around setting up the course. This was short, relevant and lucid, and contained her usual witty but pointed assertions. One example was describing who she should and shouldn’t confront in the academic hierarchy.<\/p>\n

Josephine Klein died in 2018, having had three different, but successful careers: a social studies academic, community and youth work trainer, and psychotherapist. Although she lives on through her books, which influenced policy and practice in those fields, Jo has been sorely missed.<\/p>\n

 <\/p>\n

Josephine Faniella Henny Klein, sociologist, educator and psychotherapist, b. October 17, 1926; died November 13, 2018.<\/p>\n

 <\/p>\n

<\/a>References<\/h3>\n

Austin, John (2019). In Memory of Josephine Klein. https:\/\/www.facebook.com\/groups\/IACDglobal\/posts\/2790141410996779<\/a><\/p>\n

Baine, Sean. (1975). Occasional Paper 75, Community Action and Local Government.<\/p>\n

Biven, Barrie M. (2008). True Pretences: Psychodynamic Work with the Lost, the Angry and the Depressed. [https:\/\/www.google.co.uk\/books\/edition\/True_Pretences\/OVlwZJvwx4QC?hl=en&gbpv=1&dq=Biven+true+pretences&printsec=frontcover<\/a>]<\/p>\n

Davies, Bernard and Gibson, <\/strong>Alan. (1967). The Social Education of the Adolescent. <\/em>London:<\/em> University of London Press.<\/p>\n

Department of Education and Science (1969). Youth and Community Work in the 70s. Proposals by the Youth Service Development Council<\/i> (The \u2018Fairbairn-Milson Report\u2019). [https:\/\/infed.org\/dir\/welcome\/youth-and-community-work-in-the-70s-introduction\/<\/a>]<\/p>\n

Eversley, John and Filkin, Geoff. (2018). Josephine Klein obituary. Psychologist, psychotherapist, academic and community worker who founded the Refugee Therapy Centre in London. The Guardian<\/em>, December 26, 2018. [https:\/\/www.theguardian.com\/society\/2018\/dec\/26\/josephine-klein-obituary<\/a>. Retrieved July 23, 2024].<\/p>\n

Gilchrist, Alison. (2005). Community work in the UK – a continuing journey, Changes Foundation. https:\/\/www.changesfoundations.net\/wp-content\/uploads\/2012\/02\/ACW-Talking-Point-_CD-in-the-UK-revised-Dec.05_.pdf<\/a><\/p>\n

Goetchius, George and Tash M. Joan (1967). Working with Unattached Youth: Problem, approach, method<\/em>, London: Routledge and Kegan Paul.<\/p>\n

Harris, John. (2025). Britain’s youth clubs have been quietly decimated. What’s most revealing is that few seem to care. The Guardian<\/em>. [https:\/\/www.theguardian.com\/commentisfree\/2025\/oct\/12\/britain-youth-clubs-social-division-polarisation-loneliness<\/a>].<\/p>\n

Hershkowitz, Annie (2019). Josephine Klein in Group-Analytic Contexts 83, Group Analytic Society International (Spring 2019). [https:\/\/groupanalyticsociety.co.uk\/gasi-world\/about-the-publication\/<\/a>.\u00a0 Retrieved July 23, 2024],<\/p>\n

Jones, Dan. (2020). Jo Klein, 1942, East End Portraits. [https:\/\/danseastendportraits.wordpress.com\/2020\/03\/08\/jo-klein-1942\/<\/a>]<\/p>\n

Klein, E. (2019). Obituary: Josephine Klein. Psychotherapist who became the “archangel” of mods, rockers and hippies. The Jewish Chronicle, March 7, 2019. [https:\/\/www.thejc.com\/news\/obituaries\/obituary-josephine-klein-pav6mf14<\/a>. Retrieved July 23, 2024].<\/p>\n

Lawton, Dennis (1968). Social class, language and education<\/em>. London: Routledge and Kegan Paul.<\/p>\n

Ministry of Education (1960). The Youth Service in England and Wales. Report of the Committee Appointed by the Minister of Education in November 1958. With an introduction by Adam Muirhead. Youth and Policy [https:\/\/www.youthandpolicy.org\/articles\/the-albemarle-report-1960\/<\/a>].<\/p>\n

NPR (2009). Saul Alinsky, The Man Who Inspired Obama<\/em>. [https:\/\/www.npr.org\/2009\/01\/30\/100057050\/saul-alinsky-the-man-who-inspired-obama<\/a>]<\/p>\n

