Pub Date : 2022-06-28DOI: 10.1080/02643944.2022.2093961
B. Spears, D. M. Green
ABSTRACT The social and emotional wellbeing of all students, regardless of setting, is recognised as a fundamental requirement for successful learning and social development. The COVID-19 pandemic of the past two years has witnessed disruptions to teaching and learning and peer relationship development for students. Societies have been in lockdown; learning has gone online; schools and universities have been delayed in opening/returning and operating in hybrid forms, with some students off-and-on campus at different times; and new university students have arrived in 2022 after two years of disrupted school learning and interrupted peer and social relationships. These challenges highlight the importance of pastoral care in these settings for all stakeholders. The authors reflect on their university’s approach to supporting staff and students as they pivoted rapidly to online learning and how the pastoral care/social and emotional strategies they employed offer opportunities for positive outcomes moving forward.
{"title":"The challenges facing pastoral care in schools and universities due to the COVID-19 pandemic","authors":"B. Spears, D. M. Green","doi":"10.1080/02643944.2022.2093961","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093961","url":null,"abstract":"ABSTRACT The social and emotional wellbeing of all students, regardless of setting, is recognised as a fundamental requirement for successful learning and social development. The COVID-19 pandemic of the past two years has witnessed disruptions to teaching and learning and peer relationship development for students. Societies have been in lockdown; learning has gone online; schools and universities have been delayed in opening/returning and operating in hybrid forms, with some students off-and-on campus at different times; and new university students have arrived in 2022 after two years of disrupted school learning and interrupted peer and social relationships. These challenges highlight the importance of pastoral care in these settings for all stakeholders. The authors reflect on their university’s approach to supporting staff and students as they pivoted rapidly to online learning and how the pastoral care/social and emotional strategies they employed offer opportunities for positive outcomes moving forward.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"37 1","pages":"287 - 296"},"PeriodicalIF":1.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87180481","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 : 2022-06-28DOI: 10.1080/02643944.2022.2093962
Max Biddulph
ABSTRACT In this short reflection I propose a ‘wishlist’ of educator competences and strategies to develop good practice in pastoral care over the next forty years. The starting point for this examination is to consider the legacy of theory and practice from the twentieth century which I consider alongside recent global events to ascertain the trajectory of developments in the field. In establishing a foundation for my argument, I draw on Marland’s assertion that pastoral care should be so central to educational institutions that it is the lynchpin around which other functions are organized. Within this framework of a whole-school approach I identify three dimensions, calling for the development of more inclusive classrooms together the foregrounding of educator-student relationships as key conduits for pastoral care. Finally, in responding to the global challenges that humanity faces, I argue for development of students as ‘leaders of tomorrow’, to enable co-operation and dialogue across the world.
{"title":"Imagining a ‘next future’ for pastoral care in education: a ‘wishlist’ for developments over the next 40 years","authors":"Max Biddulph","doi":"10.1080/02643944.2022.2093962","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093962","url":null,"abstract":"ABSTRACT In this short reflection I propose a ‘wishlist’ of educator competences and strategies to develop good practice in pastoral care over the next forty years. The starting point for this examination is to consider the legacy of theory and practice from the twentieth century which I consider alongside recent global events to ascertain the trajectory of developments in the field. In establishing a foundation for my argument, I draw on Marland’s assertion that pastoral care should be so central to educational institutions that it is the lynchpin around which other functions are organized. Within this framework of a whole-school approach I identify three dimensions, calling for the development of more inclusive classrooms together the foregrounding of educator-student relationships as key conduits for pastoral care. Finally, in responding to the global challenges that humanity faces, I argue for development of students as ‘leaders of tomorrow’, to enable co-operation and dialogue across the world.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"7 1","pages":"271 - 278"},"PeriodicalIF":1.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74799284","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 : 2022-06-27DOI: 10.1080/02643944.2022.2093952
