658
Views
15
CrossRef citations to date
0
Altmetric
Articles

Student Wellbeing and the Therapeutic Turn in Education

Pages 141-152 | Received 13 Apr 2014, Accepted 12 Jul 2014, Published online: 19 Oct 2020

References

  • AndersonS., BrownlieJ., & GivenL. (2009). Therapy culture? Attitudes towards emotional support in Britain. In A.Park, J.Curtice, K.Thomson, M.Phillips, & E.Clery (Eds.), British social attitudes: The 25th report (pp. 155–172). London: Sage Publishing.
  • AmerijckxG., & HumbletP.C. (2013). Child well-being: What does it mean?Children & Society. Advance online publication. doi:10.1111/chso.12003
  • Australian Bureau of Statistics (ABS). (2010). Mental health of young people, 2007. Canberra, Australia: Author.
  • Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The shape of the Australian curriculum. Australian Curriculum, Version 2. Sydney, Australia: Author.
  • Australian Education Council (AEC). (1989). The Hobart Declaration on Schooling. Hobart, Australia: Author.
  • Australian Research Alliance for Children & Youth (ARACY). (2013). Report card: The wellbeing of young Australians. Sydney, Australia: Author.
  • BarcanA. (1990). The crisis in educational aims. In J.D.Frodsham (Ed.), Education for what? (pp. 11–52). Canberra, Australia: Academy Press.
  • BarcanA. (1993). Sociological theory and educational reality: Education and society in Australia since 1949. Sydney, Australia: NSW University Press.
  • BrownlieJ. (2011). ‘Being there’: Multidimensionality, reflexivity and the study of emotional lives. The British Journal of Sociology, 62(3), 462–481.
  • BrunilaK. (2012). From risk to resilience: The therapeutic ethos in youth education. Education Inquiry, 3(3), 451–464.
  • CigmanR. (2012). We need to talk about well-being. Research Papers in Education, 27(4), 449–462.
  • CollinsC., & YatesL. (2009). Curriculum policy in South Australia since the 1970s: The quest for commonality. Australian Journal of Education, 53(2), 125–140.
  • CorcoranT. (2012). Health inclusive education. International Journal of Inclusive Education, 16(10), 1033–1046.
  • CraigC. (2007). The potential dangers of a systematic, explicit approach to teaching social and emotional skills (SEAL). Glasgow: Centre for Confidence & Well-Being.
  • CraigC. (2009). Well-being in schools: The curious case of the tail wagging the dog?Glasgow: Centre for Confidence & Well-Being.
  • EcclestoneK. (2007). Resisting images of the ‘diminished self’: The implications of emotional well-being and emotional engagement in education policy. Journal of Education Policy, 22(4), 455–470.
  • EcclestoneK. (2011). Emotionally vulnerable subjects and new inequalities: The educational implications of an ‘epistemology of the emotions’. International Studies in Sociology of Education, 21(2), 91–113.
  • EcclestoneK., & HayesD. (2009). The dangerous rise of therapeutic education. London: Routledge.
  • FarrellP. (2010). School psychology: Learning lessons from history and moving forward. School Psychology International, 31(6), 581–598.
  • FurediF. (2004). Therapy culture: Cultivating vulnerability in an uncertain age. London: Routledge.
  • HarwoodV., & AllanJ. (2014). Psychopathology at school: Theorizing mental disorders in education. New York: Routledge.
  • HayesD. (2004). The Therapeutic turn in education. In D.Hayes (Ed.), The RoutledgeFalmer guide to key debates in education (pp. 180–185). London: Routledge.
  • HylandT. (2006). Vocational education and training and the therapeutic turn. Educational Studies32(3), 299–306.
  • KidgerJ., ArayaR., DonovanJ., & GunnellD. (2012). The effect of the school environment on the emotional health of adolescents: A systematic review. Pediatrics, 129(5), 925–949.
  • LaschC. (1979). The culture of narcissism: American life in an age of diminishing expectations. New York: Norton.
  • McCollowJ., & GrahamJ. (1997). Not quite the national curriculum: Accommodation and resistance to curriculum change. In B.Lingard & P.Porter (Eds.), A national approach to schooling in Australia? Essays on the development of national policies in schools education (pp. 60–75). Canberra, Australia: Australian College of Education.
  • McLeodJ., & WrightK. (2009). The talking cure in everyday life: Gender, generations and friendship. Sociology, 43(1), 122–139.
  • MindMatters (2012). Whole school matters: A whole school approach to mental health and wellbeing. Draft. Department of Health and Ageing: Commonwealth of Australia.
  • Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (1999). The Adelaide declaration on national goals for schooling in the twenty-first century. Canberra, Australia: Ministerial Council on Education, Employment, Training and Youth Affairs.
  • Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Melbourne, Australia: Author.
  • NolanJ. (1998). The therapeutic state: Justifying government at century's end. New York: New York University Press.
  • RiceJ.S. (2002). The therapeutic school. Society, 39(2), 19–28.
  • RieffP. (1966). The triumph of the therapeutic: Uses of faith after Freud. New York: Harper & Row.
  • SleeP.T., DixonK., & Askell-WilliamsH. (2011). Whole-school mental health promotion in Australia. The International Journal of Emotional Education, 3(2), 37–49.
  • ScottC. (2008). Teaching as therapy. Educational Philosophy and Theory, 40(4), 545–556.
  • StoutM. (2000). The feel-good curriculum: The dumbing-down of America's kids in the name of self-esteem. Cambridge, MA: Perseus.
  • Tasmania Department of Education. (1968). The school in society: Report of the committee set up to investigate the role of the school in society. Hobart, Australia: Author.
  • TwengeJ.M., & CampbellW.K. (2013). The narcissism epidemic: Living in the age of entitlement. New York: Atria Books.
  • Victorian Department of Education. (1984). Curriculum development and planning in Victoria (Ministerial Paper No. 6). Melbourne, Australia: Author.
  • Victorian Department of Education. (1985). Curriculum frameworks P-12: An introduction. Melbourne, Australia: Author.
  • WeareK. (2010). Mental health and social and emotional learning: Evidence, principles, tensions, balances. Advances in School Mental Health Promotion, 3(1), 5–17.
  • WeareK., & NindM. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26, i129–i169.
  • Western Australia Committee on Secondary Education. (1969). Secondary education in Western Australia (Dettman Report). Perth, Australia: Ministry of Education.
  • WheelahanL. (2007). How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651.
  • WrightK. (2011a). The rise of the therapeutic society: Psychological knowledge & the contradictions of cultural change. Washington, DC: New Academia.
  • WrightK. (2011a). The therapeutic school: Historicizing debate about educational policy and practice. In S.Threadgold, E.Kirby, & J.Germov (Eds.), Local lives/global networks. Refereed proceedings of The Australian Sociological Association (TASA) Conference. Newcastle, Australia: The University of Newcastle.
  • WrightK. (2012a). ‘To see through Johnny and to see Johnny through’: The guidance movement in interwar Australia. Journal of Educational Administration and History, 44(4), 317–337.
  • WrightK. (2012b). ‘Help for wayward children’: Child guidance in 1930s Australia. History of Education Review, 41(1), 4–19.
  • WrightK., & McLeodJ. (Eds.) (in press, 2014). Rethinking youth wellbeing: Critical perspectives. Singapore: Springer.
  • WynJ. (2007). Learning to ‘become somebody well’: Challenges for educational policy. The Australian Educational Researcher, 34(3), 35–52.
  • YatesL., & CollinsC. (2010). The absence of knowledge in Australian curriculum reforms. European Journal of Education, 45(1), 89–102.
  • YoungM. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–118.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.