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Mental well-being and school exclusion: changing the discourse from vulnerability to acceptance 心理健康与学校排斥:话语从脆弱到接受的转变
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1898767
M. Fazel, D. Newby
ABSTRACT The multiple layers of exclusion that can be experienced by a child at school and the relationship of this to mental well-being is the focus of this paper. The relationship between specific mental health problems and school exclusion is discussed. Data gathered from 1648 English school-aged students in 2019 who participated in the OxWell school mental health and well-being survey and responded to the school exclusion question will be presented. Ninety-three pupils who self-reported having experienced school exclusion were compared to 1555 pupils in years 8, 10 and 12 who did not report experiencing school exclusion. More males were present in the excluded sample but apart from that the children share similar vulnerabilities for risk of mental health difficulties and risk of exclusion. Of note, a significantly higher proportion of those who had been excluded from school had experienced being bullied at school and reported that they felt their school dealt badly with bullying. They reported relatively good access to mental health support with a higher proportion of those excluded having accessed mental health support than those not excluded. The difficulties identified by the pupils need to be addressed in a variety of ways by school and health systems, and would benefit from the active involvement of young people in generating solutions. The discourse needs to move away from thinking about individuals to broader systems-level approaches to address pupil, family, school and community differences, difficulties and overall challenges of inclusion and acceptance.
摘要:本文的研究重点是儿童在学校可能经历的多层排斥及其与心理健康的关系。讨论了特定心理健康问题与学校排斥之间的关系。将展示从2019年参加OxWell学校心理健康和福祉调查并回答学校排斥问题的1648名英国学龄学生收集的数据。93名自我报告经历过学校排斥的学生与1555名8年级、10年级和12年级没有经历过学校排斥的学生进行了比较。在被排除的样本中有更多的男性,但除此之外,儿童在精神健康困难风险和被排斥风险方面也有类似的脆弱性。值得注意的是,被学校排除在外的学生中有更高比例的人在学校被欺负过,并报告说他们觉得学校对欺凌行为处理得很糟糕。他们报告说,获得心理健康支持的机会相对较好,被排除在外的人获得心理健康支持的比例高于未被排除在外的人。学生确定的困难需要由学校和保健系统以各种方式加以解决,并将受益于青年人积极参与制定解决办法。讨论需要从考虑个人转向更广泛的系统层面的方法,以解决学生、家庭、学校和社区的差异、困难和包容和接受的总体挑战。
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引用次数: 6
Riding the rollercoaster of school exclusion coupled with drug misuse: the lived experience of caregivers 乘坐学校排斥与药物滥用的过山车:看护人的生活经历
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1848985
Sarah Martin‐Denham
ABSTRACT The research aimed to investigate if drug misuse is an indicator and predictor of barriers to mainstream schooling and school exclusion. The objectives were to determine the extent of the barriers to mainstream schooling and to elicit and report the caregiver’s experiences of their child’s drug misuse and the impact it has had on them, their child and their child’s siblings. This research presents data drawn from face to face, semi-structured interviews with four caregivers of young people with multiple fixed-period and permanent exclusions from mainstream schools in England. The interviews were analysed using interpretative phenomenological analysis (IPA). IPA was chosen to understand how the homogenous sample made sense of their lived experiences. The study brings to the fore the complexities of families being able to access prompt support from education and health care professionals for their children and themselves as caregivers. The research includes critical messages for education and health professionals and policymakers, including the need to provide timely identification, assessment and response to underlying disabilities and mental health needs. The research also highlights the importance of training for education professionals, so they can understand, identify and respond to the multifaceted behaviours children present to enable the creation of inclusive and accessible learning environments and curriculum.
摘要本研究旨在探讨药物滥用是否是主流学校教育障碍和学校排斥的指标和预测因子。目的是确定主流学校教育障碍的程度,并引出和报告照顾者对其孩子滥用药物的经历,以及对他们、他们的孩子和孩子的兄弟姐妹的影响。本研究提供的数据来自面对面的半结构化访谈,采访了英国主流学校多次定期和永久排除的年轻人的四位看护人。访谈采用解释现象学分析(IPA)进行分析。选择IPA是为了了解同质样本如何理解他们的生活经历。这项研究突出了家庭能否从教育和保健专业人员那里为其子女和自己作为照顾者及时获得支持的复杂性。这项研究向教育和卫生专业人员以及政策制定者传达了重要信息,包括需要及时识别、评估和应对潜在的残疾和精神卫生需求。该研究还强调了对教育专业人员进行培训的重要性,使他们能够理解、识别和应对儿童呈现的多方面行为,从而创造包容和无障碍的学习环境和课程。
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引用次数: 6
British norms and psychometric properties of the Boxall Profile for primary school-aged children 小学学龄儿童Boxall档案的英国规范和心理测量特性
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1816055
F. Ruby
ABSTRACT The Boxall Profile is one of the most frequently used tools to measure the social, emotional, behavioural and/or mental health difficulties (SEMH) of children and young people in schools across the UK. However, limited evidence exists regarding the norms and psychometric properties of the tool. The current study used data from 487 primary school-aged children to carry out a re-standardisation and explore a range of psychometric properties of the Boxall Profile. Updated norms were established for 4- to 11-year-old children using a Receiver Operating Characteristic approach and the Strengths and Difficulties Questionnaire as gold standard measure for SEMH difficulties. Psychometric analyses indicated good internal consistency, concurrent validity and convergent validity but also highlighted the need for further research into the structural validity of the tool. To our knowledge, this is the first study providing substantial evidence for the reliability and validity of the Boxall Profile since its publication in 1984.