Deborah Holt, S. Hardley, S. Gray, R. McQuillan
ABSTRACT The transition from primary school to secondary school can be a difficult time for young people, yet little is known about what schools do to support the social, emotional and mental wellbeing (SEMWB) of their pupils during this period. The purpose of this research is to explore the ways in which an urban Scottish secondary school and two of its local feeder primary schools attempt to support their pupils’ SEMWB as they make this transition. A case study design was adopted to create a rich and situated account of teachers’ experiences and perceptions about transition approaches through semi structured interviews. Participants were teachers in the secondary school, a large primary school serving a relatively affluent area and a smaller primary school in a more diverse, less affluent area. Thematic analysis of the data, led to the identification of three inter-connected themes underpinning the ability of schools to support their pupils’ transition effectively: positive relationships, positive communities and positive environments. This suggests that teachers adopt a broadly socio-ecological perspective, viewing transition as a multi-faceted process, in which not only individual pupil characteristics but also social, cultural and relational factors are important. However, within this broad framework, teachers’ precise understanding of SEMWB varied within and across contexts, suggesting the importance of leadership and of a shared understanding, both within each school and across a cluster of schools. Teachers should also be supported to evaluate their initiatives and the impact these have on transition
{"title":"Facilitating a positive transition: a case study exploring the factors that support social, emotional and mental wellbeing from primary to secondary school","authors":"Deborah Holt, S. Hardley, S. Gray, R. McQuillan","doi":"10.1080/02643944.2022.2093952","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093952","url":null,"abstract":"ABSTRACT The transition from primary school to secondary school can be a difficult time for young people, yet little is known about what schools do to support the social, emotional and mental wellbeing (SEMWB) of their pupils during this period. The purpose of this research is to explore the ways in which an urban Scottish secondary school and two of its local feeder primary schools attempt to support their pupils’ SEMWB as they make this transition. A case study design was adopted to create a rich and situated account of teachers’ experiences and perceptions about transition approaches through semi structured interviews. Participants were teachers in the secondary school, a large primary school serving a relatively affluent area and a smaller primary school in a more diverse, less affluent area. Thematic analysis of the data, led to the identification of three inter-connected themes underpinning the ability of schools to support their pupils’ transition effectively: positive relationships, positive communities and positive environments. This suggests that teachers adopt a broadly socio-ecological perspective, viewing transition as a multi-faceted process, in which not only individual pupil characteristics but also social, cultural and relational factors are important. However, within this broad framework, teachers’ precise understanding of SEMWB varied within and across contexts, suggesting the importance of leadership and of a shared understanding, both within each school and across a cluster of schools. Teachers should also be supported to evaluate their initiatives and the impact these have on transition","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"34 1","pages":"306 - 324"},"PeriodicalIF":1.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78905728","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 : 2022-06-27DOI: 10.1080/02643944.2022.2093958
Eleanor Long
ABSTRACT It is estimated that trauma and adverse childhood experiences (ACEs) such as exposure to violence, abuse and neglect affect approximately a third of school-aged children in England and Wales. There is strong and growing evidence for the devastating impact of trauma across the lifespan, with psychological and biological effects indicated by neuroscientific research. Prolonged exposure to chronic stress can affect brain development leading to behavioural changes and problems regulating emotions. Children exposed to trauma may experience difficulties accessing and engaging with learning and a reduced ability to form trusting relationships. The scale of the problem has major implications for the provision of pastoral care, as school staff often lack sufficient training and resources to support the complex needs of children and young people affected by trauma. Drawing on my experience working as a learning mentor in the primary sector, this article considers a whole-school trauma-informed approach as a potential model for the future of pastoral care in schools.
