The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (a...
本文旨在分析在教育过程中为有焦虑表现的儿童提供的心理和教学支持技术。研究方法：理论研究（...
{"title":"Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation","authors":"Aliya Konysbayeva, Roza Bekmagambetova, Saira Zhiyenbayeva, Manshuk Kurmanbekova, Gulnur Kazakhbayeva","doi":"10.1080/13632752.2024.2313815","DOIUrl":"https://doi.org/10.1080/13632752.2024.2313815","url":null,"abstract":"The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (a...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758327","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 : 2023-12-02DOI: 10.1080/13632752.2023.2276024
Angeliki Kallitsoglou, Arif Mahmud
The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes tow...
{"title":"Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement","authors":"Angeliki Kallitsoglou, Arif Mahmud","doi":"10.1080/13632752.2023.2276024","DOIUrl":"https://doi.org/10.1080/13632752.2023.2276024","url":null,"abstract":"The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes tow...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"24 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537551","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 : 2023-11-01DOI: 10.1080/13632752.2023.2276023
B. L. Avery-Overduin, S. Poed
ABSTRACTExclusionary school discipline practices have long been used to address challenging behaviours by students. However, a considerable body of research exists to refute that school disciplinary absences lead to improvements in student behaviour. Evidence suggests that exclusionary discipline has negative consequences for individuals, with suspensions and exclusions predicting involvement with the juvenile justice and criminal justice systems, known as the school-to-prison pipeline. Further evidence suggests that school disciplinary absences are disproportionately applied to Black, Indigenous and People of Colour (BIPOC) students and students with disability. We conducted a systematic literature review on alternatives to exclusionary discipline to determine their applicability to a P-6 context in Queensland, Australia. Three main alternative approaches emerged: socio-emotional learning (SEL) programs, the Positive Behaviour Interventions and Supports framework (PBIS), and Restorative Justice Practices (RJP). Limitations around the generalisability of the large body of international research to a Queensland, Australia context exist. The approach with the greatest potential in our specific context is PBIS, and recommendations around avenues for future research are made.KEYWORDS: School disciplinesuspensionexclusionalternativesstudent behaviour AcknowledgmentsWe acknowledge the Traditional Owners and Custodians of the lands on which we live and work. We recognise their continued custodianship and connection to the land, waters, and community. We pay our respects to them and their Elders past and present as our knowledge holders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors received no funding to produce this article.Notes on contributorsB. L. Avery-OverduinBrooke Avery-Overduin is a high school teacher of over 17 years’ experience with a keen interest in student behaviour and addressing inequities in student behaviour and disciplinary approaches in primary schools. She has a Masters in Educational Studies (Behaviour Support) and is currently working towards alternative approaches to exclusionary discipline practices.S. PoedShiralee Poed is an Associate Professor within the School of Education at the University of Queensland. She is also the Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools.
{"title":"Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students","authors":"B. L. Avery-Overduin, S. Poed","doi":"10.1080/13632752.2023.2276023","DOIUrl":"https://doi.org/10.1080/13632752.2023.2276023","url":null,"abstract":"ABSTRACTExclusionary school discipline practices have long been used to address challenging behaviours by students. However, a considerable body of research exists to refute that school disciplinary absences lead to improvements in student behaviour. Evidence suggests that exclusionary discipline has negative consequences for individuals, with suspensions and exclusions predicting involvement with the juvenile justice and criminal justice systems, known as the school-to-prison pipeline. Further evidence suggests that school disciplinary absences are disproportionately applied to Black, Indigenous and People of Colour (BIPOC) students and students with disability. We conducted a systematic literature review on alternatives to exclusionary discipline to determine their applicability to a P-6 context in Queensland, Australia. Three main alternative approaches emerged: socio-emotional learning (SEL) programs, the Positive Behaviour Interventions and Supports framework (PBIS), and Restorative Justice Practices (RJP). Limitations around the generalisability of the large body of international research to a Queensland, Australia context exist. The approach with the greatest potential in our specific context is PBIS, and recommendations around avenues for future research are made.KEYWORDS: School disciplinesuspensionexclusionalternativesstudent behaviour AcknowledgmentsWe acknowledge the Traditional Owners and Custodians of the lands on which we live and work. We recognise their continued custodianship and connection to the land, waters, and community. We pay our respects to them and their Elders past and present as our knowledge holders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors received no funding to produce this article.Notes on contributorsB. L. Avery-OverduinBrooke Avery-Overduin is a high school teacher of over 17 years’ experience with a keen interest in student behaviour and addressing inequities in student behaviour and disciplinary approaches in primary schools. She has a Masters in Educational Studies (Behaviour Support) and is currently working towards alternative approaches to exclusionary discipline practices.S. PoedShiralee Poed is an Associate Professor within the School of Education at the University of Queensland. She is also the Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"30 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221667","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 : 2023-10-29DOI: 10.1080/13632752.2023.2267230
Jule Eilts, Jessica Wilke, Ute von Düring, Neele Bäker
{"title":"Bullying perpetration: the role of attachment, emotion regulation and empathy","authors":"Jule Eilts, Jessica Wilke, Ute von Düring, Neele Bäker","doi":"10.1080/13632752.2023.2267230","DOIUrl":"https://doi.org/10.1080/13632752.2023.2267230","url":null,"abstract":"","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"43 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157681","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 : 2023-10-19DOI: 10.1080/13632752.2023.2255426
Linda Plantin Ewe, Mona Holmqvist, Sven Bölte
This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p = .03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p = .03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
{"title":"Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD","authors":"Linda Plantin Ewe, Mona Holmqvist, Sven Bölte","doi":"10.1080/13632752.2023.2255426","DOIUrl":"https://doi.org/10.1080/13632752.2023.2255426","url":null,"abstract":"This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p = .03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p = .03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"5 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":"135729734","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 : 2023-09-26DOI: 10.1080/13632752.2023.2255403
Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell
Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.
