首页 > 最新文献

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献

英文 中文
A cross-sectional study on the impact of parental educational level and gender differences on emotional and behavioural difficulties in adolescents in Qatar 父母教育水平和性别差异对卡塔尔青少年情绪和行为困难影响的横断面研究
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2171349
Maha Al-Hendawi
ABSTRACT Heterogeneous findings on the prevalence of emotional and behavioural difficulties (EBD) have been reported in Middle Eastern countries. Moreover, the prevalence of EBD among adolescents in Qatar is unknown, making it difficult to implement the necessary educational or psychosocial programs. This study used a cross-sectional methodology to assess emotional and behavioural problems among 533 high school students from the public government schools. Only 10.6% of the students were found to have EBD, and the prevalence varied significantly in different EBD subscales, as identified using the Strengths and Difficulties Questionnaire (SDQ). The reliability of the scales was good. The population of this study had lower mean EBD scores than those reported in three other Middle Eastern countries. There were significant differences in EBD between males and females, with a higher prevalence in females. No effect of parental education was observed, suggesting that in a society with high economic stability and an excellent social structure, parental education may not be an independent factor influencing the EBD in adolescents. More studies are needed to confirm this hypothesis; however, the findings of the current study will be of importance in establishing the use of the SDQ as a tool for gauging EBD and prioritising necessary interventions.
中东国家报道了情绪和行为困难(EBD)患病率的异质发现。此外,卡塔尔青少年中EBD的患病率尚不清楚,这使得实施必要的教育或社会心理计划变得困难。本研究采用横断面方法对公立学校533名高中生的情绪和行为问题进行了评估。只有10.6%的学生被发现患有EBD,并且在不同的EBD子量表中患病率差异显着,使用优势和困难问卷(SDQ)确定。量表的信度较好。该研究人群的平均EBD评分低于其他三个中东国家的报告。EBD在男性和女性之间存在显著差异,女性患病率较高。没有观察到父母教育的影响,提示在经济高度稳定和社会结构良好的社会中,父母教育可能不是影响青少年EBD的独立因素。需要更多的研究来证实这一假设;然而,当前研究的结果对于建立SDQ作为衡量EBD和优先考虑必要干预措施的工具的使用将具有重要意义。
{"title":"A cross-sectional study on the impact of parental educational level and gender differences on emotional and behavioural difficulties in adolescents in Qatar","authors":"Maha Al-Hendawi","doi":"10.1080/13632752.2023.2171349","DOIUrl":"https://doi.org/10.1080/13632752.2023.2171349","url":null,"abstract":"ABSTRACT Heterogeneous findings on the prevalence of emotional and behavioural difficulties (EBD) have been reported in Middle Eastern countries. Moreover, the prevalence of EBD among adolescents in Qatar is unknown, making it difficult to implement the necessary educational or psychosocial programs. This study used a cross-sectional methodology to assess emotional and behavioural problems among 533 high school students from the public government schools. Only 10.6% of the students were found to have EBD, and the prevalence varied significantly in different EBD subscales, as identified using the Strengths and Difficulties Questionnaire (SDQ). The reliability of the scales was good. The population of this study had lower mean EBD scores than those reported in three other Middle Eastern countries. There were significant differences in EBD between males and females, with a higher prevalence in females. No effect of parental education was observed, suggesting that in a society with high economic stability and an excellent social structure, parental education may not be an independent factor influencing the EBD in adolescents. More studies are needed to confirm this hypothesis; however, the findings of the current study will be of importance in establishing the use of the SDQ as a tool for gauging EBD and prioritising necessary interventions.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"27 1","pages":"330 - 343"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84414013","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}
引用次数: 0
The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units 教师、学生助理和被诊断学生的身份建构:种族隔离特殊教育单位背景下的话语
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2175460
Johan Edin
ABSTRACT This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and Critical Discourse Analysis inspired by Fairclough with an emphasis on members’ resources was conducted in two educational teams composed of PAs and teachers. Two overarching discourses emerged in which the PAs presented themselves as spokespersons of the pupils’ thoughts and feelings, which created an identity of the diagnosed pupils as less capable and the PAs as caretakers. The teachers represented a view less affected by NDs; the pupils were identified as individuals capable of learning. The results illustrated the importance of member resources as an explanatory factor in the creation of discourses and identity making of occupational groups and pupils with NDs.