{"title":"The future of pastoral care in schools: exploring whole-school trauma-informed approaches","authors":"Eleanor Long","doi":"10.1080/02643944.2022.2093958","DOIUrl":"https://doi.org/10.1080/02643944.2022.2093958","url":null,"abstract":"ABSTRACT It is estimated that trauma and adverse childhood experiences (ACEs) such as exposure to violence, abuse and neglect affect approximately a third of school-aged children in England and Wales. There is strong and growing evidence for the devastating impact of trauma across the lifespan, with psychological and biological effects indicated by neuroscientific research. Prolonged exposure to chronic stress can affect brain development leading to behavioural changes and problems regulating emotions. Children exposed to trauma may experience difficulties accessing and engaging with learning and a reduced ability to form trusting relationships. The scale of the problem has major implications for the provision of pastoral care, as school staff often lack sufficient training and resources to support the complex needs of children and young people affected by trauma. Drawing on my experience working as a learning mentor in the primary sector, this article considers a whole-school trauma-informed approach as a potential model for the future of pastoral care in schools.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"17 1","pages":"342 - 351"},"PeriodicalIF":1.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81842754","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 : 2022-04-03DOI: 10.1080/02643944.2022.2073727
N. Purdy
Welcome to this second issue of Pastoral Care in Education, another issue bursting with original and insightful articles addressing a characteristically broad range of pastoral themes of relevance to educators across a wide range of settings. This issue is being published as we emerge from Covid-19 restrictions and are enjoying ‘reconnecting’ with others for the first time in two years. While the past two years have presented enormous and enduring challenges to all those engaged in the pastoral wellbeing of children and young people, this period has also given us an unprecedented opportunity to reflect on the development of the role of teachers and the purpose of schooling itself. On reading Tim Brighouse and Mick Waters’ recently published monumental volume About Our Schools: Improving on Previous Best, which sets out over 600 pages what ‘education leaders can do to enable our schools to improve on their previous best’ (Brighouse & Waters, 2022), it is striking that pastoral care is barely mentioned by any of the contributors. Despite reviewing policy and practice since the 1970s across multiple chapters on curriculum, pedagogy and assessment, initial teacher education, school improvement and leadership, special educational needs, accountability and governance, the importance of pastoral care is noticeable only for its absence. Brighouse and Waters (as well as the collection of eminent contributors) have singularly failed to recognise just how centrally important pastoral care is to education and to improving our schools. Almost half a century ago in his seminal Pastoral Care Michael Marland (1974) wrote that school is essentially ‘a community concerned with the total welfare of the young person – a caring community’ (p. 5) and that ‘at the heart of the matter there can be no pastoral/academic split’ (p. 2). Similarly, in The Teacher and Pastoral Care, another pioneer of pastoral care in education, Douglas Hamblin (1978) called for a ‘carefully planned integration of the pastoral and the curricular aspects’ of the school, warned against reactive pastoral care as ‘emotional first-aid for adolescent tensions in a complex society’ (p. 1) and asserted that with effort, teachers have the power to create an environment ‘within which standards of excellence are actively pursued, and healthy social and emotional development is encouraged’ as a ‘product of the relationships between teacher and taught’ (p. 275). While the world has changed much since the 1970s, it is very evident from reading the content of this latest issue of Pastoral Care in Education that the words of Marland and Hamblin retain enormous significance in our contemporary educational and broader societal context. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 2, 125–127 https://doi.org/10.1080/02643944.2022.2073727
{"title":"The enduring centrality of pastoral care in education","authors":"N. Purdy","doi":"10.1080/02643944.2022.2073727","DOIUrl":"https://doi.org/10.1080/02643944.2022.2073727","url":null,"abstract":"Welcome to this second issue of Pastoral Care in Education, another issue bursting with original and insightful articles addressing a characteristically broad range of pastoral themes of relevance to educators across a wide range of settings. This issue is being published as we emerge from Covid-19 restrictions and are enjoying ‘reconnecting’ with others for the first time in two years. While the past two years have presented enormous and enduring challenges to all those engaged in the pastoral wellbeing of children and young people, this period has also given us an unprecedented opportunity to reflect on the development of the role of teachers and the purpose of schooling itself. On reading Tim Brighouse and Mick Waters’ recently published monumental volume About Our Schools: Improving on Previous Best, which sets out over 600 pages what ‘education leaders can do to enable our schools to improve on their previous best’ (Brighouse & Waters, 2022), it is striking that pastoral care is barely mentioned by any of the contributors. Despite reviewing policy and practice since the 1970s across multiple chapters on curriculum, pedagogy and assessment, initial teacher education, school improvement and leadership, special educational needs, accountability and governance, the importance of pastoral care is noticeable only for its absence. Brighouse and Waters (as well as the collection of eminent