{"title":"Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences","authors":"Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell","doi":"10.1080/13632752.2023.2255403","DOIUrl":"https://doi.org/10.1080/13632752.2023.2255403","url":null,"abstract":"Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885573","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 : 2023-09-12DOI: 10.1080/13632752.2023.2230708
Megan Bowes, Mark Forshaw, Rachel Tarling
ABSTRACT Individuals with SEMH difficulties often perform negative health behaviours, yet little qualitative research aiming to understand why exists. The present study aimed to uncover reasons for poor health behaviours in individuals at an SEMH college. Eight students attending a specialist SEMH college were interviewed about their health behaviours and health beliefs. IPA was utilised to analyse the datasets. Participants seemed aware of the potential severity of ill-health following negative health behaviours, yet this only appeared to influence behaviour when they believed themselves as susceptible to the illness. Coping with adversity and social influence were key barriers in reducing unhealthy behaviours, with perceived barriers outweighing any potential health benefits. Participants expressed good mental wellbeing as key in being physically healthy, both directly and as mediated through health behaviours. Finally, participants engaging in unhealthy behaviours appeared to minimise the potential risks associated with each behaviour. Students with SEMH difficulties perform negative health behaviours for various reasons including social influence, enjoyment and coping with adversity. Addressing these factors may help to improve the health behaviours of this cohort.
{"title":"Investigating health behaviours and health beliefs in individuals with Social, Emotional, and Mental Health (SEMH) difficulties","authors":"Megan Bowes, Mark Forshaw, Rachel Tarling","doi":"10.1080/13632752.2023.2230708","DOIUrl":"https://doi.org/10.1080/13632752.2023.2230708","url":null,"abstract":"ABSTRACT Individuals with SEMH difficulties often perform negative health behaviours, yet little qualitative research aiming to understand why exists. The present study aimed to uncover reasons for poor health behaviours in individuals at an SEMH college. Eight students attending a specialist SEMH college were interviewed about their health behaviours and health beliefs. IPA was utilised to analyse the datasets. Participants seemed aware of the potential severity of ill-health following negative health behaviours, yet this only appeared to influence behaviour when they believed themselves as susceptible to the illness. Coping with adversity and social influence were key barriers in reducing unhealthy behaviours, with perceived barriers outweighing any potential health benefits. Participants expressed good mental wellbeing as key in being physically healthy, both directly and as mediated through health behaviours. Finally, participants engaging in unhealthy behaviours appeared to minimise the potential risks associated with each behaviour. Students with SEMH difficulties perform negative health behaviours for various reasons including social influence, enjoyment and coping with adversity. Addressing these factors may help to improve the health behaviours of this cohort.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878318","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 : 2023-09-05DOI: 10.1080/13632752.2023.2253517
Joanna Grace Phillips, G. Tyler-Merrick, S. Phillipson
ABSTRACT The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relationship between educators and parents so that they could, together, develop children’s social and emotional competence skills by using positive behaviour support strategies in an Australian early year setting. The findings are reported on two educators, two children and their mothers. Data were collected via a questionnaire, rating scale, direct classroom and home observations and educator/parent interviews. The results indicated an increase in educator and parent positive responses to the two young children’s appropriate behaviour and a decrease in their challenging behaviour. The findings also showed inconsistencies between educators in implementing the strategies. Educators and parents developed a more collaborative relationship. Identified barriers families have with accessing this type of programme are discussed.
