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Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals 忍耐之旅:被学生、看护人和学校专业人员排斥的故事
IF 1 Q2 Psychology Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2171344
V. Feingold, J. Rowley
ABSTRACT Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration of the stories of permanent exclusion from primary school in England from the perspectives of two pupils, three parents and two members of school staff. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. The findings illustrate the emotional impact of permanent exclusion from primary school as well as the wider impact it can have on family life. This research illustrates the complexity of permanent exclusion in how it is experienced through interacting systems and discourses of SEN and inclusion. Implications for schools and professionals within the wider systems are suggested.
永久被小学排斥是一个国家和地方关注的问题;以前的文献主要集中在中学的学校排斥经历。此外,从学生、家长和学校工作人员的角度对永久被排斥的经历提供详细见解的研究是有限的。本研究旨在从两名学生、三名家长和两名学校工作人员的角度,对英国小学永久排斥的故事进行深入探讨。采用定性设计和叙事调查方法,通过非结构化访谈收集数据。研究结果说明了永久被小学排斥的情感影响,以及它对家庭生活的更广泛影响。本研究说明了永久排斥的复杂性,以及如何通过特殊教育和包容的相互作用系统和话语来体验它。在更广泛的系统内,建议对学校和专业人员的影响。
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引用次数: 0
First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK 继英国两次定期学校排除后,对中学生进行心理健康和神经发育筛查的第一步
IF 1 Q2 Psychology Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2141871
Caron Lawson, Kathy Prentice, Janine M. Jennings, K. Johnston
ABSTRACT Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more fixed-term exclusions, as well as compare differences in rates to matched controls. Mental health and neurodevelopmental measures were collected from 40 children aged 11–16, 13 parents and 9 teachers. The screening process was feasible and acceptable for the children, however there was limited informant response. Case participants showed elevated levels across all screening measures compared to matched control participants. This study highlights the range of difficulties experienced by children at risk of exclusion from school and suggests a screening process may help to identify underlying neurodevelopmental and mental health difficulties.
被学校排除在外的儿童通常有一系列未被识别的需求,这些需求可能直接导致他们的行为。研究和政策强调,缺乏对面临被排斥风险的儿童的困难进行筛查。本研究旨在评估和探讨对两次或两次以上定期排除的中学儿童进行神经发育和心理健康筛查的可行性和可接受性,并比较其与匹配对照组的差异。收集了40名11-16岁儿童、13名家长和9名教师的心理健康和神经发育指标。筛查过程对儿童来说是可行和可接受的,但是信息提供者的反应有限。与匹配的对照组相比,病例参与者在所有筛查措施中都显示出较高的水平。这项研究强调了面临被学校排斥风险的儿童所经历的一系列困难,并建议筛查过程可能有助于识别潜在的神经发育和心理健康问题。
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引用次数: 0
Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances 以小学为基础的儿童心理健康问题筛查和干预措施的实施:对困难环境下父母的定性研究
IF 1 Q2 Psychology Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2122285
V. Williamson, M. Larkin, Tessa Reardon, T. Ford, S. Spence, Fran Morgan, Creswell Cathy
ABSTRACT Few children with mental health problems access evidence-based interventions. Primary schools may be an ideal setting to improve access to treatment through screening and intervention programmes, but some families’ circumstances and experiences may increase barriers to benefiting from this approach. Interviews were carried out with parents of children living in potentially challenging circumstances, including foster and military-connected families. We aimed to explore parent perceptions of a school-based screening/intervention programme and potential barriers to uptake. Parents described that due to their past experiences, that they might not trust or engage with a school-based screening/intervention. Nonetheless, parents considered that the delivery of a sensitive school screening/intervention programme might provide an opportunity for schools to strengthen their relationship with families. These findings highlight the need for future school-based screening/intervention programmes for child mental health to consider the needs of families of children from varied circumstances, and ensure steps are taken to promote trust.
有心理健康问题的儿童很少有机会获得循证干预措施。小学可能是通过筛查和干预方案改善获得治疗机会的理想环境,但一些家庭的情况和经验可能会增加从这种方法中受益的障碍。对生活在潜在挑战环境中的儿童的父母进行了采访,包括寄养家庭和与军方有联系的家庭。我们的目的是探讨家长对以学校为基础的筛查/干预计划的看法和潜在的障碍。家长们说,由于他们过去的经历,他们可能不相信或不参与以学校为基础的筛查/干预。然而,家长认为推行敏感的学校筛选/干预计划,可为学校提供机会,加强与家庭的关系。这些研究结果突出表明,未来学校的儿童心理健康筛查/干预方案需要考虑不同情况下儿童家庭的需求,并确保采取措施促进信任。
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引用次数: 0
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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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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 Q2 Psychology 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。
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引用次数: 1
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