本研究旨在探讨学生助理(PAs)和教师对其职业的看法如何塑造隔离特殊教育单位(seu)的学生助理和教师以及患有神经发育诊断(NDs)的学生的身份。本研究采用半结构化访谈法和受费尔克劳启发的批判性话语分析法,在由教师和教师组成的两个教育团队中进行了一项强调成员资源的定性研究。两种主要的话语出现了,在这两种话语中,PAs将自己呈现为学生思想和感受的代言人,这创造了一种被诊断为能力较差的学生的身份,而pa则是照顾者。教师代表的观点较少受到ndds的影响;这些学生被认为是有学习能力的人。结果表明,成员资源的重要性,作为一个解释因素,在创造话语和认同的职业群体和NDs学生。
{"title":"The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units","authors":"Johan Edin","doi":"10.1080/13632752.2023.2175460","DOIUrl":"https://doi.org/10.1080/13632752.2023.2175460","url":null,"abstract":"ABSTRACT This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and Critical Discourse Analysis inspired by Fairclough with an emphasis on members’ resources was conducted in two educational teams composed of PAs and teachers. Two overarching discourses emerged in which the PAs presented themselves as spokespersons of the pupils’ thoughts and feelings, which created an identity of the diagnosed pupils as less capable and the PAs as caretakers. The teachers represented a view less affected by NDs; the pupils were identified as individuals capable of learning. The results illustrated the importance of member resources as an explanatory factor in the creation of discourses and identity making of occupational groups and pupils with NDs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"62 1","pages":"344 - 356"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85694569","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}
引用次数: 0
Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems 青少年感知社会支持与酒精消费:内化与外化行为问题的路径分析
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2148880
Alissa Schüürmann, Naska Goagoses
ABSTRACT The aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems) and externalising behaviour problems (hyperactivity and conduct problems), and alcohol consumption (monthly frequency of consumption, beverage consumption on the weekend, and problematic consumption). Building a structural equation model, we found negative associations between parent support and all internalising and externalising behaviour problem scales. Furthermore, social support from classmates was negatively associated with the internalising behaviour problem scales. In turn, peer problems were negatively associated with alcohol consumption, and conduct problems were positively associated with alcohol consumption. Both parent and teacher support had a direct effect on alcohol consumption, and parent support also had an indirect effect via behaviour problems. The findings highlight the importance of parents and teachers for alcohol consumption during adolescence.
摘要本研究旨在探讨青少年社会支持、内化和外化行为问题与饮酒之间的关系。7-10年级的青少年(N = 329)回答了关于他们感知的社会支持(来自父母、老师、同学和朋友)、内化(情绪和同伴问题)和外化行为问题(多动和行为问题)以及酒精消费(每月消费频率、周末饮料消费和问题消费)的问卷。通过构建结构方程模型,我们发现父母支持与所有内化和外化行为问题量表之间存在负相关。此外,同学的社会支持与内化行为问题量表呈负相关。反过来,同伴问题与饮酒呈负相关,行为问题与饮酒呈正相关。父母和老师的支持对饮酒有直接影响,父母的支持也通过行为问题产生间接影响。研究结果强调了父母和老师对青少年饮酒的重要性。
{"title":"Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems","authors":"Alissa Schüürmann, Naska Goagoses","doi":"10.1080/13632752.2022.2148880","DOIUrl":"https://doi.org/10.1080/13632752.2022.2148880","url":null,"abstract":"ABSTRACT The aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems) and externalising behaviour problems (hyperactivity and conduct problems), and alcohol consumption (monthly frequency of consumption, beverage consumption on the weekend, and problematic consumption). Building a structural equation model, we found negative associations between parent support and all internalising and externalising behaviour problem scales. Furthermore, social support from classmates was negatively associated with the internalising behaviour problem scales. In turn, peer problems were negatively associated with alcohol consumption, and conduct problems were positively associated with alcohol consumption. Both parent and teacher support had a direct effect on alcohol consumption, and parent support also had an indirect effect via behaviour problems. The findings highlight the importance of parents and teachers for alcohol consumption during adolescence.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"35 1","pages":"297 - 309"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74028026","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}
引用次数: 0
Disrupting unlawful exclusion from school of minoritised children and young people racialized as Black: using Critical Race Theory composite counter-storytelling 打破学校对少数族裔儿童和黑人化年轻人的非法排斥:运用批判种族理论复合反叙事
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2146225
Zahra Bei, Helen Knowler
ABSTRACT Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called ‘off-rolling’. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories shared in this paper bring into sharp focus the educational, relational and emotional impacts of camouflaged exclusionary practices. We offer four composite stories of exclusion to demonstrate how some of the most vulnerable, excluded, and marginalised young Black people from English urban cities experience further marginalisation because off-rolling, we argue, places learners in a space (both physically and educationally) located beyond care and inclusion. Storytelling is mobilised as a central method in CRT for challenging and exposing exclusionary practices, as it foregrounds the knowledge and lived experience of people of colour and we explore the processes of constructing such counter-stories. As an encouragement to reflection and critical conversation about unlawful exclusion and racial disparities, this paper was written with three goals in mind. The first is that it may inspire educators of colour to tell counter-stories that name their own reality and experiences of exclusion. Second, that in reading and responding to counter-stories, white educators will be encouraged to develop their own racial literacy. Finally, the third goal is that the call to action is answered from within and beyond the confines of academia, where inclusion and racial justice in education can no longer be left to wait.
