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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献

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Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England 定义、识别和认识社会、情感和精神健康困难的潜在原因:对英格兰校长访谈的专题分析
IF 1 Q2 Psychology Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1930909
Sarah Martin‐Denham
ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.
在英国,人们越来越关注儿童和青少年的社会、情感和心理健康(SEMH)问题的日益普遍。通过主题分析,本研究试图“确定班主任样本(HTs)如何定义、识别和认识SEMH困难的潜在原因”。分析发现,在卫生保健机构之间对卫生保健的定义没有达成共识,但确定了三个主题:用于定义卫生保健困难的共同特征;寻求查明母婴健康困难的信息;以及HTs如何认识SEMH困难的起源和结果。结果表明,校长将行为“问题和困难”确定为SEN,尽管这不是SEND实践准则中的一个类别。为了更好地识别和应对SEMH的困难,我们建议教育署将法定指引中的“应该”和“可以”改为“必须”,以加强学校迅速识别需要的法律责任。
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引用次数: 1
Risk behaviours in adolescence: predictive role of mindful parenting 青少年的危险行为:正念养育的预测作用
IF 1 Q2 Psychology Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1923649
Toni Maglica, Katija Kalebić Jakupčević, Ina Reić Ercegovac
ABSTRACT This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 were adolescents aged 13 to 18, N = 158 were their mothers, and N = 85 fathers. To achieve the aim of the research, the following questionnaires were used: The General Data Questionnaire for Adolescents and Parents, The Adolescent Risk Behaviour Questionnaire, The Family Satisfaction Scale, and The Mindful Parenting Questionnaire. The results indicated that male adolescents report more often on violent behaviour, while girls report symptoms of eating disorders and they are less satisfied with their life. Related to age, older adolescents report lower life and family satisfaction and more often normative undesirable behaviour. The family satisfaction of adolescents, as well as mindful parenting, are negatively associated with risk behaviour, while the focus of attention on the child, self-efficacy, and empathy is positively related to the satisfaction of adolescents. The results support existing knowledge in this field and have strong practical implications for prevention and treatment interventions targeting family context.
摘要本研究旨在探讨父母特征和正念教养在青少年危险行为中的作用。共有604名参与者参加了这项研究,其中N = 361名是13至18岁的青少年,N = 158名是他们的母亲,N = 85名是父亲。为了达到研究目的,使用了以下问卷:青少年和家长一般资料问卷、青少年危险行为问卷、家庭满意度量表和用心育儿问卷。结果表明,男性青少年更多地报告暴力行为,而女孩报告饮食失调的症状,她们对自己的生活不太满意。与年龄有关,年龄较大的青少年对生活和家庭的满意度较低,而且往往有规范性的不良行为。青少年的家庭满意度、用心育儿与风险行为呈负相关,而对孩子的关注、自我效能和同理心与青少年的满意度呈正相关。研究结果支持了这一领域的现有知识,并对针对家庭背景的预防和治疗干预具有很强的实际意义。
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引用次数: 4
Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices 遏制排他性的学校纪律:实施与文化相适应的积极行为实践
IF 1 Q2 Psychology Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1930907
Gerardo Moreno
ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.
在过去的几十年里,美国公立学校的招生和师资队伍之间的差异越来越明显。来自不同背景的学生数量继续增长,而教育者队伍继续变得更加同质化。这种多样性的裂痕带来了一些挑战,影响了来自不同背景的学生的教育体验的质量,往往会产生有害的纵向结果,包括不成比例地使用排他性的学校纪律。大多数教育工作者培训方案继续在传统、过时的课堂管理做法方面培训未来的专业人员,这些做法引发的反应性行为往往导致停职或开除。这种做法不成比例地影响了来自不同背景的学生,尤其是黑人男性。然而,学校组织可以实施一些建议,以更好地准备他们的教师队伍,以满足学生的行为需求,而不是立即诉诸排他性的学校纪律。本文将讨论专业发展的选择,强调教育工作者的客观性(即,解决内隐偏见,无条件的积极关注)与循证实践(即,基于积极的行为管理,基于课堂的功能行为评估)相结合,可以纳入普通教育课堂。
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引用次数: 1
A systematic literature review exploring the views and experiences of children and young people of the label Social, Emotional and Mental Health (SEMH) 一项探讨儿童和青少年对社会、情感和心理健康标签的看法和经验的系统文献综述
IF 1 Q2 Psychology Pub Date : 2021-03-17 DOI: 10.1080/13632752.2021.1894743
L. Hickinbotham, A. Soni
ABSTRACT This article reports the findings from a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health (SEMH) needs and their experiences of the SEMH label. A systematic search identified seven papers that were reviewed using the Critical Appraisal Skills Programme (CASP) checklist. Thematic synthesis of the literature identified the impact of the SEMH label for children and young people as well as their perceptions of this label. Key themes included the negative and positive impact of labels associated with SEMH and the impact on children and young people’s identity. Implications for practice are considered including the importance of promoting the voice of children and young people in a description of their needs and working systemically with schools to raise awareness of the implications of language and to consider the impact of wider contextual factors on pupil’s difficulties.
