Pub Date : 2023-05-30DOI: 10.1080/02643944.2023.2214903
Alice Wignall, Cathy Atkinson, Philippa Grace
ABSTRACTTo develop positive learning environments, it is important that supporting mental health and wellbeing is a priority. Whole-school programmes are considered an effective way of developing provision in schools; however, poor implementation can limit the impact of such programmes, and there is a lack of clarity about the key factors affecting the implementation of whole-school approaches. This small-scale study explored the implementation of a whole-school mental health and wellbeing programme, called Emotionally Friendly Settings (EFS). It aimed to consider the factors that facilitate and also act as a barrier to the effective implementation of whole-school wellbeing programmes. Individual semi-structured interviews were carried out with one member of staff in five settings: three primary schools, one secondary school, and one specialist setting. The sample included schools which reported the programme to have low impact, medium impact and high impact. Thematic analysis identified themes and sub-themes. Authentic versus tokenistic implementation was highlighted as a key factor influencing the impact of EFS. Linked to this were leadership; attitude to the programme; engagement; support; and programme characteristics. Findings are discussed in relation to existing implementation research, and implications for practice and areas for further research are highlighted together with the limitations of this study.KEYWORDS: whole-school programmemental healthwellbeingimplementation Disclosure statementNo potential conflict of interest was reported by the authors.Geolocation informationKeywords have been selected which are relevant to the article and to searches undertaken within this study. Author ORCID identifiers have been included where appropriate.Additional informationFundingThe work was supported by the This project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2018.
{"title":"Facilitators and barriers to implementing a whole-school mental health programme","authors":"Alice Wignall, Cathy Atkinson, Philippa Grace","doi":"10.1080/02643944.2023.2214903","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214903","url":null,"abstract":"ABSTRACTTo develop positive learning environments, it is important that supporting mental health and wellbeing is a priority. Whole-school programmes are considered an effective way of developing provision in schools; however, poor implementation can limit the impact of such programmes, and there is a lack of clarity about the key factors affecting the implementation of whole-school approaches. This small-scale study explored the implementation of a whole-school mental health and wellbeing programme, called Emotionally Friendly Settings (EFS). It aimed to consider the factors that facilitate and also act as a barrier to the effective implementation of whole-school wellbeing programmes. Individual semi-structured interviews were carried out with one member of staff in five settings: three primary schools, one secondary school, and one specialist setting. The sample included schools which reported the programme to have low impact, medium impact and high impact. Thematic analysis identified themes and sub-themes. Authentic versus tokenistic implementation was highlighted as a key factor influencing the impact of EFS. Linked to this were leadership; attitude to the programme; engagement; support; and programme characteristics. Findings are discussed in relation to existing implementation research, and implications for practice and areas for further research are highlighted together with the limitations of this study.KEYWORDS: whole-school programmemental healthwellbeingimplementation Disclosure statementNo potential conflict of interest was reported by the authors.Geolocation informationKeywords have been selected which are relevant to the article and to searches undertaken within this study. Author ORCID identifiers have been included where appropriate.Additional informationFundingThe work was supported by the This project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2018.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"318 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643309","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 : 2023-05-30DOI: 10.1080/02643944.2023.2214902
Joanne O’Flaherty, Orla McCormack
Set against a context where care for the person, others, and the world in which we live receives increasing attention in the policy and practice nexus, this paper sets out to explore how ‘care’ is understood and reflected in Irish educational legislation, policies, circulars and curricula. The importance of focusing on care has been further accentuated during the COVID-19 pandemic. Each source was searched systematically and following application of inclusion criteria, 616 documents were included in the sample, legislation (n = 39), policies (n = 49), active circulars (n = 179), archived circulars (n = 249) and curriculum specifications (n = 100). Thirteen per cent of the documents included in the review reflected some discussion of care. Thematic analysis of these documents identified that ‘care’ tended to be understood and reflected in five main interrelated ways: (1) care for the individual child and the related duty of care schools/teachers have for children; (2) supporting students to care for themselves and for others; (3) care presented in terms of ‘pastoral care’ or intertwined with ‘well-being’; (4) care presented from the perspective of care for the environment and finally; and (5) care presented from a structural perspective regarding care supports within the school. Some considerations and challenges are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of care in education.
