Bodfield, K and Culshaw, AA (2024) Applying the power threat meaning framework to the UK education system. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. ISSN 0264-3944

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Abstract

The Power Threat Meaning Framework (PTMF; Johnstone & Boyle, 2018a, 2018b) has fundamentally changed both the practice of clinical psychology and the understanding of mental health since its conception in 2018. However, to date the PTMF (Johnstone & Boyle, 2018a, 2018b) has had little application to other contexts, despite being of clear relevance. Once such absence of application is to the educational context. The context of power within education has been outlined before by philosophers such as Michel Foucault, however, the PTMF (Johnstone & Boyle, 2018a, 2018b) elaborates further about how negative power operations create threat and therefore lead to responses of psychological distress. Thus, the PTMF (Johnstone & Boyle, 2018a, 2018b) could elaborate on Foucault’s theories and offer more understanding on the role of power and psychological distress in the field of education. Therefore, this paper will seek to outline the PTMF (Johnstone & Boyle, 2018a, 2018b) and highlight the ways in which the PTMF can apply to education through reference to the school structure, teachers, parents and students.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education
Subjects:	L Education > L Education (General)
Divisions:	Education
Publisher:	Taylor & Francis (Routledge)
SWORD Depositor:	A Symplectic
Date Deposited:	22 Feb 2024 13:40
Last Modified:	22 Feb 2024 13:45
DOI or ID number:	10.1080/02643944.2024.2316589
URI:	https://researchonline.ljmu.ac.uk/id/eprint/22672

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