LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Coppock, Vicki (2011)
Publisher: Education Inquiry
Journal: Education Inquiry
Languages: English
Types: Article
Subjects: emotional wellbeing, governmentality, surveillance, children’s rights
This article draws on theoretical contributions from Michel Foucault, Nikolas Rose and from within the new sociology of childhood to open up for critical analysis and debate contemporary policy and practice initiatives involving the introduction of formal psychotherapeutic education programmes in schools. While the primary focus is the UK, the article also makes reference to wider European and international contexts. A children’s rights perspective is taken in considering the potential implications of such initiatives for children and young people. Specifically, the article challenges the assumption that formal psychotherapeutic education programmes are an unequivocal ‘good’ and it explores the possibility that they may undermine rather than promote children’s agency, hence their ‘emotional wellbeing’. It is concluded that intensified surveillance of children’s emotional lives is both related to, and contributes towards, wider governance practices of the late modern neo-liberal disciplinary state.Keywords: emotional wellbeing, governmentality, surveillance, children’s rights(Published: 1 September 2011)Citation: Education Inquiry Vol. 2, No. 3, September 2011, pp.385–399
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Alexander, R. (2008) The Cambridge Primary Review: Emerging Perspectives on Childhood. Cambridge: University of Cambridge Faculty of Education.
    • Antidote (2010) Antidote: Promising Progress. www.antidote.org.uk [accessed 30 June 2010]
    • Australian Government Department of Health and Ageing (2010) MindMatters.www.mindmatters.edu.au [accessed 30 June 2010]
    • Bauman, Z. (2004) Identity. Conversations with Benedetto Vecchi. Cambridge: Polity.
    • Beck, U. (1992) Risk Society: Towards a New Modernity. London: Sage.
    • Bragg, S. (2007) It's not about systems, it's about relationships: building a listening culture in a primary school in D. Thiessen and A. Cook-Sather (eds.) The International Handbook of Student Experience of Elementary and Secondary School. Dordrecht: Springer.
    • Burman, E. (2008) Deconstructing Developmental Psychology. 2nd ed. London: Routledge.
    • Carr, D. (2000) Emotional Intelligence, PSE and Self-Esteem: A Cautionary Note. Pastoral Care in Education 18(3), 27-33.
    • The Children's Society (2008) Good Childhood: What You Told Us About Health. London: The Children's Society.
    • Collaborative for Academic, Social and Emotional Learning (CASEL) (2010) www.casel.org [accessed 30 June 2010]
    • Collishaw, S., Maughan, B., Goodman, R. and Pickles, A. (2004) Time trends in adolescent mental health. Journal of Child Psychology and Psychiatry 45, 1350-1362.
    • Coppock, V. (2010) Cause for hope or despair? Limits to theory and policy in relation to contemporary developments in promoting mental health and well-being in schools in the UK and implications for children's rights. Advances in School Mental Health Promotion Special Edition: Perspectives from the United Kingdom3(1), 52-62.
    • Coppock, V. (2005) Mad, Bad or Misunderstood? in H. Hendrick (ed.) Child Welfare and Social Policy: An essential reader. London: The Policy Press.
    • Coppock, V. (2002) Medicalising Children's Behaviour in B. Franklin (ed.) The New Handbook of Children's Rights: Comparative Policy and Practice. 2nd ed. London: Routledge.
    • Department for Children, Schools and Families (2008a) Childhood Wellbeing: qualitative research study. Counterpoint Research.
    • Department for Children, Schools and Families (2008b) Social and Emotional Aspects of Development: Guidance for EYFS Practitioners. www.nationalstrategies.standards.dcsf.gov.uk/ node/132720?uc=force_deep
    • [accessed 30 June 2010]
    • Department for Education (UK) (2010) Social and Emotional Aspects of Learning (SEAL).www. nationalstrategies.standards.dcsf.gov.uk/inclusion/behaviourattendanceandseal/seal [accessed 30 June 2010]
    • Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education. London: Routledge.
    • Ereaut, G. and Whiting, R. (2008) What do we mean by 'wellbeing'? And why might it matter? Research Report No DCSF-RW073. Linguistic Landscapes.
    • European Commission SUPPORT Project (2007) The Role of Mental Health in Schools. Laying the foundations for action. Seminar Report.www.supportproject.eu/portalbase/pages/download.aspx?locationId=8470bf4c-0010-4643-8125-d3f61aba7934 [accessed 15 October 2008].
    • Families and Schools Together (FAST) (2010) www.familiesandschools.org [accessed 30 June 2010]
    • Foucault, M. (1988) Technologies of the Self In L.H. Martin, H. Gutman and P.H. Hutton (eds.) Technologies of the Self. London: Tavistock Publications.
    • Foucault, M. (1979) On governmentality. Ideology and Consciousness 6: 5-21.
    • Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. New York: Basic Books.
    • Garland, D. (2001) The Culture of Control. Oxford: Oxford University Press.
    • Giddens, A. (1991) The Consequences of Modernity. Cambridge: Polity Press.
    • Goleman, D. (1996) Emotional Intelligence: why it can matter more than IQ. London: Bloomsbury.
    • Green, H., McGinnity, A., Meltzer, H., Ford, T. and Goodman, R. (2005) Mental Health of Children and Young People in Great Britain, 2004. London: Office for National Statistics.