contributors) have singularly failed to recognise just how centrally important pastoral care is to education and to improving our schools. Almost half a century ago in his seminal Pastoral Care Michael Marland (1974) wrote that school is essentially ‘a community concerned with the total welfare of the young person – a caring community’ (p. 5) and that ‘at the heart of the matter there can be no pastoral/academic split’ (p. 2). Similarly, in The Teacher and Pastoral Care, another pioneer of pastoral care in education, Douglas Hamblin (1978) called for a ‘carefully planned integration of the pastoral and the curricular aspects’ of the school, warned against reactive pastoral care as ‘emotional first-aid for adolescent tensions in a complex society’ (p. 1) and asserted that with effort, teachers have the power to create an environment ‘within which standards of excellence are actively pursued, and healthy social and emotional development is encouraged’ as a ‘product of the relationships between teacher and taught’ (p. 275). While the world has changed much since the 1970s, it is very evident from reading the content of this latest issue of Pastoral Care in Education that the words of Marland and Hamblin retain enormous significance in our contemporary educational and broader societal context. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 2, 125–127 https://doi.org/10.1080/02643944.2022.2073727","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"130 1","pages":"125 - 127"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89111167","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 : 2022-03-31DOI: 10.1080/02643944.2022.2054020
J. Swinson, G. Henderson
ABSTRACT This paper reports a small-scale action research project aimed at helping a school whose teachers were concerned about the behaviour and achievement of their Year 8 group. Two focus group was used to identify any worries or concerns of pupils in Key Stage 3 (Years 7–9; aged 11–14). These concerns were further explored using a ranking exercise completed by all 486 pupils across the three year groups. The same pupils then completed the ‘Psychological Sense of School Membership’ questionnaire. The results of the ranking exercise are reported. The pupils’ scores on the PSSM questionnaire suggests that pupils in Year 8 identified least with the aims of the school. The scores did show that a third (33%) of the pupils in Year 8 scored at a level regarded as ‘of serious concern’on the PSSM questionnaire indicating a negative view of the school. The results of the both exercises were shared with the teachers and a plan drawn up th improve the school's pupil management. Further development of this initiative was bought to a halt by the closure of the school in response to the COVID-19 pandemic.
{"title":"Analysing the attitude and opinions of a ‘difficult’ year group in a secondary school","authors":"J. Swinson, G. Henderson","doi":"10.1080/02643944.2022.2054020","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054020","url":null,"abstract":"ABSTRACT This paper reports a small-scale action research project aimed at helping a school whose teachers were concerned about the behaviour and achievement of their Year 8 group. Two focus group was used to identify any worries or concerns of pupils in Key Stage 3 (Years 7–9; aged 11–14). These concerns were further explored using a ranking exercise completed by all 486 pupils across the three year groups. The same pupils then completed the ‘Psychological Sense of School Membership’ questionnaire. The results of the ranking exercise are reported. The pupils’ scores on the PSSM questionnaire suggests that pupils in Year 8 identified least with the aims of the school. The scores did show that a third (33%) of the pupils in Year 8 scored at a level regarded as ‘of serious concern’on the PSSM questionnaire indicating a negative view of the school. The results of the both exercises were shared with the teachers and a plan drawn up th improve the school's pupil management. Further development of this initiative was bought to a halt by the closure of the school in response to the COVID-19 pandemic.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"181 1","pages":"177 - 190"},"PeriodicalIF":1.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80270279","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 : 2022-03-31DOI: 10.1080/02643944.2022.2054023
C. Carter
ABSTRACT Friendship is of paramount importance to children’s holistic well-being and development. Friendship often runs smoothly, but when it runs into difficulties this can be unsettling and time consuming, particularly after the lunchtime break. This article makes an original contribution by placing the lunchtime period under scrutiny and specifically the role of lunchtime welfare supervisors in supporting children’s friendships. I adopt a case study approach, of year two provision (six- and seven-year-olds), involving five lunch time welfare supervisors and a Headteacher. Data were collected through semi-structured interviews, field notes and visual images. Findings provide new insights into specific strategies in the ‘Friendship Toolkit’ employed by Lunchtime Welfare Supervisors [LWS] to support children’s friendships, including calming down techniques, the use of a ‘put it right area’, playground leaders and post lunchtime briefing meetings. By way of conclusion, I argue that while lunchtime welfare supervisors have been somewhat overlooked in the literature, their role is significant for promoting and developing opportunities for ‘children’s friendship agency’ and, when required, bespoke friendship support. LWS are therefore pivotal to children’s holistic well-being, learning and development and how children experience school life. Consequently, the role of the LWS in supporting children’s friendships has implications for practice through the application of the ‘friendship toolkit’ of strategies and providing opportunities for ‘children’s friendship agency’.