本文以批判种族理论(CRT)为分析视角,以CRT复合反叙事为方法,试图阐明被种族化为黑人的少数民族儿童和年轻人在遭遇被称为“滚落”的排斥性做法时的经历。我们将滚子概念化为教育中隐藏的排斥过程,本文中分享的故事将伪装的排斥实践对教育,关系和情感的影响带入了尖锐的焦点。我们提供了四个关于排斥的综合故事,以展示英国城市中一些最脆弱、被排斥和被边缘化的年轻黑人如何经历进一步的边缘化,因为我们认为,滚落教育将学习者置于一个超越关怀和包容的空间(无论是身体上还是教育上)。在CRT中,讲故事是一种挑战和揭露排斥性做法的核心方法,因为它突出了有色人种的知识和生活经验,我们探索了构建这种反故事的过程。为了鼓励对非法排斥和种族差异进行反思和批判性对话,本文的写作目标有三个。首先,它可能会激励有色人种教育者讲述他们自己的现实和被排斥经历的反故事。其次,在阅读和回应反故事的过程中,白人教育者将被鼓励发展自己的种族素养。最后,第三个目标是在学术界内外响应行动呼吁,教育中的包容和种族正义不能再等待。
{"title":"Disrupting unlawful exclusion from school of minoritised children and young people racialized as Black: using Critical Race Theory composite counter-storytelling","authors":"Zahra Bei, Helen Knowler","doi":"10.1080/13632752.2022.2146225","DOIUrl":"https://doi.org/10.1080/13632752.2022.2146225","url":null,"abstract":"ABSTRACT Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called ‘off-rolling’. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories shared in this paper bring into sharp focus the educational, relational and emotional impacts of camouflaged exclusionary practices. We offer four composite stories of exclusion to demonstrate how some of the most vulnerable, excluded, and marginalised young Black people from English urban cities experience further marginalisation because off-rolling, we argue, places learners in a space (both physically and educationally) located beyond care and inclusion. Storytelling is mobilised as a central method in CRT for challenging and exposing exclusionary practices, as it foregrounds the knowledge and lived experience of people of colour and we explore the processes of constructing such counter-stories. As an encouragement to reflection and critical conversation about unlawful exclusion and racial disparities, this paper was written with three goals in mind. The first is that it may inspire educators of colour to tell counter-stories that name their own reality and experiences of exclusion. Second, that in reading and responding to counter-stories, white educators will be encouraged to develop their own racial literacy. Finally, the third goal is that the call to action is answered from within and beyond the confines of academia, where inclusion and racial justice in education can no longer be left to wait.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"9 1","pages":"231 - 242"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78711163","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}
引用次数: 0
A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education 学校领导在Twitter上关于“开动”的对话及其与教师教育的相关性的内容分析
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092275
Alice E. Potter, Helen Knowler, E. Done
ABSTRACT This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders’ relating to ‘off rolling’ (practices that bypass legal permanent exclusion procedures in English mainstream schools). The outlined method enables analysis of social media content in the absence of costly opinion mining software and its associated affordances and limitations are discussed. The article also outlines the implications of the study’s findings for teacher education. In this instance, it served to illustrate a disparity between different types of professional discourse which future teachers should be prepared to navigate in their teacher training. Given the illegality of ‘off rolling’ and an increasingly incontestable socio-political discourse around inclusive education, it was hypothesised that Twitter affords school leaders a forum for the articulation of views that rest uneasily with this discourse, current legislation and statutory guidance around off rolling. A tendency to discount ‘off rolling’ as a rare occurrence was found despite growing anecdotal evidence that it is viewed as a legitimate, if illegal, practice within some school cultures. This finding is relevant to teacher educators and future teachers who aspire to an inclusive education system.