{"title":"Conceptualisations of care: the understanding of ‘care’ across Irish educational legislation, policies, circulars and curriculum","authors":"Joanne O’Flaherty, Orla McCormack","doi":"10.1080/02643944.2023.2214902","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214902","url":null,"abstract":"Set against a context where care for the person, others, and the world in which we live receives increasing attention in the policy and practice nexus, this paper sets out to explore how ‘care’ is understood and reflected in Irish educational legislation, policies, circulars and curricula. The importance of focusing on care has been further accentuated during the COVID-19 pandemic. Each source was searched systematically and following application of inclusion criteria, 616 documents were included in the sample, legislation (n = 39), policies (n = 49), active circulars (n = 179), archived circulars (n = 249) and curriculum specifications (n = 100). Thirteen per cent of the documents included in the review reflected some discussion of care. Thematic analysis of these documents identified that ‘care’ tended to be understood and reflected in five main interrelated ways: (1) care for the individual child and the related duty of care schools/teachers have for children; (2) supporting students to care for themselves and for others; (3) care presented in terms of ‘pastoral care’ or intertwined with ‘well-being’; (4) care presented from the perspective of care for the environment and finally; and (5) care presented from a structural perspective regarding care supports within the school. Some considerations and challenges are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of care in education.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693140","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 : 2023-05-24DOI: 10.1080/02643944.2023.2214907
Sophie West, Louisa Shirley
The prevalence of mental health problems in school children has grown, especially during the pandemic, detrimentally impacting the lives of those affected. In the UK, primary school teachers and schools are well-placed to spot and support pupil mental health. This preliminary research completed during the first part of the COVID-19 pandemic, addresses a gap in the literature to understand whether primary school teachers feel they have personal and professional resources to manage and support pupil mental health. Six recently qualified primary school teachers took part in semi-structured interviews. Thematic analysis of these data generated three themes (a) The impact of school on pupil mental health (b) Where does the expertise lie? and (c) School approaches to mental health. The themes show that teachers varied in how prepared they felt to support pupil mental health and this was related to a degree to the way in which their school approached mental health support. Our participants felt well-placed to support pupils' mental health but also concerned about their ability to do so. These findings and the suggestions for change from our participants have clear implications for how teachers can be better enabled to support pupil mental health during and beyond COVID-19.
{"title":"How able did newly qualified teachers in England feel to support pupils’ mental health in the late stages of COVID 19? A qualitative study of teacher perceptions","authors":"Sophie West, Louisa Shirley","doi":"10.1080/02643944.2023.2214907","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214907","url":null,"abstract":"The prevalence of mental health problems in school children has grown, especially during the pandemic, detrimentally impacting the lives of those affected. In the UK, primary school teachers and schools are well-placed to spot and support pupil mental health. This preliminary research completed during the first part of the COVID-19 pandemic, addresses a gap in the literature to understand whether primary school teachers feel they have personal and professional resources to manage and support pupil mental health. Six recently qualified primary school teachers took part in semi-structured interviews. Thematic analysis of these data generated three themes (a) The impact of school on pupil mental health (b) Where does the expertise lie? and (c) School approaches to mental health. The themes show that teachers varied in how prepared they felt to support pupil mental health and this was related to a degree to the way in which their school approached mental health support. Our participants felt well-placed to support pupils' mental health but also concerned about their ability to do so. These findings and the suggestions for change from our participants have clear implications for how teachers can be better enabled to support pupil mental health during and beyond COVID-19.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"33 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84656422","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 : 2023-05-24DOI: 10.1080/02643944.2023.2214920
Dionysios Trikoilis