    • Hallett, C., Murray, C. and Punch, S. (2003) Young People and Welfare: Negotiating Pathways in C. Hallett and A. Prout (eds.) Hearing the Voices of Children: Social Policy for a New Century. London: Routledge.
    • Harris, B. (2008) Befriending the two-headed monster: personal, social and emotional development in schools in challenging times. British Journal of Guidance and Counselling 36 (4), 367-83.
    • Hendrick, H. (2009) Late Modernity's British Childhood: social investment and the disciplinary state In D. Buhler-Niederberger, A. Lange and J. Mierendorff (eds.) Childhood between Poverty and Abundance. Wiesbaden, Germany: VS Verlag Fur Sozialwissenschaften.
    • International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS) (2010) www.intercamhs.org
    • Jane-Llopis, E. and Braddick, F. (eds.) (2008) Mental Health in Youth and Education. Consensus paper. Luxembourg: European Communities.
    • Layard, R. and Dunn, J. (2009) A Good Childhood: searching for values in a competitive age. Harmondsworth: Penguin.
    • Madge, N. (2005) Children These Days. Bristol: The Policy Press.
    • Meltzer, H., Gatward, R., Goodman, R. and Ford, T. (2000) Mental Health of Children and Adolescents in Great Britain. London: The Stationery Office.
    • Morrow, V. and Mayall, B. (2009) What is wrong with children's well-being in the UK? Questions of meaning and measurement. Journal of Social Welfare and Family Law 31(3), 217-29.
    • National Mental Health Association (NMHA) (2006) Children's mental health statistics.www. nmha.org/children/prevent/stats.cfm [accessed 15 October 2008].
    • Newman, T. (2004) What works in building resilience? London: Barnardos.
    • Orbach, S. (1999) Towards Emotional Literacy. London: Virago.
    • Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It. London: Orion Publishers.
    • Parton, N. (2006) Safeguarding Childhood. Basingstoke: Palgrave Macmillan.
    • Prout, A. and James, A. (1997) A new paradigm for the sociology of childhood in James, A. and Prout, A. Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. 2nd ed. London: Falmer Press.
    • Qvortrup, J. (1994) Childhood Matters: An Introduction in J. Qvortrup, M. Bardy, G. Sgritta and H. Wintersberger (eds.) Childhood Matters: Social Theory, Practice and Politics. Aldershot: Avebury.
    • Richards, M. and Abbott, R. (2009) Childhood mental health and life chances in post-war Britain. Insights from three national birth cohort studies. London: Sainsbury Centre for Mental Health.
    • Rose, N. (1999) Governing the Soul. 2nd ed. London: Free Association Books.
    • Rose, N. (1986) Law, Rights and Psychiatry', in P. Miller and Rose, N. (eds.) The Power of Psychiatry. Cambridge: Cambridge University Press.
    • Rose, N. (1985) The Psychology Complex: Psychology, Politics and Society in England 1869- 1939. London: Routledge and Kegan Paul.
    • Rothi, D.M. and Leavey, G. (2006) Mental health help-seeking and young people: A review. Pastoral Care September 2006 4-13.
    • Salovey, P. and Mayer, J. (1989/90) Emotional intelligence. Imagination, cognition and personality 9(3), 185-211.
    • Sargeant, J. (2010) The altruism of pre-adolescent children's perspectives on 'worry' and 'happiness' in Australia and England. Childhood 17(3), 411-425.
    • Sawyer, M.G., Arney, F.M., Baghurst, P.A. et al. (2000) The mental health of young people in Australia: the child and adolescent component of the National Survey of Mental Health and Wellbeing. Canberra: AusInfo.
    • Steiner, C. (2002) Emotional Literacy; Intelligence with a Heart.www.emotional-literacy.com [accessed 31 July 2003]
    • Timimi, S. (2005) Naughty Boys: Anti-social behaviour, ADHD and the role of culture. Basingstoke: Palgrave Macmillan.
    • Timimi, S. (2002) Pathological Child Psychiatry and the Medicalization of Childhood. Hove: Brunner-Routledge.
    • UNICEF (2007) Child poverty in perspective: An overview of child well-being in rich countries. Innocenti Report Card 7.London: UNICEF.
    • United Nations (1989) Convention on the Rights of the Child. Geneva: United Nations.
    • Waddell, C., Hua, J.M., Garland, O., Peters, R. and McEwan, K. (2007) Preventing mental disorders in children: A systematic review to inform policy-making. Canadian Journal of Public Health 98(3),166-73.
    • Watson, D.L. and Emery, C. (2010) From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning. British Educational Research Journal 36(5), 767-86.
    • Weare, K. (2010) Mental health and social and emotional learning: Evidence, principles, tensions, balances. Advances in School Mental Health Promotion 3(1), 5-17.
    • Weare, K. (2004) The International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS). Health Education 104(2), 65-7.
    • Weare, K. and Gray, G. (2003) What Works in Developing Children's Emotional and Social Competence and Wellbeing? London: DfEE.
    • World Health Organization (2008) Inequalities in Young People's Health: Health behaviour in school-aged children 2005-06. Copenhagen: WHO.
    • World Health Organisation Europe (2005) The health of children and adolescents in Europe. Fact SheetEuro/06/05.www.euro.who.int/document/mediacentre/fs0605e.pdf [accessed 15 October 2008].
  • Inferred research data

    The results below are discovered through our pilot algorithms. Let us know how we are doing!

    Title Trust
    61
    61%
  • No similar publications.

Share - Bookmark

Cite this article

Collected from