Phillips, Mike. (2006). Courtney Tulloch. Shaping black British identity- and youth. The Guardian<\/em>. [https:\/\/www.theguardian.com\/news\/2006\/dec\/13\/guardianobituaries.obituaries1<\/a>]<\/p>\n

Reeve, Kesia. (undated). The UK Squatters Movement 1968-1980. https:\/\/share.google\/GD6kryLfWF2AfYwwc<\/a>.<\/p>\n

Smith, Cyril S, Farrant, M. R. and Marchant, H. J. (1972). The Wincroft Youth Project. A social work programme in a slum area. London: Tavistock Publications. [https:\/\/archive.org\/details\/wincroftyouthpro0000smit\/page\/n9\/mod<\/a>]<\/p>\n

Smith, M. K. (1996, 2005). ‘Detached, street-based and project work with young people* in The encyclopedia of pedagogy and informal education. [https:\/\/infed.org\/dir\/welcome\/detached-street-based-and-project-work-with-young-people\/<\/a>].<\/p>\n

Smith, Mark K (2007, 2020, 2025). M. Joan Tash, youth work, and the development of professional supervision. The encyclopedia of pedagogy and informal education, [https:\/\/infed.org\/dir\/welcome\/m-joan-tash-youth-work-and-the-development-of-professional-supervision\/<\/a>].<\/p>\n

The Times (2010). Girl Guides mark their centenary. [https:\/\/www.thetimes.com\/comment\/register\/article\/girl-guides-mark- their-centenary<\/a>]<\/p>\n

The Times. (2018). Josephine Klein, 92: Cat-loving psychotherapist who co-founded the Refugee Therapy Centre. [https:\/\/www.thetimes.com\/comment\/register\/article\/josephine-klein-92- catlovinq-psychotherapist-who-cofounded-therefugee-therapy-centre-Ih3dnpd9z<\/a>l.<\/p>\n

Van Reenen, Lionel. (1991). Discrepancies in the Working Times of Community Workers, Community Development Journal, Volume 26, Issue 3, July 1991, Pages 210-219, [\u00a0]<\/p>\n

Wikipedia (updated 2025). Jim Radford. https:\/\/en.wikipedia.org\/wiki\/Jim_Radford<\/a>.<\/p>\n

Some key texts by Josephine Klein<\/h3>\n

Klein, Josephine (1956). The Study of Groups<\/em>. London: Routledge and Kegan Paul.<\/p>\n

Klein, Josephine (1961). Working with groups: the social psychology of discussion and decision<\/em>. London: Hutchinson.<\/p>\n

Klein, Josephine (1963,1976). Human behaviour and personal relations: a series of 10 lectures<\/em>. London: National Association of Youth Clubs.<\/p>\n

Klein, Josephine (1965). Samples from English Cultures. Volume 1: Three preliminary studies – aspects of adult life in England<\/em>. London: Routledge and Kegan Paul.<\/p>\n

Klein, Josephine (1965). Samples from English Cultures. Volume 2: Child- rearing practices<\/em>. London: Routledge and Kegan Paul.<\/p>\n

Klein, Josephine (1987). Our Need for Others and its Roots in Infancy<\/em>. London: Tavistock Publications.<\/p>\n

Klein, Josephine (1995). Doubts and Certainties in the Practice of Psychotherapy<\/em>. London: Karnac Books.<\/p>\n

Klein, Josephine (2003). Jacob’s ladder: essays on experiences of the ineffable in the context of contemporary psychotherapy<\/em>. London: Karnac Books<\/p>\n

\u00a9<\/em> Don Macdonald 2026.<\/p>\n

The opening photograph of Josephine Klein was taken by an unnamed photographer and is commonly used elsewhere.<\/p>\n

.<\/p>\n

<\/a>How to cite this piece<\/strong>:\u00a0 Macdonald, Don. (2026). Josephine Klein, group work, youth work and exploring English cultures. Klein’s Commandos – A Personal View. The encyclopedia of pedagogy and informal education.<\/em>[<\/em> https:\/\/infed.org\/dir\/welcome\/josephine-klein-group-work-youth-work-and-exploring-english-cultures\/<\/a>]<\/em><\/p>\n

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She also completed a landmark study of family and community life and developed a distinctive approach to youth and community work training before becoming a psychotherapist. ... 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