Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’

Motivated by very different goals, various interest groups argue that the British government should address problems with citizens’ emotional well‐being. Concerns about emotional vulnerability and poor emotional well‐being amongst growing numbers of children, young people and adults produce ideas and approaches from different branches of psychology and psychoanalysis. These compete for legitimacy throughout the education system. In part, such developments can be seen as the latest manifestation of a long‐running tendency to psychologise intractable educational and social problems. The roots of the psychologisation of emotional vulnerability also lie in a deeper philosophical and political disenchantment with an externally‐seeking, autonomous human subject and forms of curriculum knowledge that support it. One effect of these related trends is an epistemology of the emotion that privileges an emotionally vulnerable identity as integral to contemporary human subjectivity. One outcome is to offer emotionally‐focused pedagogy and knowledge, particularly for those deemed to be educationally and socially disadvantaged. The paper argues that, despite being highly unfashionable in sociological, political and philosophical theory, a humanist view of subjectivity challenges the new inequalities and diminished forms of pedagogy and knowledge this epistemology offers.     

补阳还五汤联合糖尿病治疗仪治疗糖尿病高危足临床研究

观察补阳还五汤联合糖尿病治疗仪治疗糖尿病高危足的临床疗效。80例糖尿病足0级病变患者随机分为治疗组40例和对照组40例,在常规治疗的基础上,治疗组给予补阳还五汤联合糖尿病治疗仪治疗,对照组给予前列腺素E1治疗。疗程4周,评价疗效。结果：治疗组显效11例（27.5%）,有效23例（57.5%）,无效6例（15.0%）,总有效率85.0％;对照组显效2例（5.0%）,有效28例（70.0%）,无效10例（25.0%）,总有效率75.0％。治疗组显效率及总有效率优于对照组,差异有显著性意义（经Ridit检验,u=2.0430,P〈0.05）。补阳还五汤联合糖尿病治疗仪治疗糖尿病高危足疗效确切,值得临床推广应用。     

幸福感研究对娱乐治疗法的启示

娱乐治疗由于其治疗的新颖性和有效性自从其产生后就获得了长足的发展，但娱乐治疗家关于娱乐治疗究竟是手段还是目的的争论束缚了它的发展。幸福感研究把这种争论很好地统一起来，既为娱乐治疗找到了新的目标，又为它提供了良好的实践途径，已经成为娱乐治疗发展的新的推动力。     

Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth

In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour is seen as needing to change. In this paper, we examine the behavioural regimes at work in 11 AE programmes. Contrary to previous studies and the extensive ‘best practice’ literature, we found a return to highly behaviourist routines, with talking therapeutic approaches largely operating within this Skinnerian frame. We also saw young people offered a curriculum largely devoid of languages, humanities and social sciences. What was crucial to AE providers, we argue, was that they could demonstrate ‘progress’ in both learning and behaviour to inspectors and systems. Mobilising insights from Foucault, we note the congruence between the external regimes of reward and punishment used in AE and the kinds of insecure work and carceral futures that might be on offer to this group of young people.     

Contagious ideas: vulnerability,epistemic injustice and counter-terrorism in education

Abstract

The article addresses the implications of Prevent and Channel for epistemic justice. The first section outlines the background of Prevent. It draws upon Moira Gatens and Genevieve Lloyd’s concept of the collective imaginary, alongside Lorraine Code’s concept of epistemologies of mastery, in order to outline some of the images and imaginaries that inform and orient contemporary counter-terrorist preventative initiatives, in particular those affecting education. Of interest here is the way in which vulnerability (to radicalisation) is conceptualised in Prevent and Channel, in particular the way in which those deemed ‘at risk of radicalisation’ are constituted as vulnerable and requiring intervention. The imaginary underpinning such preventative initiatives is, I argue, a therapeutic/epidemiological one. If attention is paid to the language associated with these interventions, one finds reference to terms such as contagion, immunity, resilience, grooming, virus, susceptibility, therapy, autonomy, vulnerability and risk—a constellation of images/concepts resonant with therapeutic and epidemiological theories and practices. I outline some of the implications of this therapeutic/epidemiological imaginary for epistemic injustice. If people, in this case, students, teachers and parents, feel that their voice will not be given credence, this leads to testimonial injustice. If one group is constituted as a suspect community, this risks hermeneutical injustice for that group—a situation facing Muslims at present. Given the requirements for educators and educational institutions to enact this particular iteration of preventative counter-terrorist legislation, the way in which vulnerability (to radicalisation) is understood and operationalised has direct bearing upon education and the educational experience of all stakeholders, in particular in relation to the conditions for epistemic justice.     

