This study aims to analyse the discourse on the school subject psychology, in upper secondary school subject in the national curricula, during 1970s and 1990s as a school subject went through tangible shifts (Blåvarg 2018; Blåvarg, manuscript). The empirical material is drawn from three main discursive spaces that which includes governing documents relating to the subject, the practical, which includes the subject's teaching materials, and the professional, which includes t the 1970s there was an intense activity within all three discursive practices concerning the subject and its content and purpose. Perhaps most prominent durin professional space and the teachers’ debates. During these years, the 1970s, a sharp break with prevailing formation of the subject at the time occurred and a, i on the psychology subject took its place. It was a strongly social and humanistic psychology that expanded within all three practices. The subject became main experiences. Psychotherapy and quasi-therapeutic exercises dominated the subject, which was completely in line with the social development at the time, pr health care, especially mental health care. Following this major transformation of the subject came a palpable absence of activity in all three discursive spac silence prevailed around the subject. This absence of mentioning is particularly visible in the bureaucratic space where psychological aspects and the subject p the silence is also reflected to a certain extent in the professional space. In the practical space and its textbooks, certain aspects of the subject are quickly sile the subject of psychology as a subject of knowledge recede into the background as applied personal development expanded. 

Methodology, Methods, Research Instruments or Sources Used 

The empirical material consists of texts and is drawn from three main discursive spaces. The bureaucratic, which includes various governing documents such as subject inquiries (e.g, Skolöverstyrelsen, 1970; 1979; Skolverket, 1994) The practical space, which includes teaching materials such as the Swedish textbooks in the professional space, which includes the texts from the subject teacher associations (e.g., PS-aktuellt 1976-1982; SOPHIA, 1989-1999). The archives of these t discursively. The archives of these three spaces have been analysed discursively (e.g., Danziger, 1996; Fairclough, 2003; Foucault, 1972). 

Conclusions, Expected Outcomes or Findings 

Expected findings are expressions of how the intense activity that spurred within the discursive spaces, in parallel to societal changes, in the 1970s altered the su of the subject psychology. These transformations and the associations with private personal growth and therapeutic instances, together with the distancing from p have a role in the marked silence and marginalisation that became prominent in the 1990s around the subject.