The Dangerous Rise of Therapeutic Education

By K. Ecclestone, D. Hayes. 2019

696 citations recorded by the source corpus.

Foreward by Frank Furedi Preface: The rise of emotional problems 1 In an emotional state 2 The therapeutic primary school 3 The therapeutic secondary school 4 The therapeutic college 5 The therapeutic university 6 The therapeutic workplace 7 Explaining the emotional state 8 The therapeutic turn in education: a response to our critics Bibliography Index

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/61b71675e0bb5037fcfe263e838bc7daccf24ba9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Social Psychology

Citations in the corpus

Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances (2010, background): “…a ‘therapeutic’ approach to education, which they believe undermines the traditional and proper role of the school, the transmission of culture and subject-based knowledge, and involves teachers in meddling in areas in which they have no expertise and which can do harm (Ecclestone & Hayes, 2009).”
Student wellbeing and assessment in higher education: the balancing act (2020, background): “Alternately, Ecclestone and Hayes (2019) argue that assessment reforms aimed at promoting student wellbeing can negatively impact on student learning and capacity for coping, reproducing discourses that undermine resilience.”
Changing the subject: the educational implications of developing emotional well‐being (2009, background): “A striking feature of government policy around emotional well-being is the way in which it has taken up and responded to therapeutic assumptions and explanations that are part of an everyday cultural mindset about the emotional self and its problems (Ecclestone & Hayes, 2008, ch. 1).”
Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts (2013, background): “In addition, other critics such as Ecclestone and Hayes (2009) emphasize that therapeutic approaches, introduced under the banners of preoccupation with students’ well-being, deliberately decrease the possibility that students will experience complexity, multiplicity, or discomfort in their…”
Conceptualizing feedback literacy: knowing, being, and acting (2012, background): “The result is that ‘the normal experiences of feeling ignorant and having to learn and then writing up work to be examined (also known as being a student) become potential emotional problems’ (Ecclestone & Hayes, 2009, p. 88).”