Pub Date : 2022-01-28DOI: 10.1080/02643944.2022.2032811
Lisa H. Papatraianou, Al Strangeways
ABSTRACT The aim of this study was to understand the school and life experiences of refugee young women and to explore the ways in which they individually and collectively cultivated their resilience. It identified the challenges and resources they encountered when negotiating different home and school cultures and the impact on their resilience. It used mixed-methods that incorporated visual approaches to elicit culturally relevant accounts of their home and school lives. The findings suggest that the resilience of these young girls involved a particular set of resources and challenges which oppose the often normative and value laden perspectives that arise from Western constructions of resilience. The recommendations propose the need to reinforce culturally appropriate ways of fostering the capacities of the individual, family and school to enhance the resilience of refugee young women.
{"title":"Different places, different faces: understanding diverse students’ resilience when moving between home and school cultures","authors":"Lisa H. Papatraianou, Al Strangeways","doi":"10.1080/02643944.2022.2032811","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032811","url":null,"abstract":"ABSTRACT The aim of this study was to understand the school and life experiences of refugee young women and to explore the ways in which they individually and collectively cultivated their resilience. It identified the challenges and resources they encountered when negotiating different home and school cultures and the impact on their resilience. It used mixed-methods that incorporated visual approaches to elicit culturally relevant accounts of their home and school lives. The findings suggest that the resilience of these young girls involved a particular set of resources and challenges which oppose the often normative and value laden perspectives that arise from Western constructions of resilience. The recommendations propose the need to reinforce culturally appropriate ways of fostering the capacities of the individual, family and school to enhance the resilience of refugee young women.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"7 1","pages":"154 - 176"},"PeriodicalIF":1.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73383130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.1080/02643944.2022.2032813
Rebecca Geeson, E. Clarke
ABSTRACT This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children.
{"title":"Crossing the line: constructs of TA identity","authors":"Rebecca Geeson, E. Clarke","doi":"10.1080/02643944.2022.2032813","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032813","url":null,"abstract":"ABSTRACT This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"19 1","pages":"245 - 261"},"PeriodicalIF":1.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77985479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1080/02643944.2022.2032812
Rachel Spiteri, M. O’Riordan, C. Cefai, Gráinne Hickey, Stephen Smith
ABSTRACT This research explores the use of trauma-sensitive practices in second chance education across four European countries, namely Austria, Ireland, Italy and Malta. The study used a quantitative methodology, whereby an online questionnaire was distributed amongst 249 educators who worked in second chance education. Over half of respondents believed that most of their students had experienced trauma, highlighting the importance of trauma-sensitive practices in this sector. Results also indicated that educators generally had a high level of perceived understanding of trauma and its impact, with relatively high levels of trauma-focused support and trauma-sensitive interactions also observed. A low to average amount of secondary traumatic stress was observed amongst participants. Efficacy in classroom management and in student engagement was found to be relatively high, with educators with more years of experience and specialist training having achieved higher scores in classroom management. Specialist training, however, was not linked with greater efficacy in student engagement, suggesting that the development of new specialist training programmes which focus on ways in which educators can increase students’ engagement could help to enhance the educational experience of these students. This study was conducted as part of the Erasmus+ funded research programme, Training Hope, Wellbeing, and Resilience in Vulnerable Early School Leavers (THRIVE) (2018–2020), which aimed to develop a trauma-focused training programme for educators in second chance education, to improve students’ experience in this sector by enabling educators to effectively engage with students, providing them with meaningful learning experiences as well as by improving educators’ classroom management skills.