本文报告了一项系统回顾定性研究证据的结果,探讨了被确定为具有社会、情感和心理健康(SEMH)需求的儿童和青少年的观点以及他们对SEMH标签的体验。系统检索确定了使用关键评估技能计划(CASP)检查表进行审查的七篇论文。文献的主题综合确定了SEMH标签对儿童和年轻人的影响,以及他们对这个标签的看法。主要主题包括与SEMH相关的标签的消极和积极影响以及对儿童和年轻人身份的影响。对实践的影响被认为包括在描述他们的需求时促进儿童和年轻人的声音的重要性,以及与学校系统地合作以提高对语言影响的认识,并考虑更广泛的背景因素对学生困难的影响。
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引用次数: 3
Ninth grade office discipline referrals: the critical role of teachers in addressing students’ social, emotional, and behavioural needs 九年级办公室纪律转介:教师在解决学生的社会、情感和行为需求方面的关键作用
IF 1 Q2 Psychology Pub Date : 2021-02-26 DOI: 10.1080/13632752.2021.1880731
Kevin Tan, Caitlin Yore, M. Hillen
ABSTRACT Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9th grade students from one high school in one American Midwestern state, trends in ODRs were analysed in relation to students’ and teachers’ ratings of students’ social, emotional, and behavioural needs. During a typical school day, ODRs steadily increased in the first two hours of the day, then stabilised between 10am and 2pm. ODRs also peaked on Wednesdays and in November, February, and April. Analyses comparing students without any ODRs to those referred once and two times or more showed that students’ self-rating of their positive social skills and teacher rating of problem behaviours were associated with lower likelihood of having an ODR. Implications for school supports to improve student experience during the first year of high school are discussed.
尽管有研究表明,办公室纪律转介(odr)会影响学生的毕业率,但对学生高中一年级的纪律转介(odr)研究不足。基于来自美国中西部一个州的一所高中的两组九年级学生,分析了odr的趋势与学生和教师对学生的社会、情感和行为需求的评分之间的关系。在一个典型的上学日,odr在一天的前两个小时稳步上升,然后在上午10点到下午2点之间稳定下来。odr也在周三、11月、2月和4月达到峰值。对没有任何不良反应的学生与那些被转诊一次、两次或两次以上的学生进行的分析表明,学生对积极社交技能的自我评价和教师对问题行为的评价与发生不良反应的可能性较低有关。对学校支持的影响,以改善学生在高中一年级的经验进行了讨论。
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引用次数: 1
School exclusions in Wales: policy discourse and policy enactment 威尔士的学校排斥:政策话语和政策制定
IF 1 Q2 Psychology Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1898761
S. Power, Chris Taylor
ABSTRACT This paper contributes to our growing understanding of the processes underpinning contrasting rates of school exclusions both within and across the different jurisdictions of the UK. Wales is often compared favourably to its larger neighbour England, where rates of permanent exclusions have risen dramatically in recent years. One explanation for Wales’ lower rates might lie in the very different values which underpin its education policies. However, the prevailing policy discourse can only be part of the explanation and cannot account for the high levels of variation in rates of ‘official’ school exclusions across Wales, nor the many forms of ‘hidden’ exclusion going on in Welsh schools. Drawing on interview data with policy-makers and practitioners, this paper points to the need to explore how policy is enacted at the local level. This entails taking into account the often unacknowledged conditions in which schools operate and the unintended consequences of policy imperatives which can lead to outcomes that frustrate and undermine anti-exclusionary practices and processes.