The most prevalent mental health challenges in teenagers are generalized anxiety disorder and depression. The (COVID-19) pandemic has added an extra negative effect on children's mental health.(1) This study focuses on the investigation of a specific form of adolescent anxiety, i.e. test anxiety (TA). TA in adolescents is associated with mental and behavioral comorbidities and may have adverse effects on students' academic performance as well as their physiological and psychological well-being. Therefore, this study examines the impact of family communication and body image dissatisfaction on adolescents' test anxiety in Greece. According to the results of the Structural Equation Model that was examined, family communication presented a minimal negative effect on students' TA. However, the main finding of this study was that body image dissatisfaction had an important direct and minimal indirect effect on students' TA. The indirect effect was via the physical activity hours that acted as a mediator between body image dissatisfaction and TA. As a result, examining body image concerns and enhancing family communication may be crucial in assisting adolescents at risk for severe TA symptoms. Implications of the findings are discussed.(1)
{"title":"Investigating the factors affecting adolescents’ test anxiety in Greece during the COVID-19 pandemic","authors":"Dionysios Trikoilis","doi":"10.1080/02643944.2023.2214920","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214920","url":null,"abstract":"The most prevalent mental health challenges in teenagers are generalized anxiety disorder and depression. The (COVID-19) pandemic has added an extra negative effect on children's mental health.(1) This study focuses on the investigation of a specific form of adolescent anxiety, i.e. test anxiety (TA). TA in adolescents is associated with mental and behavioral comorbidities and may have adverse effects on students' academic performance as well as their physiological and psychological well-being. Therefore, this study examines the impact of family communication and body image dissatisfaction on adolescents' test anxiety in Greece. According to the results of the Structural Equation Model that was examined, family communication presented a minimal negative effect on students' TA. However, the main finding of this study was that body image dissatisfaction had an important direct and minimal indirect effect on students' TA. The indirect effect was via the physical activity hours that acted as a mediator between body image dissatisfaction and TA. As a result, examining body image concerns and enhancing family communication may be crucial in assisting adolescents at risk for severe TA symptoms. Implications of the findings are discussed.(1)","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83010902","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 : 2023-05-18DOI: 10.1080/02643944.2023.2214913
Anne Sofie Borsch, A. Verelst, S. Jervelund, I. Derluyn, M. Skovdal
{"title":"Dilemmas of ‘doing good’: How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark","authors":"Anne Sofie Borsch, A. Verelst, S. Jervelund, I. Derluyn, M. Skovdal","doi":"10.1080/02643944.2023.2214913","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214913","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"228 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72873611","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 : 2023-05-18DOI: 10.1080/02643944.2023.2214918
R. Kirkbride, M. Livanou, V. Longley, Sue Waring
{"title":"“Renegades, outsiders and lone warriors”: A qualitative study exploring perceptions of professional identity among counsellors working with children and young people in the United Kingdom","authors":"R. Kirkbride, M. Livanou, V. Longley, Sue Waring","doi":"10.1080/02643944.2023.2214918","DOIUrl":"https://doi.org/10.1080/02643944.2023.2214918","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"118 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86851917","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 : 2023-04-03DOI: 10.1080/02643944.2023.2216433
C. Carter
Welcome to Issue 2 of Volume 41 of Pastoral Care in Education. At the time of writing, it is just a few days after the Coronation of King Charles III in London. Many people were lining the streets to enjoy the occasion or participating in street parties across the UK and further afield, connecting again with their community after Covid-19. Others felt less inclined to celebrate during a period of post-Covid recovery, a cost-of-living crisis, mass strike action and climate change concerns. The current context did raise the question: What do young people want on Coronation Day? McDowell (2023) found that suggestions included wanting teachers to be paid fairly, schools to be adequately funded and the climate crisis to be taken seriously. Supporting the pastoral care of children and young people needs both the opportunity for developing a sense of belonging within their community and addressing their contemporary concerns. The articles in this edition certainly cover community and contemporary issues, including developing ‘societal resilience’ during COVID-19 recovery, refugee experiences, behaviour and the impact on achievement, friendship, test anxiety and mental health awareness. In the opening article of this issue, Penny Fogg explores the lessons that can be learnt from experiencing a national emergency like the pandemic. Her article draws upon a problem-analysis model, ‘Interactive Factors