Pub Date : 2023-10-19DOI: 10.1080/02643944.2023.2271495
Elaine Bowes, Sue McAndrew, Donna Peach
This paper explores experiences of pastoral staff, working in social, emotional, and mental health (SEMH) special secondary schools, regarding the psychological impact of their work. To date, attention has been given to the educational experiences of pupils attending SEMH schools and teachers working with pupils with SEMH needs in mainstream schools. Whilst these studies provide insight into the experiences of pupils and teachers, they do not explore the experiences of those occupying pastoral roles in SEMH schools. Using narrative research, five participants, recruited from schools in the Northwest of England, took part in interviews, conducted via video conferencing. Interviews were audio recorded and transcribed verbatim. Analysis adopted a two-stage approach. The first stage focused on each individual narrative, preserving it as a whole story, the second involved analysis across the five narratives. Both stages used Fraser’s (2004) seven stage approach, enabling long sections of narrative to be broken down into themes, whilst preserving the nuances within and across narratives. The first stage of analysis identified numerous themes specific to each participant, the second stage, the focus for this paper, identified two common themes across the narratives: ‘It’s a struggle,’ ‘and ‘My emotionally dirty work’. This is the first study to explore the psychological impact of working in SEMH secondary schools, from the perspective of pastoral staff. Findings have policy and practice implications; defining professional standards, appropriate training, and tailored supervision. An ‘ethos of care’ within SEMH schools could mitigate against the impact of struggles and work perceived as emotionally dirty.
{"title":"The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration","authors":"Elaine Bowes, Sue McAndrew, Donna Peach","doi":"10.1080/02643944.2023.2271495","DOIUrl":"https://doi.org/10.1080/02643944.2023.2271495","url":null,"abstract":"This paper explores experiences of pastoral staff, working in social, emotional, and mental health (SEMH) special secondary schools, regarding the psychological impact of their work. To date, attention has been given to the educational experiences of pupils attending SEMH schools and teachers working with pupils with SEMH needs in mainstream schools. Whilst these studies provide insight into the experiences of pupils and teachers, they do not explore the experiences of those occupying pastoral roles in SEMH schools. Using narrative research, five participants, recruited from schools in the Northwest of England, took part in interviews, conducted via video conferencing. Interviews were audio recorded and transcribed verbatim. Analysis adopted a two-stage approach. The first stage focused on each individual narrative, preserving it as a whole story, the second involved analysis across the five narratives. Both stages used Fraser’s (2004) seven stage approach, enabling long sections of narrative to be broken down into themes, whilst preserving the nuances within and across narratives. The first stage of analysis identified numerous themes specific to each participant, the second stage, the focus for this paper, identified two common themes across the narratives: ‘It’s a struggle,’ ‘and ‘My emotionally dirty work’. This is the first study to explore the psychological impact of working in SEMH secondary schools, from the perspective of pastoral staff. Findings have policy and practice implications; defining professional standards, appropriate training, and tailored supervision. An ‘ethos of care’ within SEMH schools could mitigate against the impact of struggles and work perceived as emotionally dirty.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729204","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 : 2023-10-16DOI: 10.1080/02643944.2023.2263453
Rebecca Hibbin
This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group.
{"title":"Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability","authors":"Rebecca Hibbin","doi":"10.1080/02643944.2023.2263453","DOIUrl":"https://doi.org/10.1080/02643944.2023.2263453","url":null,"abstract":"This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078627","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 : 2023-10-15DOI: 10.1080/02643944.2023.2271472
Yaone Duduetsang Matsagopane, Shengquan Luo
ABSTRACTAfrican communities have experienced disharmony, which makes communal living difficult. This paper reinforces the importance of local philosophies, which can improve communal living. This paper proposes introducing the philosophy of Botho in schools to promote citizenship education. A contextually relevant model has the potential to instill community harmony by giving students the knowledge and skills to engage as responsible citizens. African systems can produce a socially inclusive and active citizenship by shifting from an abstract theory in the school context to a system and process that are contextually relevant.KEYWORDS: Bothocitizenship educationAfrocentrismBotswana context Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The philosophy of Botho: the key to Botswana’s citizenship education","authors":"Yaone Duduetsang Matsagopane, Shengquan Luo","doi":"10.1080/02643944.2023.2271472","DOIUrl":"https://doi.org/10.1080/02643944.2023.2271472","url":null,"abstract":"ABSTRACTAfrican communities have experienced disharmony, which makes communal living difficult. This paper reinforces the importance of local philosophies, which can improve communal living. This paper proposes introducing the philosophy of Botho in schools to promote citizenship education. A contextually relevant model has the potential to instill community harmony by giving students the knowledge and skills to engage as responsible citizens. African systems can produce a socially inclusive and active citizenship by shifting from an abstract theory in the school context to a system and process that are contextually relevant.KEYWORDS: Bothocitizenship educationAfrocentrismBotswana context Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185601","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 : 2023-10-12DOI: 10.1080/02643944.2023.2265390
Rebekah Purcell, Catherine Kelly, Kevin Woods
The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils’ views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils’ experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset.
