Acknowledgments Part I: Setting the Scene: Key Features of a Concentric Spatial Turn for Developmental and Educational Psychology: Agency and Inclusive Systems.
1. Introduction: From Empty Space to Patterned Space through Concentric and Diametric Spatial Systems.
2. Interactive Differences between Concentric and Diametric Spatial Systems: Beyond Bronfenbrenner’s and Levi-Strauss’ Concentric Systems.
3. Agency as Movement between Mediating Conditions of Concentric and Diametric Spatial Systems at Different System Levels: Key Problems of Agency. Part II Spatial Transitions for Inclusive Systems: Reconstructing Resilience, Early School Leaving and Bullying.
4. From Resilience to Inclusive Systems: Search in Psychology for an Agency of Mediating Conditions.
5. Challenging the diametric spatial condition underpinning ‘the other’ to change systems of exclusion for early school leaving prevention: Agency as movement from diametric to concentric spatial systems.
6. The emotional-relational turn for early school leaving prevention as promotion of concentric spatial-relational systems to challenge diametric spatial systems: Beyond emotion as the other for inclusive systems in education.
7. The emotional-relational turn for early school leaving prevention as promotion of concentric spatial-relational systems to challenge diametric spatial systems: Selected and indicated prevention strategies of system supports for moderate risk and chronic need.
8. A Spatial Hermeneutic Approach to System Change for Transitions and Developmental Cascades. Part III Concentric and Diametric Spaces as Deep Structures of Experience.
9. Spatial Phenomenology and a Protolanguage of Concentric and Diametric Space.
10. Intrapsychic Systems and a Protolanguage of Concentric and Diametric Space.