Framework’, applied to the experience of six primary school headteachers across systemic levels. The article outlines the care and education of children and young people at a local level during this period and identifies new knowledge for consideration with future pandemics or disasters. Concluding recommendations include suggestions for short and long-term recovery plans for societal resilience. This is followed by Lisa H. Papatraianou and Al Strangeways’ article that addresses an important and under-researched theme: understanding diverse refugee girls’ resilience when transitioning between home and school cultures. The study draws upon a ‘human resilience’ framework aiming to listen to the voices of refugee students. Arts based methods were used to encourage participation, agency and to hear the diversity of student experience. The findings challenge normative/Western constructs of resilience, examine the impact of resilience on a positive transition experience and address the challenges of moving across home and school cultures. The study recommends the importance of professional learning for teachers and whole school approaches for the future. PASTORAL CARE IN EDUCATION 2023, VOL. 41, NO. 2, 125–127 https://doi.org/10.1080/02643944.2023.2216433
欢迎阅读《教牧关怀教育》第41卷第2期。在写这篇文章的时候，就在国王查理三世在伦敦举行加冕典礼的几天之后。许多人站在街道两旁，享受这一时刻，或参加英国各地和更远地区的街头派对，在新冠肺炎疫情后再次与社区联系。其他人则在疫情后的复苏、生活成本危机、大规模罢工行动和气候变化担忧期间不太愿意庆祝。当前的背景确实提出了一个问题:年轻人在加冕日想要什么?麦克道尔(2023)发现，建议包括希望教师获得公平的报酬，学校获得充足的资金，以及认真对待气候危机。支持对儿童和青少年的教牧关怀，既需要在他们的社区中发展归属感的机会，也需要解决他们的当代问题。本期的文章当然涵盖了社区和当代问题，包括在COVID-19恢复期间发展“社会复原力”、难民经历、行为以及对成就、友谊、考试焦虑和心理健康意识的影响。在本期的开篇文章中，彭妮·福格探讨了从经历像大流行这样的国家紧急情况中可以吸取的教训。她的文章借鉴了一个问题分析模型，“互动因素框架”，应用于六所小学校长在系统层面的经验。这篇文章概述了这一时期在地方一级对儿童和青年的照顾和教育，并确定了未来流行病或灾害时要考虑的新知识。结论性建议包括对社会复原力的短期和长期恢复计划的建议。随后，Lisa H. Papatraianou和Al Strangeways发表了一篇文章，阐述了一个重要但尚未得到充分研究的主题:了解不同难民女孩在家庭和学校文化之间过渡时的适应能力。这项研究利用了一个“人类复原力”框架，旨在倾听难民学生的声音。以艺术为基础的方法被用来鼓励参与、代理和倾听学生体验的多样性。研究结果挑战了弹性的规范/西方结构，研究了弹性对积极过渡体验的影响，并解决了跨家庭和学校文化迁移的挑战。该研究建议了专业学习对教师的重要性，以及未来的全校教学方法。教牧关怀教育2023卷41号2,125 - 127 https://doi.org/10.1080/02643944.2023.2216433
{"title":"Community celebrations in challenging times","authors":"C. Carter","doi":"10.1080/02643944.2023.2216433","DOIUrl":"https://doi.org/10.1080/02643944.2023.2216433","url":null,"abstract":"Welcome to Issue 2 of Volume 41 of Pastoral Care in Education. At the time of writing, it is just a few days after the Coronation of King Charles III in London. Many people were lining the streets to enjoy the occasion or participating in street parties across the UK and further afield, connecting again with their community after Covid-19. Others felt less inclined to celebrate during a period of post-Covid recovery, a cost-of-living crisis, mass strike action and climate change concerns. The current context did raise the question: What do young people want on Coronation Day? McDowell (2023) found that suggestions included wanting teachers to be paid fairly, schools to be adequately funded and the climate crisis to be taken seriously. Supporting the pastoral care of children and young people needs both the opportunity for developing a sense of belonging within their community and addressing their contemporary concerns. The articles in this edition certainly cover community and contemporary issues, including developing ‘societal resilience’ during COVID-19 recovery, refugee experiences, behaviour and the impact on achievement, friendship, test anxiety and mental health awareness. In the opening article of this issue, Penny Fogg explores the lessons that can be learnt from experiencing a national emergency like the pandemic. Her article draws upon a problem-analysis model, ‘Interactive Factors Framework’, applied to the experience of six primary school headteachers across systemic levels. The article outlines the care and education of children and young people at a local level during this period and identifies new knowledge for consideration with future pandemics or disasters. Concluding recommendations include suggestions for short and long-term recovery plans for societal resilience. This is followed by Lisa H. Papatraianou and Al Strangeways’ article that addresses an important and under-researched theme: understanding diverse refugee girls’ resilience when transitioning between home and school cultures. The study draws upon a ‘human resilience’ framework aiming to listen to the voices of refugee students. Arts based methods were used to encourage participation, agency and to hear the diversity of student experience. The findings challenge normative/Western constructs of resilience, examine the impact of resilience on a positive transition experience and address the challenges of moving across home and school cultures. The study recommends the importance of professional learning for teachers and whole school approaches for the future. PASTORAL CARE IN EDUCATION 2023, VOL. 41, NO. 2, 125–127 https://doi.org/10.1080/02643944.2023.2216433","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"74 1","pages":"125 - 127"},"PeriodicalIF":1.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83750401","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 : 2023-01-02DOI: 10.1080/02643944.2023.2182469
N. Purdy