{"title":"Early school leaving and trauma-based education: a study in four European countries","authors":"Rachel Spiteri, M. O’Riordan, C. Cefai, Gráinne Hickey, Stephen Smith","doi":"10.1080/02643944.2022.2032812","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032812","url":null,"abstract":"ABSTRACT This research explores the use of trauma-sensitive practices in second chance education across four European countries, namely Austria, Ireland, Italy and Malta. The study used a quantitative methodology, whereby an online questionnaire was distributed amongst 249 educators who worked in second chance education. Over half of respondents believed that most of their students had experienced trauma, highlighting the importance of trauma-sensitive practices in this sector. Results also indicated that educators generally had a high level of perceived understanding of trauma and its impact, with relatively high levels of trauma-focused support and trauma-sensitive interactions also observed. A low to average amount of secondary traumatic stress was observed amongst participants. Efficacy in classroom management and in student engagement was found to be relatively high, with educators with more years of experience and specialist training having achieved higher scores in classroom management. Specialist training, however, was not linked with greater efficacy in student engagement, suggesting that the development of new specialist training programmes which focus on ways in which educators can increase students’ engagement could help to enhance the educational experience of these students. This study was conducted as part of the Erasmus+ funded research programme, Training Hope, Wellbeing, and Resilience in Vulnerable Early School Leavers (THRIVE) (2018–2020), which aimed to develop a trauma-focused training programme for educators in second chance education, to improve students’ experience in this sector by enabling educators to effectively engage with students, providing them with meaningful learning experiences as well as by improving educators’ classroom management skills.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"22 1","pages":"26 - 41"},"PeriodicalIF":1.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78019794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/02643944.2022.2036419
N. Purdy
At the time of writing, despite a warning from the head of the World Health Organisation that the coronavirus pandemic is ‘nowhere near over’ (BBC News, 2022), many countries are beginning to ease their Covid-19 restrictions, a sign perhaps of a cautiously optimistic beginning to 2022. While there remains much uncertainty about the future, it does seem opportune at the start of this new year to reflect on what has come before but also to look forward to brighter times ahead, and to consider what it means to ‘build back better’. It goes without saying that over the past two years we have all endured a once-in-a-generation crisis which has impacted on all aspects of our lives and exacerbated many existing inequalities in our society (Social Mobility Commission, 2021). A recent report by UNESCO, UNICEF and the World Bank (2021) notes that the global disruption caused by the Covid-19 pandemic constitutes ‘the worst education crisis on record’ (p. 4). Importantly, however, the report stresses that, as well as addressing learning losses, it must be a priority to support re-opened schools across the world to provide comprehensive services promoting wellbeing and psychosocial support (p. 7) and to address the ‘crisis within a crisis’ (p. 26) of child and youth mental health. Our recent special issue (Pastoral Care in Education, Volume 39, issue 3) on the theme of ‘A pedagogy of love and care in the time of Covid-19’ highlighted both the reality of personal suffering (e.g. Westendorff et al., 2021) but also the often invisible and uncelebrated ‘labour of love’ of teachers across the world (Poncela et al., 2021) as they sought to support children and young people at considerable emotional, social, material and political cost to themselves. As we look forward, let us not simply return to how things were before the pandemic, but instead let us, as pastoral educators, urge our leaders (at local and national level) to put children’s pastoral care, emotional health and wellbeing at the very centre of our educational and budgetary plans for the future. As we emerge from two years of massive upheaval we cannot forget or allow others to forget one of the biggest lessons from the pandemic: that schools need to address the wellbeing of their students and teachers rather than simply focusing on effective teaching and learning. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 1, 1–3 https://doi.org/10.1080/02643944.2022.2036419
{"title":"Building back better in 2022 – with a renewed focus on pastoral care, emotional health and wellbeing for all","authors":"N. Purdy","doi":"10.1080/02643944.2022.2036419","DOIUrl":"https://doi.org/10.1080/02643944.2022.2036419","url":null,"abstract":"At the time of writing, despite a warning from the head of the World Health Organisation that the coronavirus pandemic is ‘nowhere near over’ (BBC News, 2022), many countries are beginning to ease their Covid-19 restrictions, a sign perhaps of a cautiously optimistic beginning to 2022. While there remains much uncertainty about the future, it does seem opportune at the start of this new year to reflect on what has come before but also to look forward to brighter times ahead, and to consider what it means to ‘build back better’. It goes without saying that over the past two years we have all endured a once-in-a-generation crisis which has impacted on all aspects of our lives and exacerbated many existing inequalities in our society (Social Mobility Commission, 2021). A recent report by UNESCO, UNICEF and the World Bank (2021) notes that the global disruption caused by the Covid-19 pandemic constitutes ‘the worst education crisis on record’ (p. 4). Importantly, however, the report stresses that, as well as addressing learning losses, it must be a priority to support re-opened schools across the world to provide comprehensive services promoting wellbeing and psychosocial support (p. 7) and to address the ‘crisis within a crisis’ (p. 26) of child and youth mental health. Our recent special issue (Pastoral Care in Education, Volume 39, issue 3) on the theme of ‘A pedagogy of love and care in the time of Covid-19’ highlighted both the reality of personal suffering (e.g. Westendorff et al., 2021) but also the often invisible and uncelebrated ‘labour of love’ of teachers across the world (Poncela et al., 2021) as they sought to support children and young people at considerable emotional, social, material and political cost to themselves. As we look forward, let us not simply return to how things were before the pandemic, but instead let us, as pastoral educators, urge our leaders (at local and national level) to put children’s pastoral care, emotional health and wellbeing at the very centre of our educational and budgetary plans for the future. As we emerge from two years of massive upheaval we cannot forget or allow others to forget one of the biggest lessons from the pandemic: that schools need to address the wellbeing of their students and teachers rather than simply focusing on effective teaching and learning. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 1, 1–3 https://doi.org/10.1080/02643944.2022.2036419","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"45 1","pages":"1 - 3"},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82551682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1080/02643944.2021.1999310
P. Fogg
ABSTRACT The current pandemic has caused unprecedented disruption across the world. Government-led efforts to prepare for emergencies of this kind have focussed upon maintaining vital social and economic function while reducing disease. In some respects, the UK has seemed unprepared for this pandemic, although radical policies and interventions have been applied as the situation has progressed. Schools are a significant point of connection in any national emergency strategy. This study has explored the experience of a group of primary school leaders based in a medium-sized town in the north of England. Analysis of a focus group discussion has highlighted the potential of schools to provide safeguarding and pastoral care to Children and Young People (CYP) through an anxious period of social isolation. Examination of the interactions across systemic levels has highlighted weaknesses and omissions in the Government’s current pandemic strategy as it relates to the care and education of CYP at a local level. From this examination, recommendations for action have been made.
{"title":"Learning lessons: school communities as points of connection in a ‘whole of society’ pandemic response","authors":"P. Fogg","doi":"10.1080/02643944.2021.1999310","DOIUrl":"https://doi.org/10.1080/02643944.2021.1999310","url":null,"abstract":"ABSTRACT The current pandemic has caused unprecedented disruption across the world. Government-led efforts to prepare for emergencies of this kind have focussed upon maintaining vital social and economic function while reducing disease. In some respects, the UK has seemed unprepared for this pandemic, although radical policies and interventions have been applied as the situation has progressed. Schools are a significant point of connection in any national emergency strategy. This study has explored the experience of a group of primary school leaders based in a medium-sized town in the north of England. Analysis of a focus group discussion has highlighted the potential of schools to provide safeguarding and pastoral care to Children and Young People (CYP) through an anxious period of social isolation. Examination of the interactions across systemic levels has highlighted weaknesses and omissions in the Government’s current pandemic strategy as it relates to the care and education of CYP at a local level. From this examination, recommendations for action have been made.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"23 1","pages":"128 - 153"},"PeriodicalIF":1.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78230112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/02643944.2021.1999311
Sean Schat
ABSTRACT This research describes a constructivist grounded theorystudy exploring Canadian adolescent student perceptions and experiences of what the author describes as educational care, the care offered to them by their teachers. Educational care is a North American concept that resonates with the British Pastoral Care construct. Interview transcripts contributed to the production of data identifying individual codes that describe teacher actions related to the communication of educational care. Data analysis resulted in the identification of 13 distinct categories of teacher behaviors that influence the communication of care. Further conceptualization identified three dimensions of educational care: the personal dimension (caring for the student as a person), the pedagogical dimension (caring for the student as a learner), and the interpersonal dimension (caring for the student as a member of the class community). Grounded theory analysis methods and resources led to the construction of a theoretical explanation, the offering of educational care. The author also discusses how the grounded theoretical results can be merged with the educational care-related literature to suggest an additional theoretical explanation; that is, the successful communication of educational care. The study also explores potential implications for practice and for future research.