本文旨在通过对高级学校领导发布的与“off rolling”(在英国主流学校绕过法律永久排除程序的做法)有关的在线微博(推文)的研究,说明小规模定性社交媒体内容分析对教师教育工作者的有用性。概述的方法可以在没有昂贵的意见挖掘软件的情况下分析社交媒体内容,并讨论了其相关的功能和局限性。文章还概述了该研究结果对教师教育的影响。在这种情况下,它有助于说明不同类型的专业话语之间的差异,未来的教师应该准备在他们的教师培训中导航。考虑到“罢课”的非法性,以及围绕包容性教育的越来越无可争议的社会政治话语,人们假设Twitter为学校领导人提供了一个论坛,让他们表达与这种话语、当前立法和围绕罢课的法定指导不一致的观点。尽管越来越多的轶事证据表明,在一些学校文化中,这种行为即使是非法的,也被视为一种合法的行为,但人们还是发现了一种将“滚”视为罕见事件的倾向。这一发现与渴望全纳教育系统的教师教育者和未来教师相关。
{"title":"A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education","authors":"Alice E. Potter, Helen Knowler, E. Done","doi":"10.1080/13632752.2022.2092275","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092275","url":null,"abstract":"ABSTRACT This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders’ relating to ‘off rolling’ (practices that bypass legal permanent exclusion procedures in English mainstream schools). The outlined method enables analysis of social media content in the absence of costly opinion mining software and its associated affordances and limitations are discussed. The article also outlines the implications of the study’s findings for teacher education. In this instance, it served to illustrate a disparity between different types of professional discourse which future teachers should be prepared to navigate in their teacher training. Given the illegality of ‘off rolling’ and an increasingly incontestable socio-political discourse around inclusive education, it was hypothesised that Twitter affords school leaders a forum for the articulation of views that rest uneasily with this discourse, current legislation and statutory guidance around off rolling. A tendency to discount ‘off rolling’ as a rare occurrence was found despite growing anecdotal evidence that it is viewed as a legitimate, if illegal, practice within some school cultures. This finding is relevant to teacher educators and future teachers who aspire to an inclusive education system.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"254 - 264"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83052328","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}
引用次数: 0
Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts 将“off rolling”作为一个敏感话题进行研究:“确凿”证据和经验记录
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2152589
E. Done
ABSTRACT This paper will explore the ways in which behaviour features in the accounts of ‘off rolling’ processes in schools in England volunteered by participants – senior school leaders, SENCos and parents, in an ongoing multi-stranded research project. In addition to analysing these accounts, this paper draws on contextual features and concepts such as parrhesia and authenticity in a probing of methodological considerations. The status of such accounts as data will also be considered given the high stakes accountability environment in which school principals strive to fulfil their legal remit in the field of inclusion. The trustworthiness of findings in qualitative research is more usually the focus of attention; however, our studies to date imply that some professionals carefully manage the image of their school and visibility of exclusionary practices to the detriment of students with mental health and behavioural issues. The methodological implications of conducting research in politicised and highly sensitive areas will be discussed.