Boxall Profile是衡量英国学校儿童和青少年的社会、情感、行为和/或心理健康困难(SEMH)最常用的工具之一。然而,关于该工具的规范和心理测量特性的证据有限。目前的研究使用了487名小学学龄儿童的数据来进行重新标准化,并探索了Boxall Profile的一系列心理测量特性。使用接受者工作特征方法和优势与困难问卷作为SEMH困难的金标准测量,为4至11岁儿童建立了更新的规范。心理测量分析表明,该工具具有良好的内部一致性、并发效度和收敛效度,但其结构效度有待进一步研究。据我们所知,这是自1984年发布Boxall Profile以来,首次为其可靠性和有效性提供实质性证据的研究。
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引用次数: 1
Brief behavioural activation therapy for adolescent depression in schools: two case examples 行为激活疗法对学校青少年抑郁的治疗:两个案例
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1861853
S. Brett, S. Reynolds, J. Totman, Laura Pass
ABSTRACT Symptoms of depression are common in adolescents and have negative impacts on academic engagement and achievement, as well as on future mental health and functioning. A number of psychological therapies are effective for the treatment of adolescent depression but there are barriers to young people accessing treatment promptly. Providing treatment in school may help improve access to mental health care; school-based mental health care is routinely provided in some parts of the world and is currently a policy priority in the UK. However, introducing mental health services into schools will require services to adapt. This paper illustrates how a short-term psychological therapy can be delivered successfully in schools. It describes the treatment and outcomes for two young people with symptoms of depression. Both received Brief Behavioural Activation (Brief BA) which has been adapted specifically for adolescents. Brief BA focuses on helping young people engage with valued activities in different areas of their life, thus increasing rewards and reducing symptoms of depression. The two cases highlight a range of educational and clinical benefits of Brief BA for young people with depression symptoms and illustrate how the treatment and service delivery were adapted for schools.
抑郁症状在青少年中很常见,对学业投入和成就以及未来的心理健康和功能都有负面影响。许多心理疗法对治疗青少年抑郁症是有效的,但对年轻人来说,及时获得治疗存在障碍。在学校提供治疗可能有助于改善获得精神卫生保健的机会;在世界上的一些地方,以学校为基础的精神卫生保健是常规的,目前是英国的一项优先政策。然而,将心理健康服务引入学校将需要服务适应。本文阐述了如何在学校中成功实施短期心理治疗。它描述了两个有抑郁症症状的年轻人的治疗和结果。两人都接受了专门针对青少年的简短行为激活(简短BA)。Brief BA专注于帮助年轻人在他们生活的不同领域参与有价值的活动,从而增加奖励和减少抑郁症状。这两个案例突出了Brief BA对有抑郁症状的青少年的一系列教育和临床益处,并说明了如何适应学校的治疗和服务提供。
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引用次数: 2
Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship Key2Teach在师生关系中介下对学生外化和社会情绪问题行为的影响
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1858259
C. Hoogendijk, N. Tick, J. G. Holland, W. Hofman, S. Severiens, P. Vuijk, A.F.D. van Veen
ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.
教学外化问题行为的学生对教师来说是困难的,因为它挑战了教师与学生之间的关系。本研究采用随机对照试验(RCT)设计,研究Key2Teach对外化和社会情绪问题行为的影响,以及冲突在师生关系中的中介作用。在两个队列中,103对师生和同侪学生(n = 1643)在一个学年中接受了两次评估。53对接受干预(实验组),50对不接受干预(对照组)。收集了教师报告的学生的外化和社会情绪问题行为以及师生冲突的数据。对于两对学生,结果显示Key2Teach对行为问题有直接影响,而通过师生冲突对多动问题有间接影响。对社会情绪问题没有影响。对于同辈学生,结果显示对外化问题有间接影响,对社会情绪问题有直接影响。讨论了对实践和未来研究的启示。
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引用次数: 3
Following up with bullied pupils: perceptions from young adults in Norway who were previously exposed to bullying 跟踪受欺凌的学生:来自挪威以前遭受欺凌的年轻人的看法
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1854514
Mari Markussen Lunder, K. Tharaldsen
ABSTRACT Being exposed to bullying increases the risk of severe negative consequences related to mental health problems and school performance. However, there is a lack of research regarding how school’s follow-up with children and adolescents who were previously exposed to bullying to prevent or reduce this risk. This study explored key aspects regarding how schools can follow-up with bullied children and adolescents. Semi-structured individual interviews were conducted with young adults previously exposed to bullying. Four men and six women aged 18–29 years old. Transcribed interview data were analysed by qualitative content analysis. Findings indicated a need for planned follow-up work in schools at both individual and organisational levels. Core components for such work are suggested to be knowledge, authoritative classroom management, communication and collaboration inside and outside of the school. Implications for further research are studies of how schools can effectively detect and support these pupils through systematic efforts in schools.