{"title":"Exploring student experiences of teacher care communication: the offering of educational care","authors":"Sean Schat","doi":"10.1080/02643944.2021.1999311","DOIUrl":"https://doi.org/10.1080/02643944.2021.1999311","url":null,"abstract":"ABSTRACT This research describes a constructivist grounded theorystudy exploring Canadian adolescent student perceptions and experiences of what the author describes as educational care, the care offered to them by their teachers. Educational care is a North American concept that resonates with the British Pastoral Care construct. Interview transcripts contributed to the production of data identifying individual codes that describe teacher actions related to the communication of educational care. Data analysis resulted in the identification of 13 distinct categories of teacher behaviors that influence the communication of care. Further conceptualization identified three dimensions of educational care: the personal dimension (caring for the student as a person), the pedagogical dimension (caring for the student as a learner), and the interpersonal dimension (caring for the student as a member of the class community). Grounded theory analysis methods and resources led to the construction of a theoretical explanation, the offering of educational care. The author also discusses how the grounded theoretical results can be merged with the educational care-related literature to suggest an additional theoretical explanation; that is, the successful communication of educational care. The study also explores potential implications for practice and for future research.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"11 1","pages":"4 - 25"},"PeriodicalIF":1.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84273965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1080/02643944.2021.1977993
Aimée Robyn Cole, C. Bond, P. Qualter
ABSTRACT Loneliness in childhood and adolescence is currently measured using questionnaires and checklists. The most used questionnaires for youth are psychometrically limited, partly due to the absence of the young person’s voice from the measurement development process. Given this gap in the literature, the current study explored primary-school aged children’s understanding and experiences of loneliness, providing new information about the experience of loneliness in childhood to better inform conceptualisation and measurement of loneliness in children. Interviews took place during the COVID pandemic and were conducted with six Year 4 and 5 children (aged 8–10 years) and analysed using hybrid thematic analysis. Findings fit with existing conceptualisations of social and emotional loneliness and provide novel perspectives on solutions, the importance of play, and children’s perceptions of the adult experience. Directions for future research, and the impact after COVID are discussed.
{"title":"Primary-school aged children’s understanding and experiences of loneliness: a qualitative enquiry","authors":"Aimée Robyn Cole, C. Bond, P. Qualter","doi":"10.1080/02643944.2021.1977993","DOIUrl":"https://doi.org/10.1080/02643944.2021.1977993","url":null,"abstract":"ABSTRACT Loneliness in childhood and adolescence is currently measured using questionnaires and checklists. The most used questionnaires for youth are psychometrically limited, partly due to the absence of the young person’s voice from the measurement development process. Given this gap in the literature, the current study explored primary-school aged children’s understanding and experiences of loneliness, providing new information about the experience of loneliness in childhood to better inform conceptualisation and measurement of loneliness in children. Interviews took place during the COVID pandemic and were conducted with six Year 4 and 5 children (aged 8–10 years) and analysed using hybrid thematic analysis. Findings fit with existing conceptualisations of social and emotional loneliness and provide novel perspectives on solutions, the importance of play, and children’s perceptions of the adult experience. Directions for future research, and the impact after COVID are discussed.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"106 1","pages":"63 - 83"},"PeriodicalIF":1.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75677136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02643944.2021.1988323
S. Tucker
An editorial is presented on Pastoral Care in Education for 2021. Topics include impact on the education and care of many children and young people throughout the world;giving significant prominence to the exploration of COVID and the worldwide impact on schools from a pastoral perspective;and adding knowledge and understanding in the field of pastoral care in education.