{"title":"Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention","authors":"Rebekah Purcell, Catherine Kelly, Kevin Woods","doi":"10.1080/02643944.2023.2265390","DOIUrl":"https://doi.org/10.1080/02643944.2023.2265390","url":null,"abstract":"The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils’ views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils’ experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013539","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 : 2023-10-04DOI: 10.1080/02643944.2023.2265388
Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg
The aim of this study is to explore pupils’ perspectives on school climate, with a focus on help-seeking from teachers when experiencing unsafe incidents. Fifty-nine focus group interviews were conducted with pupils from two public schools in grades 1–9 (i.e. ages 7–15 years) in Sweden and analyzed with constructivist grounded theory. The findings address how the organizational support structure was crucial and three main categories were conceptualized from pupils’ perspectives: (1) teachers as sources of support; (2) availability of support; and (3) consistent and responsive support. The way in which pupils perceived these three dimensions, and thus the organizational support structure, were crucial to whether they considered help-seeking from teachers when they experienced unsafe incidents such as violence, bullying or conflicts. To conceptualize the pupils’ perspectives on the organizational support structure and help-seeking we adopted a social-ecological perspective as a theoretical framework. Social-ecological factors such as scheduling, and information provided (exosystem) and the pupil-teacher relationships (microsystem) were found to be especially important in relation to the organizational support structure and pupils’ help-seeking. Our findings suggests that it is imperative for schools to pay attention to the organizational support structure and especially consider the teacher-pupil relationship quality and how scheduling, information about support sources, and a consistent and responsive approach from all teachers affects pupils’ help-seeking and the building of a supportive school climate and safety for all pupils at school.
{"title":"A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking","authors":"Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg","doi":"10.1080/02643944.2023.2265388","DOIUrl":"https://doi.org/10.1080/02643944.2023.2265388","url":null,"abstract":"The aim of this study is to explore pupils’ perspectives on school climate, with a focus on help-seeking from teachers when experiencing unsafe incidents. Fifty-nine focus group interviews were conducted with pupils from two public schools in grades 1–9 (i.e. ages 7–15 years) in Sweden and analyzed with constructivist grounded theory. The findings address how the organizational support structure was crucial and three main categories were conceptualized from pupils’ perspectives: (1) teachers as sources of support; (2) availability of support; and (3) consistent and responsive support. The way in which pupils perceived these three dimensions, and thus the organizational support structure, were crucial to whether they considered help-seeking from teachers when they experienced unsafe incidents such as violence, bullying or conflicts. To conceptualize the pupils’ perspectives on the organizational support structure and help-seeking we adopted a social-ecological perspective as a theoretical framework. Social-ecological factors such as scheduling, and information provided (exosystem) and the pupil-teacher relationships (microsystem) were found to be especially important in relation to the organizational support structure and pupils’ help-seeking. Our findings suggests that it is imperative for schools to pay attention to the organizational support structure and especially consider the teacher-pupil relationship quality and how scheduling, information about support sources, and a consistent and responsive approach from all teachers affects pupils’ help-seeking and the building of a supportive school climate and safety for all pupils at school.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644906","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 : 2023-09-13DOI: 10.1080/02643944.2023.2254032
Giles Barrow
"The fluent leader: functional fluency and effective leadership inspired by transactional analysis." Pastoral Care in Education, ahead-of-print(ahead-of-print), pp. 1–2
“流畅型领导者:在交易分析的启发下，功能流畅和有效的领导。”《教育中的教牧关怀》，出版前1-2页
{"title":"<b>The fluent leader: functional fluency and effective leadership inspired by transactional analysis</b>","authors":"Giles Barrow","doi":"10.1080/02643944.2023.2254032","DOIUrl":"https://doi.org/10.1080/02643944.2023.2254032","url":null,"abstract":"\"The fluent leader: functional fluency and effective leadership inspired by transactional analysis.\" Pastoral Care in Education, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135691364","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 : 2023-09-11DOI: 10.1080/02643944.2023.2254779
Claire Hawkins
{"title":"Using young peoples’ lived experiences to explore definitional characteristics for cyberbullying","authors":"Claire Hawkins","doi":"10.1080/02643944.2023.2254779","DOIUrl":"https://doi.org/10.1080/02643944.2023.2254779","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980666","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 : 2023-09-07DOI: 10.1080/02643944.2023.2254761
Margaret Nohilly, Bernie Collins, Veronica O’ Toole
{"title":"The disruptive impact of COVID-19 on relationships in Irish primary schools: key issues","authors":"Margaret Nohilly, Bernie Collins, Veronica O’ Toole","doi":"10.1080/02643944.2023.2254761","DOIUrl":"https://doi.org/10.1080/02643944.2023.2254761","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"42 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80727992","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 : 2023-09-07DOI: 10.1080/02643944.2023.2254792
Rosanna Wilson, E. Sellman, Stephen Joseph
{"title":"Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers","authors":"Rosanna Wilson, E. Sellman, Stephen Joseph","doi":"10.1080/02643944.2023.2254792","DOIUrl":"https://doi.org/10.1080/02643944.2023.2254792","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"97 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77919360","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 : 2023-09-06DOI: 10.1080/02643944.2023.2247396
Aflaha Rukhsaar Khan, Elizabeth Rieger
{"title":"Eliciting student perspectives to inform the design of positive psychology courses: a qualitative study","authors":"Aflaha Rukhsaar Khan, Elizabeth Rieger","doi":"10.1080/02643944.2023.2247396","DOIUrl":"https://doi.org/10.1080/02643944.2023.2247396","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"94 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90727222","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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