甲硝唑糊剂一次性根管充填的远期疗效观察

应用甲硝唑糊剂一次性充填治疗感染根管，慢性根尖周炎82例，5年后随访复查67例成功58例（86．57％），失败9例（13．43％），结果表明，甲硝唑糊剂可以作为一种根管充填剂使用，甲硝唑糊剂对感染根管疗效较佳，对慢性尖周炎疗效一般，对慢性窦道型尖周炎疗效较差，一次性根管充填法具有复诊率低，疗程短，临床操作简便等特点。     

Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling Continuation Scale (CCS), Counselor Rating Form-Short (CRF-S) Attractiveness and Expertness subscales. A repeated measures analysis of variance revealed significant differences between low and high reactant groups on the HCS and CCS for the High and Medium directiveness homework administrations. These results suggest that therapist directiveness does interact with client reactance in the administration of homework.     

Story Links: working with parents of pupils at risk of exclusion

This paper presents the results of the evaluation of the 20‐month Story Links project delivered by the University of Chichester in collaboration with the Centre for Therapeutic Storywriting and funded by the Esmée Fairbairn Foundation and the Training and Development Agency for Schools (TDA). Story Links is a ten‐week intervention that involves pupils at risk of exclusion and with poor literacy, along with teachers and parents, in co‐creating stories that address the pupils' emotional and behavioural issues. These stories are then used to develop the pupils' reading skills. The theoretical background draws on Bowlby's concept of attachment and research that highlights the relationship between parental involvement and academic achievement. Analysis of the co‐created stories showed a high correlation between the story metaphor and the child's presenting of emotional issues as identified by the parents and professionals. The findings also showed a significant increase in parental involvement in their child's learning and improvement in both pupils' behaviour and pupils' attitudes to learning.     

Therapeutic responses to ‘at risk’ disengaged early school leavers in a rural alternative education programme

The identification of disengaged early school leavers as young people ‘at risk’ can lead to a deficit-based framing of how educational institutions respond to them. A rural secondary school in Victoria, Australia established an alternative education programme to cater for local disengaged young people. A critical ethnographic study was conducted over 12 months, comprising observation of the programme, and involving interviews with 12 key personnel. Findings revealed the ways in which young people were positioned within the secondary school, alternative programme and community contributed to a response within the alternative programme which was based upon a therapeutic ethos, focusing on perceived social and emotional deficits. In the light of findings, it is argued that there is a need to construct alternative spaces that work to not only re-engage them with learning, but also to counter the stigma many of these young people face in their schooling and in the local community.     

From Access to Widening Participation: Responses to the changing population in Higher Education in the UK

An emphasis on widening participation, on making higher education accessible to students who have never traditionally considered it as an option, is being increasingly stressed. The article examines tutors' responses to non-traditional students in an institution with a well-established access policy. The responses reveal that the emphasis was on helping students to adjust to the existing undergraduate provision rather than engaging in a radical rethink on possible approaches appropriate to a more diverse population. Recent policy initiatives (ILT and QAA) are considered in order to identify to what extent they might achieve a cultural change at the micro level. In addition, their limitations are considered, in the light of competing demands. The article concludes that the current top-down approach to policy implementation, supported by related research, should be modified; account needs to be taken of how tutors, in interaction with students, interpret policy initiatives. In drawing attention to practice at the micro level, the article should be relevant to both policy makers and tutors in higher education.