StudentWellbeing and the Therapeutic Turn in Education
StudentWellbeing and the Therapeutic Turn in Education
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DOI：
10.1017/edp.2014.14
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发表时间：
2014-07-01
影响因子：
1.5
通讯作者：
Wright, Katie
中科院分区：
文献类型：
--
作者：
Wright, Katie
本文在对教育“治疗转向”的批评背景下，探讨了当前对促进学生心理健康和福祉的担忧。它首先将“治疗教育”置于更广泛的治疗文化理论中。在此过程中，这项工作的重要性得到了承认，但关键假设受到质疑。然后通过分析澳大利亚不断变化的教育目标来审视对自尊和福祉的担忧的出现。这使得我们能够考虑政策改革的更广泛背景以及关于促进福祉和关注学习的社会和情感方面的重要性的新兴想法。最后，本文主张将教育政策和治疗性教育的学术批评历史化的重要性，以便：（1）将当代对学生福祉的重视置于旨在支持年轻人的教育改革的较长历史中； (2) 扰乱当前在当代学校教育中强调心理健康和福祉的理所当然的方式； (3) 发展教育治疗转向的新视角。
This article considers current concerns with promoting student mental health and wellbeing against the backdrop of critiques of the 'therapeutic turn' in education. It begins by situating accounts of 'therapeutic education' within broader theorisation of therapeutic culture. In doing so, the importance of this work is acknowledged, but key assumptions are questioned. The emergence of concerns about self-esteem and wellbeing are then examined through an analysis of changing educational aims in Australia. This enables consideration of the broader context for policy reforms and emergent ideas about the importance of fostering wellbeing and attending to the social and emotional aspects of learning. Finally, the article argues for the salience of historicising both educational policy and scholarly critiques of therapeutic education in order to: (1) situate the contemporary emphasis on student wellbeing within a longer history of educational reforms aimed at supporting young people; (2) unsettle taken- for-granted ways in which mental health and wellbeing are currently foregrounded in contemporary schooling; and (3) develop new perspectives on the therapeutic turn in education.