From Psychologization to Therapization of Education: The Implementation of Social and Emotional Learning Policies in Chile

Abstract

The discourse on mental health has strongly permeated educational spaces, evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning, which urgently emphasizes socioemotional development and works towards the psychological and subjective well-being of students. This article aims to conduct an analysis of the concept of therapization as a specific strategy of psychologization. These concepts will be explored based on the notion of a (psycho)therapeutic device, using data from two research projects where education professionals responsible for implementing Social and Emotional Learning policies in Chilean schools were interviewed. Through a theoretical/empirical integration, the goal is to discuss the concept of therapization as a phenomenon from which mental health prevention strategies emerge. This is based on the development of a device that normalizes a particular way of experiencing emotionality and one's vulnerability.