{"title":"Supporting young children’s friendships: the facilitating role of the lunchtime welfare supervisor","authors":"C. Carter","doi":"10.1080/02643944.2022.2054023","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054023","url":null,"abstract":"ABSTRACT Friendship is of paramount importance to children’s holistic well-being and development. Friendship often runs smoothly, but when it runs into difficulties this can be unsettling and time consuming, particularly after the lunchtime break. This article makes an original contribution by placing the lunchtime period under scrutiny and specifically the role of lunchtime welfare supervisors in supporting children’s friendships. I adopt a case study approach, of year two provision (six- and seven-year-olds), involving five lunch time welfare supervisors and a Headteacher. Data were collected through semi-structured interviews, field notes and visual images. Findings provide new insights into specific strategies in the ‘Friendship Toolkit’ employed by Lunchtime Welfare Supervisors [LWS] to support children’s friendships, including calming down techniques, the use of a ‘put it right area’, playground leaders and post lunchtime briefing meetings. By way of conclusion, I argue that while lunchtime welfare supervisors have been somewhat overlooked in the literature, their role is significant for promoting and developing opportunities for ‘children’s friendship agency’ and, when required, bespoke friendship support. LWS are therefore pivotal to children’s holistic well-being, learning and development and how children experience school life. Consequently, the role of the LWS in supporting children’s friendships has implications for practice through the application of the ‘friendship toolkit’ of strategies and providing opportunities for ‘children’s friendship agency’.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"289 1-2 1","pages":"191 - 210"},"PeriodicalIF":1.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78484017","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 : 2022-03-23DOI: 10.1080/02643944.2022.2054024
S. Benham-Clarke, Georgina Roberts, A. Janssens, T. Newlove-Delgado
ABSTRACT The quality of romantic relationships is associated with mental health and wellbeing throughout the life course. A number of programmes have been developed to support young people in navigating healthy relationships, and a larger role for relationship education was recently formalised in statutory guidance in England. This study aimed to systematically review the evidence base for relationship education programmes. Evaluations of relationship education programmes for young people, including charting of outcome domains and measures, were reviewed, followed by a focussed synthesis of data from studies that included outcome domains of relevance to healthy relationships. Thirty-six studies of seven programmes were found that focussed on one or more outcomes relating to healthy relationship skills, knowledge and attitudes, none of which were assessed as high quality. All evaluated programmes were developed in the US, and only one evaluation was conducted in the UK. The evaluations had a diverse set of outcome domains and outcome measures, few had longitudinal measures. No evidence was found for young people’s involvement in programme or evaluation development. High-quality longitudinal evaluations and a core set of validated outcome measures are needed. This research also highlights the need to co-create programmes with young people, teachers and relationship experts that are feasible, acceptable and integrated into a mental health-informed curriculum
{"title":"Healthy relationship education programmes for young people: systematic review of outcomes","authors":"S. Benham-Clarke, Georgina Roberts, A. Janssens, T. Newlove-Delgado","doi":"10.1080/02643944.2022.2054024","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054024","url":null,"abstract":"ABSTRACT The quality of romantic relationships is associated with mental health and wellbeing throughout the life course. A number of programmes have been developed to support young people in navigating healthy relationships, and a larger role for relationship education was recently formalised in statutory guidance in England. This study aimed to systematically review the evidence base for relationship education programmes. Evaluations of relationship education programmes for young people, including charting of outcome domains and measures, were reviewed, followed by a focussed synthesis of data from studies that included outcome domains of relevance to healthy relationships. Thirty-six studies of seven programmes were found that focussed on one or more outcomes relating to healthy relationship skills, knowledge and attitudes, none of which were assessed as high quality. All evaluated programmes were developed in the US, and only one evaluation was conducted in the UK. The evaluations had a diverse set of outcome domains and outcome measures, few had longitudinal measures. No evidence was found for young people’s involvement in programme or evaluation development. High-quality longitudinal evaluations and a core set of validated outcome measures are needed. This research also highlights the need to co-create programmes with young people, teachers and relationship experts that are feasible, acceptable and integrated into a mental health-informed curriculum","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"34 1","pages":"266 - 288"},"PeriodicalIF":1.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81429888","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 : 2022-03-21DOI: 10.1080/02643944.2022.2054022