本文有助于我们越来越多地了解英国不同司法管辖区内部和之间学校排斥率对比的过程。威尔士经常被拿来与它的大邻居英格兰相比,后者的永久排斥率近年来急剧上升。威尔士较低的比率的一个解释可能在于支撑其教育政策的非常不同的价值观。然而,普遍的政策话语只能解释部分原因,不能解释威尔士各地“官方”学校排斥率的高水平变化,也不能解释威尔士学校中存在的多种形式的“隐性”排斥。根据对政策制定者和从业人员的访谈数据,本文指出需要探索政策如何在地方层面制定。这需要考虑到学校运作中往往不被承认的条件和政策要求的意外后果,这些后果可能导致挫败和破坏反排斥性做法和进程的结果。
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引用次数: 3
School closures, exam cancellations and isolation: the impact of Covid-19 on young people’s mental health 学校停课、考试取消和隔离:新冠肺炎对年轻人心理健康的影响
IF 1 Q2 Psychology Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1903182
G. McCluskey, D. Fry, S. Hamilton, A. King, M. Laurie, Lesley Mcara, Tracy M. Stewart
ABSTRACT Schools often provide structure and safety to students but particularly for vulnerable children and young people. The Covid 19 pandemic has caused unprecedented upheaval across society as a whole but it is clear that the effects are uneven and that some groups have been more directly and negatively impacted, both in the UK and globally. While there are now much helpful quantitative data on the effects of Covid 19 on education, there has been little in-depth qualitative study which examines the experiences and attitudes of young people as students and specifically the effect of school closures and exam cancellations on their mental health and wellbeing. This paper discusses findings from online group interviews with a total of 45 young people and aims to understand the impact on mental health and wellbeing and what young people, themselves, suggest would help mitigate the effects of the global pandemic on their mental health and wellbeing in school.
学校通常为学生提供结构和安全,但对弱势儿童和青少年来说尤其如此。2019冠状病毒病大流行在整个社会造成了前所未有的动荡,但很明显,影响是不平衡的,在英国和全球范围内,一些群体受到了更直接和负面的影响。虽然现在有很多关于Covid - 19对教育影响的有用定量数据,但很少有深入的定性研究来调查年轻人作为学生的经历和态度,特别是学校关闭和考试取消对他们心理健康和福祉的影响。本文讨论了对45名年轻人进行的在线小组访谈的结果,旨在了解对心理健康和福祉的影响,以及年轻人自己的建议将有助于减轻全球大流行对他们在学校的心理健康和福祉的影响。
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引用次数: 18
Vulnerable children’s right to education, school exclusion, and pandemic law-making 弱势儿童的受教育权、学校排斥和流行病立法
IF 1 Q2 Psychology Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1913351
L. Ferguson
ABSTRACT This article draws on the impact of the ongoing pandemic to highlight the failure of the English legal regime to adequately protect children’s right to education, particularly equal access to education by especially vulnerable children. Ifirst outline key domestic and international legislative provisions positioned as securing children’s and parents’ rights in this context. Prior to the pandemic, there was growing recognition of the current regime's failings regarding illegal exclusions from school, children missing from education, and the lack of inclusive education for children with special educational needs and disabilities (‘SEND’). The protection of children’s rights relied on the benevolent exercise of discretion and key decision-makers not exploiting limited oversight and scrutiny in order to meet results-driven accountability measures. Second, I critically analyse pandemic law-making and regulation, particularly in relation to the exclusion process, the legal duty to provide education in an online environment, the law on Education, Health, and Care Plans (‘EHCPs’), and the de-registration and fines for non-attendance. Third, I argue that the educational impact of the pandemic highlights the need for law reform, rather than merely revisions to statutory guidance and focus on best practice. Such reform may also trigger improvement via the ‘reflexive regulation’ of the education system.