本文将探讨在一个正在进行的多链研究项目中,由参与者——高级学校领导、SENCos和家长——自愿参与的英格兰学校“关闭”过程的行为特征。除了分析这些说法外,本文还借鉴了语境特征和概念,如直言和真实性,以探讨方法论上的考虑。鉴于学校校长努力履行其在包容领域的法律职责的高风险问责环境,也将考虑这些帐户作为数据的地位。定性研究结果的可信度通常是人们关注的焦点;然而,到目前为止,我们的研究表明,一些专业人士小心翼翼地管理他们学校的形象和排他做法的可见性,从而损害了有心理健康和行为问题的学生。将讨论在政治化和高度敏感领域进行研究的方法影响。
{"title":"Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts","authors":"E. Done","doi":"10.1080/13632752.2022.2152589","DOIUrl":"https://doi.org/10.1080/13632752.2022.2152589","url":null,"abstract":"ABSTRACT This paper will explore the ways in which behaviour features in the accounts of ‘off rolling’ processes in schools in England volunteered by participants – senior school leaders, SENCos and parents, in an ongoing multi-stranded research project. In addition to analysing these accounts, this paper draws on contextual features and concepts such as parrhesia and authenticity in a probing of methodological considerations. The status of such accounts as data will also be considered given the high stakes accountability environment in which school principals strive to fulfil their legal remit in the field of inclusion. The trustworthiness of findings in qualitative research is more usually the focus of attention; however, our studies to date imply that some professionals carefully manage the image of their school and visibility of exclusionary practices to the detriment of students with mental health and behavioural issues. The methodological implications of conducting research in politicised and highly sensitive areas will be discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"8 1","pages":"243 - 253"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78538343","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}
引用次数: 2
Illegal school exclusion in English education policy 英语教育政策中的非法学校排斥
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092274
M. Whitehouse
ABSTRACT This article draws upon legislation, policy, guidance and recently published research in order to explore why illegal exclusion, sometimes known as off rolling, is an under-researched area of education, and what the most significant barriers are to gaining a clearer understanding of the scale of, and reasons behind, the practice. In doing so, the article draws attention to policy obfuscation, inconsistent definitions and a desire to ‘name and shame’ offending schools. Furthermore, the contention is that school exclusion policy and safeguarding policy are not aligned, which means that many children, particularly those who are statistically more vulnerable to exclusion are denied their right to both education and to be kept safe from harm. I conclude by arguing that a shift in priorities, away from punishment and towards upholding safeguarding legislation, is required.
本文借鉴立法、政策、指导和最近发表的研究,以探讨为什么非法排斥(有时被称为off rolling)是一个研究不足的教育领域,以及阻碍我们更清楚地了解这种做法的规模及其背后原因的最大障碍是什么。在这样做的过程中,文章引起了人们对政策混乱、定义不一致以及“点名羞辱”违规学校的愿望的关注。此外,争论的焦点是学校排斥政策和保护政策不一致,这意味着许多儿童,特别是那些在统计上更容易被排斥的儿童,被剥夺了受教育和免受伤害的权利。我的结论是,需要改变优先事项,从惩罚转向维护立法。
{"title":"Illegal school exclusion in English education policy","authors":"M. Whitehouse","doi":"10.1080/13632752.2022.2092274","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092274","url":null,"abstract":"ABSTRACT This article draws upon legislation, policy, guidance and recently published research in order to explore why illegal exclusion, sometimes known as off rolling, is an under-researched area of education, and what the most significant barriers are to gaining a clearer understanding of the scale of, and reasons behind, the practice. In doing so, the article draws attention to policy obfuscation, inconsistent definitions and a desire to ‘name and shame’ offending schools. Furthermore, the contention is that school exclusion policy and safeguarding policy are not aligned, which means that many children, particularly those who are statistically more vulnerable to exclusion are denied their right to both education and to be kept safe from harm. I conclude by arguing that a shift in priorities, away from punishment and towards upholding safeguarding legislation, is required.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"212 1 1","pages":"220 - 230"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73026176","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}
引用次数: 1
‘But what do the statistics say?’ An overview of permanent school exclusions in England “但是统计数据怎么说呢?”英国永久性学校排斥的概述
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2091895
A. Black
ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.
这篇文章探讨并呈现了关于英国永久学校排斥的各种统计数据。可公开获得的国家数据,例如英格兰的永久和固定期限排除(教育部,2021a),用于确定模式,从而概述英格兰永久排除的儿童和青少年人口的数量、概况和特征(考虑性别、种族等变量)。这篇文章并没有试图解释这些趋势,而是将它们呈现为英国永久排斥的“我们在哪里”的图景。有这样一个概述是很重要的,以便将英国教育系统置于背景下,并通过学生人数和比例来观察与排除相关的政策对实践的影响。该分析强调了比例失衡问题和被永久排除在外的学生的特征,并揭示了被排除在外的学生的“计数不足”。讨论探讨了有关比例失调的问题,并将这些问题与更广泛的教育问题联系起来。就如何准确地计算所有被永久排除在外或“辍学”的儿童和青年提出了建议。
{"title":"‘But what do the statistics say?’ An overview of permanent school exclusions in England","authors":"A. Black","doi":"10.1080/13632752.2022.2091895","DOIUrl":"https://doi.org/10.1080/13632752.2022.2091895","url":null,"abstract":"ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"122 1","pages":"199 - 219"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86444985","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}
引用次数: 1
English schooling and little e and big E exclusion: what’s equity got to do with it? 英式教育和小写e和大写e的排斥:公平和它有什么关系?