Bernadine Brady, Charlotte Silke, B. Hughes, Jimmy McGovern
ABSTRACT The changing landscape of higher education and increased prevalence of mental health issues have placed pressure on universities to respond effectively to the needs of an increasingly diverse student body. Whilst higher education institutions provide support services to help students who are encountering difficulties, it often falls to fellow students to offer support. However, peers may lack awareness and knowledge about how to intervene or be reluctant to intervene due to the ‘bystander effect’ that diffuses responsibility for action in group settings. This article describes an initiative called Seas Suas, a programme developed by the Chaplaincy at an Irish university that encourages students to be more aware and observant of challenging issues impacting other students’ academic and personal lives and to equip them with the knowledge and skills to respond appropriately. A mixed methods research design was undertaken to assess outcomes from the programme (N = 193). Findings indicate that students showed higher levels of empathy, social responsibility and confidence in helping others after participating in the Seas Suas programme. The implications of the findings for pastoral care in higher education are discussed.
{"title":"Stand up / Seas Suas: promoting peer awareness, empathy and helping among third level students","authors":"Bernadine Brady, Charlotte Silke, B. Hughes, Jimmy McGovern","doi":"10.1080/02643944.2022.2054022","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054022","url":null,"abstract":"ABSTRACT The changing landscape of higher education and increased prevalence of mental health issues have placed pressure on universities to respond effectively to the needs of an increasingly diverse student body. Whilst higher education institutions provide support services to help students who are encountering difficulties, it often falls to fellow students to offer support. However, peers may lack awareness and knowledge about how to intervene or be reluctant to intervene due to the ‘bystander effect’ that diffuses responsibility for action in group settings. This article describes an initiative called Seas Suas, a programme developed by the Chaplaincy at an Irish university that encourages students to be more aware and observant of challenging issues impacting other students’ academic and personal lives and to equip them with the knowledge and skills to respond appropriately. A mixed methods research design was undertaken to assess outcomes from the programme (N = 193). Findings indicate that students showed higher levels of empathy, social responsibility and confidence in helping others after participating in the Seas Suas programme. The implications of the findings for pastoral care in higher education are discussed.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":"139 1","pages":"225 - 244"},"PeriodicalIF":1.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80533108","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 : 2022-03-15DOI: 10.1080/02643944.2022.2054021
Dean O'Driscoll, Mary Mcaleese
ABSTRACT A growing body of work has begun to identify the benefits of self-compassion in promoting positive mental health and wellbeing for adolescents. Test anxiety is a form of anxiety elicited in response to examinations, which can negatively impact academic achievement and wellbeing. The current pilot study explored the effect of self-compassion on test anxiety among adolescents, while controlling for the effects of gender and general anxiety. Participants were adolescents (n = 47), aged 16 to 17 years old, enrolled in a post-primary school in Northern Ireland and studying for qualifications after compulsory education. Hierarchical regression analysis found that higher levels of self-compassion were related to reduced test anxiety. However, female adolescents and those with higher levels of general anxiety reported greater test anxiety. The findings highlight the potential value of self-compassion as a protective factor against test anxiety for young people in schools. The implications for practitioners supporting young people with mental health and wellbeing difficulties are considered.
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