Pub Date : 2023-09-05DOI: 10.1080/02643944.2023.2247415
Richard Gregory, Cathy Atkinson
This case study research explores the potential of a post-16 pathway planning process based upon self-determination theory (SDT). Two male students at an alternative provision (AP), were supported by a behavioural support teacher to take part in a pre-planning meeting with the researcher to explore their post-16 aspirations. They then took part in a planning session within which the discussion and documentation were informed by SDT. A follow up conversation was held with the behavioural support teacher to feed back the contents of the planning sessions and support implementation of any outcomes. One student took part in a follow up interview, the other became uncontactable due to leaving the AP. The planning sessions and the follow up interview were transcribed and thematically analysed. Key themes were particularly consistent with autonomy and relatedness dimensions within SDT. Findings suggest SDT can provide a framework for post-16 planning, through facilitating exploration of goals and aspirations. Student follow-up suggested the process had been autonomy-supporting and a positive experience. Limitations, future directions, and implications for practitioners are discussed.
{"title":"Pathway planning for alternative provision students using self-determination theory: an exploratory study","authors":"Richard Gregory, Cathy Atkinson","doi":"10.1080/02643944.2023.2247415","DOIUrl":"https://doi.org/10.1080/02643944.2023.2247415","url":null,"abstract":"This case study research explores the potential of a post-16 pathway planning process based upon self-determination theory (SDT). Two male students at an alternative provision (AP), were supported by a behavioural support teacher to take part in a pre-planning meeting with the researcher to explore their post-16 aspirations. They then took part in a planning session within which the discussion and documentation were informed by SDT. A follow up conversation was held with the behavioural support teacher to feed back the contents of the planning sessions and support implementation of any outcomes. One student took part in a follow up interview, the other became uncontactable due to leaving the AP. The planning sessions and the follow up interview were transcribed and thematically analysed. Key themes were particularly consistent with autonomy and relatedness dimensions within SDT. Findings suggest SDT can provide a framework for post-16 planning, through facilitating exploration of goals and aspirations. Student follow-up suggested the process had been autonomy-supporting and a positive experience. Limitations, future directions, and implications for practitioners are discussed.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135253489","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 : 2023-08-17DOI: 10.1080/02643944.2023.2247399
D. Green, D. Price, B. Spears
{"title":"Persistent bullying and the influence of turning points: learnings from an instrumental case study","authors":"D. Green, D. Price, B. Spears","doi":"10.1080/02643944.2023.2247399","DOIUrl":"https://doi.org/10.1080/02643944.2023.2247399","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"39 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83555460","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 : 2023-08-10DOI: 10.1080/02643944.2023.2244500
S. Ibarrola-García
{"title":"Peer relationships: school mediation benefits for sustainable peace","authors":"S. Ibarrola-García","doi":"10.1080/02643944.2023.2244500","DOIUrl":"https://doi.org/10.1080/02643944.2023.2244500","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"6 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78784413","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 : 2023-08-08DOI: 10.1080/02643944.2023.2244498
Diahann Gallard
{"title":"University student settlement and wellbeing with dogs as transitional support","authors":"Diahann Gallard","doi":"10.1080/02643944.2023.2244498","DOIUrl":"https://doi.org/10.1080/02643944.2023.2244498","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"64 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85239987","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 : 2023-08-07DOI: 10.1080/02643944.2023.2244506
Kaydee L. Owen, G. Griffith, D. Gillard, C. Grindle