遭受欺凌会增加与心理健康问题和学习成绩相关的严重负面后果的风险。然而,缺乏关于学校如何跟进以前遭受欺凌的儿童和青少年以预防或减少这种风险的研究。本研究探讨了学校如何跟进受欺凌儿童和青少年的关键方面。半结构化的个人访谈是对以前遭受过欺凌的年轻人进行的。四男六女,年龄18-29岁。对访谈记录进行定性内容分析。调查结果表明,学校需要在个人和组织层面有计划地开展后续工作。这些工作的核心要素是知识、权威的课堂管理、校内外的沟通与协作。对进一步研究的启示是研究学校如何通过学校系统的努力有效地发现和支持这些学生。
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引用次数: 0
The association between problematic school behaviours and social and emotional development in children seeking mental health treatment 问题学校行为与寻求心理健康治疗的儿童的社会和情感发展之间的关系
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1861852
Amanda Krause, Briana J. Goldberg, B. D’Agostino, Amy Klan, Maria A. Rogers, J. D. Smith, J. Whitley, Michael J. G. Hone, Natasha McBrearty
ABSTRACT Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding of the demographic characteristics of the sample of children. Comparative analyses were conducted to investigate the social and emotional functioning of children who engage in minimal problematic school behaviours and children who engage in more severe and frequent problematic school behaviours. Findings indicate significant between-group differences for conduct problems, hyperactivity-inattention, and peer relationship problems. Implications and possible suggestions are discussed regarding how key stakeholders can make use of these findings within their school contexts.
问题和破坏性行为仍然是全球小学课堂上普遍存在的问题,最近的报告表明这一趋势正在上升。本研究旨在描述一个独特的儿童样本,他们正在寻求心理健康服务,并呈现出特定的问题学校行为。进行了初步分析,以提供对儿童样本的人口统计学特征的描述性理解。研究人员进行了比较分析,以调查在学校行为问题最少的儿童和在学校行为问题更严重、更频繁的儿童的社会和情感功能。研究结果表明,在行为问题、多动症、注意力不集中和同伴关系问题上,组间存在显著差异。讨论了关键利益相关者如何在其学校环境中利用这些发现的影响和可能的建议。
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引用次数: 2
Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools 社会和情感学习中的情绪操纵和牧师支持:情商的“黑暗面”及其对学校的影响
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1861849
Peter Wood
ABSTRACT The facilitation of children’s emotional intelligence (EI) through social and emotional learning (SEL) and wider pastoral support schemes is common practice in schools. Although the benefits of enhanced EI have been widely reported, little is known about its ‘dark side’: emotional manipulation, or how this may manifest in school settings. Focus group and individual interview data gathered from staff members working across case study schools located in a town in the North West of England inform the points raised in this paper. The article explores the extent to which emotional manipulation takes place in the strategies and forms of support utilised by schools to enhance children’s social, emotional and behavioural skills. The ramifications of emotionally manipulative behaviours are discussed and recommendations for future directives are made.
通过社会和情感学习(SEL)和更广泛的牧养支持方案促进儿童情绪智力(EI)是学校的常见做法。虽然提高情商的好处已经被广泛报道,但人们对它的“阴暗面”知之甚少:情绪控制,或者这在学校环境中如何表现出来。焦点小组和个人访谈数据是从位于英格兰西北部一个城镇的案例研究学校的工作人员收集的,为本文提出的观点提供了信息。这篇文章探讨了情感操纵在学校用来提高儿童的社会、情感和行为技能的支持策略和形式中发生的程度。讨论了情绪操纵行为的后果,并对未来的指令提出了建议。
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引用次数: 1
Editorial for volume 25 issue 3-4 25卷第3-4期社论
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1868806
H. Daniels
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引用次数: 0
The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S) 教师报告的低水平课堂干扰量表(LLCD-S)的开发与验证
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-09-12 DOI: 10.1080/13632752.2020.1816651
Suzanne Cogswell, Amanda Carr, N. Abbott, C. Monks
ABSTRACT Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N= 274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of.82 and.93 respectively. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.
低水平课堂干扰(LLCD)的特点是学生在课堂上在椅子上摇摆,窃窃私语或坐立不安。本文以两个小学生为样本,提供了关于教师评定的低水平课堂干扰量表(LLCD-S)的开发和验证的初步数据。研究1 (N= 120)的探索性因子分析显示,一个因素占方差的61%;研究2 (N= 274)的验证性因子分析支持,其中一个因素占方差的63%。两项研究都报告了较高的Cronbach α值。82年,。分别为93。证据支持LLCD是一个单维结构,由八个项目LLCD- s测量。LLCD-S与SDQ外化行为(品行问题和多动)的收敛效度较弱。这一初步证据表明,LLCD-S是一种有效和可靠的测量低水平课堂干扰的方法。需要进一步的研究来测试LLCD-S在不同教育水平、文化和学生报告措施中的效用。
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引用次数: 0
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