本文利用持续大流行的影响,强调英国法律制度未能充分保护儿童的受教育权,特别是弱势儿童的平等受教育权。我首先概述了在这方面旨在保障儿童和父母权利的主要国内和国际立法规定。在大流行之前,人们越来越多地认识到当前制度在非法排斥上学、儿童失学以及缺乏对有特殊教育需要和残疾儿童的包容性教育(SEND)方面的失败。儿童权利的保护依赖于仁慈地行使自由裁量权和关键决策者不利用有限的监督和审查来满足以结果为导向的问责措施。其次,我批判性地分析了流行病的立法和监管,特别是与排除程序、在在线环境中提供教育的法律义务、教育、卫生和护理计划法(EHCPs)以及不参加的注销和罚款有关的法律。第三,我认为,疫情对教育的影响凸显了法律改革的必要性,而不仅仅是修订法定指导和注重最佳做法。这种改革还可能通过教育系统的“反身性调节”引发改善。
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引用次数: 11
School exclusion disparities in the UK: a view from Northern Ireland 英国的学校排斥差异:来自北爱尔兰的观点
IF 1 Q2 Psychology Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1900998
Gavin Duffy, G. Robinson, Tony Gallagher, Michelle Templeton
ABSTRACT Across the four UK jurisdictions, there are distinct disparities in exclusion rates of school students. Northern Ireland, alongside Scotland and Wales, has demonstrated over time, lower rates of permanent exclusions and temporary exclusions compared with England. This paper examines these disparities from the perspectives of representatives from various system-level educational bodies and third sector organisations representing children and families who experienced the exclusion process. The paper will also present policy and legal frameworks associated with exclusion in Northern Ireland. We interviewed 9 stakeholders, associated with practices of school exclusion in Northern Ireland, from a range of system-level education bodies and advocacy groups. Findings include positive strategies perceived to keep exclusion levels low, types of obstacles or resistance to anti-exclusion policy, participants’ perspectives on unofficial exclusion practice, and perspectives on official exclusion data. What emerges from interviews is a series of tensions between implementing a child-centred approach and diminishing support services and resources. We conclude that those working within the Northern Ireland education system, are committed to an inclusive approach. However, the development and implementation of effective supporting frameworks take time and consultation, and there is evidence of tension between the perceptions of those working at a system-level and those working in schools.
在英国的四个司法管辖区,学校学生的排斥率有明显的差异。随着时间的推移,北爱尔兰、苏格兰和威尔士已经证明,与英格兰相比,永久和暂时被排除在外的比例较低。本文从代表遭受排斥过程的儿童和家庭的各个系统级教育机构和第三部门组织的代表的角度考察了这些差异。该文件还将介绍与北爱尔兰排斥有关的政策和法律框架。我们采访了9位与北爱尔兰学校排斥实践有关的利益相关者,他们来自一系列系统级教育机构和倡导团体。研究结果包括保持低排斥水平的积极策略,反排斥政策的障碍或阻力类型,参与者对非官方排斥实践的看法,以及对官方排斥数据的看法。从访谈中可以看出,在实施以儿童为中心的做法与支助服务和资源减少之间存在一系列紧张关系。我们的结论是,在北爱尔兰教育系统内工作的人致力于采用包容性方法。然而,制定和实施有效的支持框架需要时间和协商,而且有证据表明,在系统一级工作的人与在学校工作的人的看法之间存在紧张关系。
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引用次数: 1
Changing the exclusionary practices of mainstream secondary schools: the experience of girls with SEND. ‘I have some quirky bits about me that I mostly hide from the world’ 改变主流中学的排他做法:SEND女孩的经历。“我身上有一些古怪的东西,我多半不让世人知道。”
IF 1 Q2 Psychology Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1900999
J. Porter, J. Ingram
ABSTRACT Pupils with special educational needs and disabilities (SEND) are disproportionately over-represented in official statistics on exclusion suggesting that mainstream schools are failing to meet their needs. We argue for the importance of looking at the cultures of schooling. School belonging (or connectedness) has been widely associated with a raft of positive outcomes although there is relatively little research that has focused on pupils with SEND. This paper contributes to that gap presenting questionnaire data collected on the barriers and supports to inclusion and girls’ feelings of belonging in school. The needs of girls who identify as having SEND can be more difficult to discern, their strategies for coping effectively masking their difficulties. Our data reveal that the girls in the study with SEND feel less connected to school than other girls. Their scores for their sense of belonging were significantly associated with the barriers and supports they encounter across a range of school contexts. It was the relational aspects of schooling that were most important for girls with SEND. Feeling you belong means that you feel safe to be yourself, that you don’t need to hide your “quirky bits,” with the attendant demands on mental health.
在官方统计数据中,有特殊教育需要和残疾的学生(SEND)比例过高,这表明主流学校未能满足他们的需求。我们认为关注学校教育文化很重要。学校归属感(或连通性)与大量积极成果广泛相关,尽管针对SEND学生的研究相对较少。本文对这一差距做出了贡献,提出了收集到的关于包容的障碍和支持以及女孩在学校归属感的问卷数据。被认为患有SEND的女孩的需求可能更难以辨别,她们的应对策略有效地掩盖了她们的困难。我们的数据显示,研究中患有SEND的女孩比其他女孩感觉与学校的联系更少。他们的归属感得分与他们在各种学校环境中遇到的障碍和支持显著相关。对于患有SEND的女孩来说,学校教育的关系方面是最重要的。归属感意味着你觉得做自己是安全的,你不需要隐藏自己的“古怪之处”,以及随之而来的心理健康要求。
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引用次数: 1
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