{"title":"“Children will leave school with these life skills, which I think is amazing”: an interview study exploring teachers’ experiences of implementing a health and wellbeing curriculum","authors":"Kaydee L. Owen, G. Griffith, D. Gillard, C. Grindle","doi":"10.1080/02643944.2023.2244506","DOIUrl":"https://doi.org/10.1080/02643944.2023.2244506","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"111 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79133536","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 : 2023-07-13DOI: 10.1080/02643944.2023.2231968
C. H. H. Hancock
{"title":"Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms","authors":"C. H. H. Hancock","doi":"10.1080/02643944.2023.2231968","DOIUrl":"https://doi.org/10.1080/02643944.2023.2231968","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"68 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85713418","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 : 2023-07-12DOI: 10.1080/02643944.2023.2233534
M. Harrison, J. K. Cheung, Chloe Ka Yi Tam, Anna Susanne Cheng, S. Yeung
{"title":"“If they talk to the counsellor, at least I know they have some way out”: parents’ perceptions of school counselling in Hong Kong","authors":"M. Harrison, J. K. Cheung, Chloe Ka Yi Tam, Anna Susanne Cheng, S. Yeung","doi":"10.1080/02643944.2023.2233534","DOIUrl":"https://doi.org/10.1080/02643944.2023.2233534","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"99 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88301792","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 : 2023-07-06DOI: 10.1080/02643944.2023.2232363
Moira Hulme, Carrie Adamson, D. Griffiths
{"title":"What helps young people at risk of exclusion to remain in high school? Using Q methodology to hear student voices","authors":"Moira Hulme, Carrie Adamson, D. Griffiths","doi":"10.1080/02643944.2023.2232363","DOIUrl":"https://doi.org/10.1080/02643944.2023.2232363","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"36 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86706769","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 : 2023-06-29DOI: 10.1080/02643944.2023.2230757
N. Purdy
Welcome to issue 3 of Volume 41 of Pastoral Care in Education. NAPCE recently organised a face-to-face symposium provocatively entitled ‘Who cares about pastoral care?’ The sold out event, held in Belfast on 21 June, brought together around a hundred educational practitioners (teachers, school leaders, support professionals and more) from a range of settings in Northern Ireland to identify the current pastoral challenges facing schools as we emerge from the COVID-19 pandemic and enter a period of significant budget cuts. The symposium featured contributions from Koulla Yiasouma, the outgoing Children’s Commissioner for Northern Ireland, and pastoral leaders from three local schools, each of which had won recent awards for their pastoral care. The symposium featured presentations on the outstanding practice in each of the award-winning schools (focusing on nurture, dealing with school-based bereavement, and pastoral care within a multi-cultural setting) as well as informal networking and sharing of experiences and ideas. The UK chair of NAPCE, Phil Jones, travelled to Belfast and commended the work of pastoral leaders in Northern Ireland for their dedication and commitment. The key message from the symposium was that educational practitioners do care about pastoral care in education; indeed, they care passionately about the children and young people in their schools and other education settings, despite significant challenges exacerbated by the enduring impact of the COVID-19 pandemic and recent funding cuts which have ‘paused’ the funding of many programmes, including the Healthy Happy Minds primary counselling pilot programme. A rapid response to the education cuts in Northern Ireland was launched on 27 June (Fitzpatrick et al., 2023) and highlights the breadth and depth of these cuts which have particularly exposed enduring social and educational inequalities, with our most disadvantaged children and young people (as ever) disproportionately impacted. In her keynote address, Koualla Yiasouma stressed that education needs pastoral care to succeed and that, now more than ever before, we need whole school and whole community approaches to promoting children’s wellbeing. In this third issue of the year, we have assembled a characteristically diverse range of articles. The first two articles both focus on the importance of relationships education. In the first of these, Simon Benham-Clarke, Georgina Roberts, Astrid Janssens and Tamsin Newlove-Delgado report on a systemic review of the outcome domains and outcome measures of healthy relationship education programmes for young people. This is timely, given that statutory guidance was PASTORAL CARE IN EDUCATION 2023, VOL. 41, NO. 3, 263–265 https://doi.org/10.1080/02643944.2023.2230757