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092273
Martin Mills, P. Thomson
ABSTRACT It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a ‘root and branch’ policy review. Drawing on Carol Bacchi’s ‘What’s the problem?’ approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced – and limited.
政策制定应该以证据为依据,研究人员应该参与评估现有证据,这似乎是没有争议的。在本文中,我们讲述了关于学校排斥的快速证据评估(REA)的故事,该任务旨在为“彻底”的政策审查提供信息。借用卡罗尔·巴奇的“有什么问题?”的方法,我们使用项目简介和我们写的不断变化的文本来表明,当我们开始用一个慷慨的排除定义来回顾文献时,我们的重点逐渐缩小到只包括符合现有政策定义的文献。我们的故事表明,关注大E排斥政策的需要消除了对小E排斥的见解,特别是更广泛的社会关系和学校本身是如何受到影响的。该案件提出了一些关键问题,即有关排斥的政策证据是如何产生的——以及如何限制的。
{"title":"English schooling and little e and big E exclusion: what’s equity got to do with it?","authors":"Martin Mills, P. Thomson","doi":"10.1080/13632752.2022.2092273","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092273","url":null,"abstract":"ABSTRACT It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a ‘root and branch’ policy review. Drawing on Carol Bacchi’s ‘What’s the problem?’ approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced – and limited.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"89 1","pages":"185 - 198"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85926728","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}
引用次数: 1
Person-centred planning in education: an exploration of staff perceptions of using a person-centred framework in an alternative provision 以人为本的教育规划:探讨工作人员对在另一项规定中使用以人为本框架的看法
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2092065
A. Gray, K. Woods, Clare Nuttall
ABSTRACT Opportunities for children to be involved in the decisions made about them are part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements to gather pupil views. However, young people within alternative provisions (APs) may lack opportunities to be heard. This paper reports on an action research project with staff from an AP for children at risk of exclusion. Participants opted to trial the use of the PCP approach ‘Making Action Plans’ (‘MAPs’; carried out virtually due to Covid-19 restrictions) and evaluated the project through two focus groups. Findings indicate that (virtual) use of MAPs requires staff to carefully consider their setting’s structure, needs, capacity and capabilities. Pre-meeting preparation and adapting the MAP process with technology improved engagement, access and alternative ways of working. The MAP process provided a range of positive outcomes as a by-product of its implementation.
让儿童有机会参与有关他们的决策是现行法定教育立法的一部分。以人为本的规划(PCP)已被建议作为一种适当的方法,以满足法定要求,收集学生的意见。但是,在替代条款范围内的年轻人可能缺乏表达意见的机会。本文报道了一个行动研究项目,与AP的工作人员一起研究有被排斥风险的儿童。参与者选择试用PCP方法“制定行动计划”(MAPs);由于Covid-19的限制,该项目以虚拟方式开展),并通过两个焦点小组对该项目进行了评估。调查结果表明,(虚拟)使用地图需要工作人员仔细考虑其环境的结构、需求、能力和能力。会前准备和采用技术调整MAP过程,提高了参与性、可及性和其他工作方式。MAP进程作为其实施的副产品提供了一系列积极成果。
{"title":"Person-centred planning in education: an exploration of staff perceptions of using a person-centred framework in an alternative provision","authors":"A. Gray, K. Woods, Clare Nuttall","doi":"10.1080/13632752.2022.2092065","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092065","url":null,"abstract":"ABSTRACT Opportunities for children to be involved in the decisions made about them are part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements to gather pupil views. However, young people within alternative provisions (APs) may lack opportunities to be heard. This paper reports on an action research project with staff from an AP for children at risk of exclusion. Participants opted to trial the use of the PCP approach ‘Making Action Plans’ (‘MAPs’; carried out virtually due to Covid-19 restrictions) and evaluated the project through two focus groups. Findings indicate that (virtual) use of MAPs requires staff to carefully consider their setting’s structure, needs, capacity and capabilities. Pre-meeting preparation and adapting the MAP process with technology improved engagement, access and alternative ways of working. The MAP process provided a range of positive outcomes as a by-product of its implementation.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"34 1","pages":"118 - 132"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75753568","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}
引用次数: 0
期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1