{"title":"The feasibility of TOGETHER: a collaborative educator-parent programme for teaching social and emotional competence in young children","authors":"Joanna Grace Phillips, G. Tyler-Merrick, S. Phillipson","doi":"10.1080/13632752.2023.2253517","DOIUrl":"https://doi.org/10.1080/13632752.2023.2253517","url":null,"abstract":"ABSTRACT The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relationship between educators and parents so that they could, together, develop children’s social and emotional competence skills by using positive behaviour support strategies in an Australian early year setting. The findings are reported on two educators, two children and their mothers. Data were collected via a questionnaire, rating scale, direct classroom and home observations and educator/parent interviews. The results indicated an increase in educator and parent positive responses to the two young children’s appropriate behaviour and a decrease in their challenging behaviour. The findings also showed inconsistencies between educators in implementing the strategies. Educators and parents developed a more collaborative relationship. Identified barriers families have with accessing this type of programme are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"69 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80968723","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 : 2023-07-26DOI: 10.1080/13632752.2023.2239580
Sarah Kew-Simpson, Rebecca H. Williams, Dennis Kaip, N. Blackwood, Hannah Dickson
ABSTRACT It is estimated that 1 in 2 young people who are educated in Alternative Provision (AP) educational settings have social, emotional and mental health difficulties. However, the extent to which the mental health needs of these young people are currently being met by Child and Adolescent Mental Health Services (CAMHS) is less clear. In this qualitative study, semi-structured interviews were conducted with 15 CAMHS practitioners who had worked with young people educated in AP settings to explore secondary health care service engagement. We analysed the data using thematic analysis. Findings suggest that young people educated in AP settings have complex mental health needs for which they are currently not receiving adequate support, due to shortcomings within AP schools and numerous external barriers to care. Implications for clinicians and service commissioners include a need for further integration between CAMHS and education services, and better quality support across AP settings.
{"title":"Clinicians’ perceptions of the mental health needs of young people in alternative provision educational settings: An exploratory qualitative analysis","authors":"Sarah Kew-Simpson, Rebecca H. Williams, Dennis Kaip, N. Blackwood, Hannah Dickson","doi":"10.1080/13632752.2023.2239580","DOIUrl":"https://doi.org/10.1080/13632752.2023.2239580","url":null,"abstract":"ABSTRACT It is estimated that 1 in 2 young people who are educated in Alternative Provision (AP) educational settings have social, emotional and mental health difficulties. However, the extent to which the mental health needs of these young people are currently being met by Child and Adolescent Mental Health Services (CAMHS) is less clear. In this qualitative study, semi-structured interviews were conducted with 15 CAMHS practitioners who had worked with young people educated in AP settings to explore secondary health care service engagement. We analysed the data using thematic analysis. Findings suggest that young people educated in AP settings have complex mental health needs for which they are currently not receiving adequate support, due to shortcomings within AP schools and numerous external barriers to care. Implications for clinicians and service commissioners include a need for further integration between CAMHS and education services, and better quality support across AP settings.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81038933","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 : 2023-07-11DOI: 10.1080/13632752.2023.2233193
Emma Condliffe
ABSTRACT Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological framework of Interpretative Phenomenological Analysis (IPA) to explore how young people made meaning of their lived experiences of isolation rooms/booths (IRBs) in UK mainstream secondary schools through the lens of psychology. Unstructured interviews were conducted with five participants aged 11–18 with repeated experiences of spending time in IRBs. This article focuses on the superordinate theme ‘The Process’ (a restrictive process, the punishment, a process that separates). The findings highlight the impact of isolation on YP’s well-being and add to the evidence-base for further understanding IRBs, whilst questioning their appropriateness as a legitimate, psychologically safe sanction in schools.
{"title":"‘Out of sight, out of mind’: an interpretative phenomenological analysis of young people’s experience of isolation rooms/booths in UK mainstream secondary schools","authors":"Emma Condliffe","doi":"10.1080/13632752.2023.2233193","DOIUrl":"https://doi.org/10.1080/13632752.2023.2233193","url":null,"abstract":"ABSTRACT Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological framework of Interpretative Phenomenological Analysis (IPA) to explore how young people made meaning of their lived experiences of isolation rooms/booths (IRBs) in UK mainstream secondary schools through the lens of psychology. Unstructured interviews were conducted with five participants aged 11–18 with repeated experiences of spending time in IRBs. This article focuses on the superordinate theme ‘The Process’ (a restrictive process, the punishment, a process that separates). The findings highlight the impact of isolation on YP’s well-being and add to the evidence-base for further understanding IRBs, whilst questioning their appropriateness as a legitimate, psychologically safe sanction in schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"45 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80959877","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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