欢迎阅读《教牧关怀教育》第41卷第3期。NAPCE最近组织了一场面对面的研讨会，题为“谁关心教牧关怀?”此次活动于6月21日在贝尔法斯特举行，门票已售罄，来自北爱尔兰各地的约100名教育从业者(教师、学校领导、支持专业人员等)齐聚一堂，共同探讨在我们摆脱COVID-19大流行并进入预算大幅削减时期之际，学校目前面临的牧区挑战。即将离任的北爱尔兰儿童事务专员Koulla Yiasouma和三所当地学校的牧灵领袖在研讨会上发表了重要论文，这三所学校最近都因其牧灵关怀而获奖。研讨会介绍了每所获奖学校的杰出实践(重点是培育、处理校本丧亲和多元文化背景下的教牧关怀)，以及非正式的交流和经验分享。NAPCE的英国主席菲尔·琼斯(Phil Jones)前往贝尔法斯特，赞扬了北爱尔兰牧区领袖的奉献精神和奉献精神。研讨会的关键信息是教育从业者确实关心教育中的教牧关怀;事实上，他们非常关心学校和其他教育机构中的儿童和年轻人，尽管新冠肺炎大流行的持续影响加剧了重大挑战，而且最近的资金削减“暂停”了许多方案的资金，包括“健康快乐心灵”初级咨询试点方案。6月27日，北爱尔兰启动了对教育削减的快速反应(Fitzpatrick et al.， 2023)，并强调了这些削减的广度和深度，这些削减特别暴露了持久的社会和教育不平等，我们最弱势的儿童和年轻人(一如既往)受到不成比例的影响。在她的主题演讲中，Koualla Yiasouma强调，教育需要教牧关怀才能成功，现在比以往任何时候都更需要整个学校和整个社区的方法来促进儿童的福祉。在今年的第三期，我们汇集了一系列具有特色的不同类型的文章。前两篇文章都关注关系教育的重要性。在第一篇文章中，Simon Benham-Clarke, Georgina Roberts, Astrid Janssens和Tamsin Newlove-Delgado对青少年健康关系教育项目的结果领域和结果测量进行了系统回顾。这是及时的，因为法定指导是2023年教育中的教牧关怀，第41卷，NO。3,263 - 265 https://doi.org/10.1080/02643944.2023.2230757
{"title":"Who cares about Pastoral Care?","authors":"N. Purdy","doi":"10.1080/02643944.2023.2230757","DOIUrl":"https://doi.org/10.1080/02643944.2023.2230757","url":null,"abstract":"Welcome to issue 3 of Volume 41 of Pastoral Care in Education. NAPCE recently organised a face-to-face symposium provocatively entitled ‘Who cares about pastoral care?’ The sold out event, held in Belfast on 21 June, brought together around a hundred educational practitioners (teachers, school leaders, support professionals and more) from a range of settings in Northern Ireland to identify the current pastoral challenges facing schools as we emerge from the COVID-19 pandemic and enter a period of significant budget cuts. The symposium featured contributions from Koulla Yiasouma, the outgoing Children’s Commissioner for Northern Ireland, and pastoral leaders from three local schools, each of which had won recent awards for their pastoral care. The symposium featured presentations on the outstanding practice in each of the award-winning schools (focusing on nurture, dealing with school-based bereavement, and pastoral care within a multi-cultural setting) as well as informal networking and sharing of experiences and ideas. The UK chair of NAPCE, Phil Jones, travelled to Belfast and commended the work of pastoral leaders in Northern Ireland for their dedication and commitment. The key message from the symposium was that educational practitioners do care about pastoral care in education; indeed, they care passionately about the children and young people in their schools and other education settings, despite significant challenges exacerbated by the enduring impact of the COVID-19 pandemic and recent funding cuts which have ‘paused’ the funding of many programmes, including the Healthy Happy Minds primary counselling pilot programme. A rapid response to the education cuts in Northern Ireland was launched on 27 June (Fitzpatrick et al., 2023) and highlights the breadth and depth of these cuts which have particularly exposed enduring social and educational inequalities, with our most disadvantaged children and young people (as ever) disproportionately impacted. In her keynote address, Koualla Yiasouma stressed that education needs pastoral care to succeed and that, now more than ever before, we need whole school and whole community approaches to promoting children’s wellbeing. In this third issue of the year, we have assembled a characteristically diverse range of articles. The first two articles both focus on the importance of relationships education. In the first of these, Simon Benham-Clarke, Georgina Roberts, Astrid Janssens and Tamsin Newlove-Delgado report on a systemic review of the outcome domains and outcome measures of healthy relationship education programmes for young people. This is timely, given that statutory guidance was PASTORAL CARE IN EDUCATION 2023, VOL. 41, NO. 3, 263–265 https://doi.org/10.1080/02643944.2023.2230757","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"55 1","pages":"263 - 265"},"PeriodicalIF":1.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74701687","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 : 2023-06-26DOI: 10.1080/02643944.2023.2228804
E. Setty
{"title":"Co-designing guidance for Relationships and Sex Education to ‘transform school cultures’ with young people in England","authors":"E. Setty","doi":"10.1080/02643944.2023.2228804","DOIUrl":"https://doi.org/10.1080/02643944.2023.2228804","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"268 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76597067","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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