Counselor educators can utilize the ideas of philosopher Michel Foucault in preparing preservice school counselors for their work with K?12 students in public schools. The Foucaultian ideas of governmentality, technologies of domination, received truths, power/knowledge, discontinuity, and archaeology can contribute to students' understanding of the hidden power relations in the assumptions and techniques of counseling. Because most students enter counseling programs without a background in Foucault, it falls to counselor educators to incorporate his ideas into the curriculum. This article describes (...) areas in which Foucaultian ideas can be introduced into the counseling curriculum, in particular, in the practicum courses. (shrink)

Inconsistency may well be the hallmark of the teenage years. Frequently, teenagers are serious and adult-like, yet just as often, they are callow and unpredictable. Generally, they are all of these things, in no particular order. They studiously observe the adults in their lives, adopting certain values and behaviors, while wholly rejecting others. Their moods shift without warning, leaving entire households with the sensation that they are living on a roller-coaster. As a result, it is not entirely surprising that the (...) legal system has had difficulty deciding how to respond to them. The laws devised to govern teenagers are layered, reflecting society's alternating perceptions of teenagers as adult-like and child-like, and our accompanying impulses to respect as well as to protect this population. Read together, these laws defy any consistent description of adolescent capacity. We have lived with these inconsistencies for so long, though, that they have grown rather familiar to us, and that we hardly recognize the puzzle in the fact that we trust eighteen year olds enough to let them fight and die in the military, but not enough to let them drink alcoholic beverages. (shrink)

Inconsistency may well be the hallmark of the teenage years. Frequently, teenagers are serious and adult-like, yet just as often, they are callow and unpredictable. Generally, they are all of these things, in no particular order. They studiously observe the adults in their lives, adopting certain values and behaviors, while wholly rejecting others. Their moods shift without warning, leaving entire households with the sensation that they are living on a roller-coaster. As a result, it is not entirely surprising that the (...) legal system has had difficulty deciding how to respond to them. The laws devised to govern teenagers are layered, reflecting society's alternating perceptions of teenagers as adult-like and child-like, and our accompanying impulses to respect as well as to protect this population. Read together, these laws defy any consistent description of adolescent capacity. We have lived with these inconsistencies for so long, though, that they have grown rather familiar to us, and that we hardly recognize the puzzle in the fact that we trust eighteen year olds enough to let them fight and die in the military, but not enough to let them drink alcoholic beverages. (shrink)

Although the compound adjective ‘psychosocial’ was first used by academic psychologists in the 1890s, it was only in the interwar period that psychiatrists, psychologists and social workers began to develop detailed models of the psychosocial domain. These models marked a significant departure from earlier ideas of the relationship between society and human nature. Whereas Freudians and Darwinians had described an antagonistic relationship between biological instincts and social forces, interwar authors insisted that individual personality was made possible through collective organization. This (...) argument was advanced by dissenting psychoanalysts such as Ian Suttie and Karen Horney; biologists including Julian Huxley and Hans Selye; philosophers (e.g. Olaf Stapledon), anthropologists (e.g. Margaret Mead) and physicians (e.g John Ryle and James Halliday). This introduction and the essays that follow sketch out the emergence of the psycho-social by examining the methods, tools and concepts through which it was articulated. New statistical technologies and physiological theories allowed individual pathology to be read as an index of broader social problems and placed medical expertise at the centre of new political programmes. In these arguments the intangible structure of social relationships was made visible and provided a template for the development of healthy and effective forms of social organization. By examining the range of techniques deployed in the construction of the psychosocial (from surveys of civilian neurosis, techniques of family observation through to animal models of psychotic breakdown) a critical genealogy of the biopolitical basis of modern society is developed. (shrink)