{"title":"Editorial pastoral care in education","authors":"S. Tucker","doi":"10.1080/02643944.2021.1988323","DOIUrl":"https://doi.org/10.1080/02643944.2021.1988323","url":null,"abstract":"An editorial is presented on Pastoral Care in Education for 2021. Topics include impact on the education and care of many children and young people throughout the world;giving significant prominence to the exploration of COVID and the worldwide impact on schools from a pastoral perspective;and adding knowledge and understanding in the field of pastoral care in education.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"39 1","pages":"291 - 291"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82044217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02643944.2021.1996458
Nomisha Kurian
{"title":"Transforming education: reimagining learning, pedagogy and curriculum","authors":"Nomisha Kurian","doi":"10.1080/02643944.2021.1996458","DOIUrl":"https://doi.org/10.1080/02643944.2021.1996458","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"1 1","pages":"401 - 403"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79779130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/02643944.2021.1977991
V. Samuel, Chloe Constable, Emma Harris, S. Channon
ABSTRACT Mental health difficulties often start in childhood and the number of young people experiencing mental health difficulties is rising, particularly since the Covid-19 pandemic. School-based programmes have been identified as an effective way to provide support for young people and present an opportunity to offer universal programmes, which can increase equity of access, facilitate resilience and reduce stigma. Whilst there is an emerging evidence of the benefits of preventive mental health programmes delivered in schools, there is a need for more robust evidence and methodological rigour in the development and descriptions of these programmes. Acceptance and Commitment Therapy (ACT) is one approach that may be appropriate as a framework for preventing and reducing mental health difficulties in schools. This paper describes the content development of a UK-based universal school programme using ACT: the In-school Training in Emotional Resilience (InTER-ACT) programme. It describes the steps taken across the stages of content development, from planning the programme, delivering the programme in a school, receiving feedback and integrating the subsequent revisions. The final version of the programme, including summaries of session content, is provided. Consistent with an ACT ethos, the personal values of the researchers, and the influence of these on the programme are discussed, providing a novel integration of methodical detail and authentic, reflective practice. This article provides a transparent and detailed overview of the iterative processes involved in developing the content of an evidence-based pastoral care programme in a way that is systematic, rigorous and responsive to teacher and pupil feedback.
{"title":"Developing the content of a brief universal acceptance and commitment therapy (ACT) programme for secondary school pupils: InTER-ACT","authors":"V. Samuel, Chloe Constable, Emma Harris, S. Channon","doi":"10.1080/02643944.2021.1977991","DOIUrl":"https://doi.org/10.1080/02643944.2021.1977991","url":null,"abstract":"ABSTRACT Mental health difficulties often start in childhood and the number of young people experiencing mental health difficulties is rising, particularly since the Covid-19 pandemic. School-based programmes have been identified as an effective way to provide support for young people and present an opportunity to offer universal programmes, which can increase equity of access, facilitate resilience and reduce stigma. Whilst there is an emerging evidence of the benefits of preventive mental health programmes delivered in schools, there is a need for more robust evidence and methodological rigour in the development and descriptions of these programmes. Acceptance and Commitment Therapy (ACT) is one approach that may be appropriate as a framework for preventing and reducing mental health difficulties in schools. This paper describes the content development of a UK-based universal school programme using ACT: the In-school Training in Emotional Resilience (InTER-ACT) programme. It describes the steps taken across the stages of content development, from planning the programme, delivering the programme in a school, receiving feedback and integrating the subsequent revisions. The final version of the programme, including summaries of session content, is provided. Consistent with an ACT ethos, the personal values of the researchers, and the influence of these on the programme are discussed, providing a novel integration of methodical detail and authentic, reflective practice. This article provides a transparent and detailed overview of the iterative processes involved in developing the content of an evidence-based pastoral care programme in a way that is systematic, rigorous and responsive to teacher and pupil feedback.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"39 1","pages":"42 - 62"},"PeriodicalIF":1.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86559853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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