In his January 1944 State of the Union address, President Franklin D. Roosevelt argued that the US needed a Second Bill of Rights, given that the existing Constitution and Bill of Rights had proved ‘inadequate to assure us equality in the pursuit of happiness’. In calling for the post-war establishment of an American standard of living higher than ever before, Roosevelt invoked the importance of security and liberty which were dependent on economic wellbeing:
{"title":"Towards new goals of human happiness and well-being","authors":"N. Purdy","doi":"10.1080/02643944.2023.2182469","DOIUrl":"https://doi.org/10.1080/02643944.2023.2182469","url":null,"abstract":"In his January 1944 State of the Union address, President Franklin D. Roosevelt argued that the US needed a Second Bill of Rights, given that the existing Constitution and Bill of Rights had proved ‘inadequate to assure us equality in the pursuit of happiness’. In calling for the post-war establishment of an American standard of living higher than ever before, Roosevelt invoked the importance of security and liberty which were dependent on economic wellbeing:","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"40 1","pages":"1 - 3"},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88373907","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 : 2022-12-08DOI: 10.1080/02643944.2022.2148173
Stephen Camilleri, Amanda Bezzina
ABSTRACT The circle pedagogy in the Maltese Islands is practised in a range of settings, including the Personal, Social and Career Development (PSCD) subject, provided to all students within the Maltese Education system. During the subject, the PSCD teacher aims to enhance social and emotional competences, whilst encouraging positive and healthy relationships. The Self-Determination Theory provides the basis for this approach, namely to focus on students’ need to feel competent, autonomous and related. In this study, we wanted to investigate how the use of the circle configuration adopted in PSCD, combined with the Experiential Learning Cycle and Processing helped to enhance the three psychological needs outlined in the Self Determination Theory. Two online focus groups were carried out with graduate PSCD teachers, teaching in the primary and the secondary sectors, to assess whether the circle pedagogy used during PSCD lessons increased students’ relatedness in the class, autonomy and competence, thereby furthering their psychosocial well-being. The study showed that the students’ autonomy and competence was influenced by their sense of relatedness in the class. The research also showed that when addressing the 3 SDT psychological needs, students are more willing to engage and contribute during the lessons. This puts greater responsibility on the PSCD teachers because they need to be trained in facilitative skills, make good use of the confidentiality clause and know when to refer, if the need arises.
{"title":"Adopting the circle pedagogy – relatedness, autonomy and competence","authors":"Stephen Camilleri, Amanda Bezzina","doi":"10.1080/02643944.2022.2148173","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148173","url":null,"abstract":"ABSTRACT The circle pedagogy in the Maltese Islands is practised in a range of settings, including the Personal, Social and Career Development (PSCD) subject, provided to all students within the Maltese Education system. During the subject, the PSCD teacher aims to enhance social and emotional competences, whilst encouraging positive and healthy relationships. The Self-Determination Theory provides the basis for this approach, namely to focus on students’ need to feel competent, autonomous and related. In this study, we wanted to investigate how the use of the circle configuration adopted in PSCD, combined with the Experiential Learning Cycle and Processing helped to enhance the three psychological needs outlined in the Self Determination Theory. Two online focus groups were carried out with graduate PSCD teachers, teaching in the primary and the secondary sectors, to assess whether the circle pedagogy used during PSCD lessons increased students’ relatedness in the class, autonomy and competence, thereby furthering their psychosocial well-being. The study showed that the students’ autonomy and competence was influenced by their sense of relatedness in the class. The research also showed that when addressing the 3 SDT psychological needs, students are more willing to engage and contribute during the lessons. This puts greater responsibility on the PSCD teachers because they need to be trained in facilitative skills, make good use of the confidentiality clause and know when to refer, if the need arises.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"39 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81080060","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 : 2022-11-28DOI: 10.1080/02643944.2022.2152568
H. Cowie
{"title":"Better mental health in schools: four key principles for practice in challenging times","authors":"H. Cowie","doi":"10.1080/02643944.2022.2152568","DOIUrl":"https://doi.org/10.1080/02643944.2022.2152568","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"258 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73247365","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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