The ambivalence of the psychosocial in Norwegian education. A policy document analysis

Abstract

In this article, I explore the central characteristics of the psychosocial as a field of knowledge in Norwegian education policy and the ways in which these characteristics are conditioned by their constituting social structures and historical contexts. This is achieved through a policy document analysis. Even though the psychosocial is habitually employed in educational discourses in Norway, its content often remains unclear. In the analysis, I derive three key dimensions of ambivalence from the documents. First, the psychosocial is ambivalent in its scope, as it oscillates between the entirety of the pupil's emotional and relational life and the specific phenomenon of bullying. Second, it appears ambivalent in relation to aspects of accountability, as it simultaneously demands responsibility from society as a whole and from specific groups of professionals. Lastly, the psychosocial is ambivalent in the way it asserts its relative and subjective dimension, while also claiming objective and rigid frameworks of control and measurement. Viewed from a broader perspective, I demonstrate that the ambivalences surrounding the psychosocial correspond with the binary concepts of the liquid modernity and the new solidity, as conceived by Per Bjørn Foros and Arne Johan Vetlesen.

Direct election of education superintendents in Korea: dilemmas and improvement strategies

“…Document analysis was used to collect and analyze the relevant official documents of education superintendents across countries. Document analysis is often used to analyze education policy (Amirov, 2020; Carmen Maria Ortiz, 2020; Fackler and Sexton, 2020; Gro, 2021; Joanna and Suskya, 2021; Kim and Dreamson, 2020; Mohammad et al ., 2021; Owen, 2014).…”

The Psychosocial in Norwegian Teacher Education in Light of Epistemic Objects and Therapeutic Culture

“…The psychosocial is a well-established psychological term that is widely used in education, both in the context of preventing mental illness and disruptive behaviour, and in the context of promoting subjective well-being and happiness (Mathias, 2021). Semantically, the combination of the terms psycho and social implies the interrelationship of the two spheres, the psychological and emotional life of the individual on the one hand, and the social sphere on the other.…”

“…Since 2003, a good psychosocial school environment that promotes health, well-being and learning has been an individual legal right for every schoolchild in Norway. This formal responsibility of schools also affects the professional responsibility and knowledge base of teachers, as they are expected to acquire certain knowledge, competencies, and skills necessary to ensure a good and safe psychosocial school environment for all pupils (Mathias, 2021).…”

Full issue Vol.13 No.1 (2023)

“…The psychosocial is a well-established psychological term that is widely used in education, both in the context of preventing mental illness and disruptive behaviour, and in the context of promoting subjective well-being and happiness (Mathias, 2021). Semantically, the combination of the terms psycho and social implies the interrelationship of the two spheres, the psychological and emotional life of the individual on the one hand, and the social sphere on the other.…”

“…Since 2003, a good psychosocial school environment that promotes health, well-being and learning has been an individual legal right for every schoolchild in Norway. This formal responsibility of schools also affects the professional responsibility and knowledge base of teachers, as they are expected to acquire certain knowledge, competencies, and skills necessary to ensure a good and safe psychosocial school environment for all pupils (Mathias, 2021).…”