Pub Date : 2021-01-02DOI: 10.1080/13632752.2021.1898769
Ian Thompson, A. Tawell, H. Daniels
ABSTRACT Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially different primary concerns of actors involved in inter-professional work, may undermine practices of inclusion in schools, and lead to the exclusion of pupils with SEMH. The review of existing literature and current analysis presented in this article highlight a number of potential factors which may be leading to the exclusion of pupils with SEMH in England. The data analysis and proposed theoretical frameworks contribute to the knowledge on ways in which the fragmentation of the English school system has failed many SEMH learners. Our argument here is that professional communication to support pupils with SEMH requires inter-professional understanding and respect for the primary concerns of different agencies. However, in circumstances of challenge and limited resources, there is a heightened risk that pupils with SEMH can become collateral casualties of policy change evacuated to the social margins of schooling.
{"title":"Conflicts in professional concern and the exclusion of pupils with SEMH in England","authors":"Ian Thompson, A. Tawell, H. Daniels","doi":"10.1080/13632752.2021.1898769","DOIUrl":"https://doi.org/10.1080/13632752.2021.1898769","url":null,"abstract":"ABSTRACT Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially different primary concerns of actors involved in inter-professional work, may undermine practices of inclusion in schools, and lead to the exclusion of pupils with SEMH. The review of existing literature and current analysis presented in this article highlight a number of potential factors which may be leading to the exclusion of pupils with SEMH in England. The data analysis and proposed theoretical frameworks contribute to the knowledge on ways in which the fragmentation of the English school system has failed many SEMH learners. Our argument here is that professional communication to support pupils with SEMH requires inter-professional understanding and respect for the primary concerns of different agencies. However, in circumstances of challenge and limited resources, there is a heightened risk that pupils with SEMH can become collateral casualties of policy change evacuated to the social margins of schooling.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13632752.2021.1898769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72411283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13632752.2021.1905233
Jasmina Arnez, Rachel Condry
ABSTRACT This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualised, including the link between exclusion and young people’s offending, and the so-called ‘school-to-prison pipeline’. There is a long history of work in the UK and the US that explores how processes of school exclusion contribute to youth crime, the trajectory from the label of ‘troublemaker’ to more serious deviance, and how disciplinary polices can themselves lead to criminalisation. As we show, the relationship is complex and establishing causality is difficult. We then consider more recent work on how school exclusion contributes to the vulnerability and exploitation of marginalised young people. Finally, we argue for understanding young people’s lives, their educational experiences, and their involvement in offending, holistically and ‘in the round’, taking account of all their relationships and activities and employing contextual approaches to addressing these problems.
{"title":"Criminological perspectives on school exclusion and youth offending","authors":"Jasmina Arnez, Rachel Condry","doi":"10.1080/13632752.2021.1905233","DOIUrl":"https://doi.org/10.1080/13632752.2021.1905233","url":null,"abstract":"ABSTRACT This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualised, including the link between exclusion and young people’s offending, and the so-called ‘school-to-prison pipeline’. There is a long history of work in the UK and the US that explores how processes of school exclusion contribute to youth crime, the trajectory from the label of ‘troublemaker’ to more serious deviance, and how disciplinary polices can themselves lead to criminalisation. As we show, the relationship is complex and establishing causality is difficult. We then consider more recent work on how school exclusion contributes to the vulnerability and exploitation of marginalised young people. Finally, we argue for understanding young people’s lives, their educational experiences, and their involvement in offending, holistically and ‘in the round’, taking account of all their relationships and activities and employing contextual approaches to addressing these problems.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81795561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13632752.2021.1903172
Ian Thompson, A. Tawell, H. Daniels
ABSTRACT Prevention of school exclusion is a major UK policy concern in the COVID-19 era of economic uncertainty, speculation about the possible futures for social cohesion, and alarming reports about the prevalence of children’s mental health difficulties and eroded sense of well-being and security. This Special Issue on school exclusion is drawn from the work of the multi-disciplinary and cross-jurisdictional research group Excluded Lives, founded in Oxford in 2014 and now involving the universities of Cardiff, Edinburgh, Oxford, Queen’s Belfast and the LSE. It adopts a broad view of exclusion including those who are excluded legally and illegally and those who go missing from school. The papers in this special issue represent perspectives on school exclusion across the four UK jurisdictions and from different disciplinary perspectives.
{"title":"Excluded lives special issue","authors":"Ian Thompson, A. Tawell, H. Daniels","doi":"10.1080/13632752.2021.1903172","DOIUrl":"https://doi.org/10.1080/13632752.2021.1903172","url":null,"abstract":"ABSTRACT Prevention of school exclusion is a major UK policy concern in the COVID-19 era of economic uncertainty, speculation about the possible futures for social cohesion, and alarming reports about the prevalence of children’s mental health difficulties and eroded sense of well-being and security. This Special Issue on school exclusion is drawn from the work of the multi-disciplinary and cross-jurisdictional research group Excluded Lives, founded in Oxford in 2014 and now involving the universities of Cardiff, Edinburgh, Oxford, Queen’s Belfast and the LSE. It adopts a broad view of exclusion including those who are excluded legally and illegally and those who go missing from school. The papers in this special issue represent perspectives on school exclusion across the four UK jurisdictions and from different disciplinary perspectives.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87926016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 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.
{"title":"Mental well-being and school exclusion: changing the discourse from vulnerability to acceptance","authors":"M. Fazel, D. Newby","doi":"10.1080/13632752.2021.1898767","DOIUrl":"https://doi.org/10.1080/13632752.2021.1898767","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88254250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"Riding the rollercoaster of school exclusion coupled with drug misuse: the lived experience of caregivers","authors":"Sarah Martin‐Denham","doi":"10.1080/13632752.2020.1848985","DOIUrl":"https://doi.org/10.1080/13632752.2020.1848985","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81376842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"British norms and psychometric properties of the Boxall Profile for primary school-aged children","authors":"F. Ruby","doi":"10.1080/13632752.2020.1816055","DOIUrl":"https://doi.org/10.1080/13632752.2020.1816055","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91328642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"Brief behavioural activation therapy for adolescent depression in schools: two case examples","authors":"S. Brett, S. Reynolds, J. Totman, Laura Pass","doi":"10.1080/13632752.2020.1861853","DOIUrl":"https://doi.org/10.1080/13632752.2020.1861853","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77370852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"Following up with bullied pupils: perceptions from young adults in Norway who were previously exposed to bullying","authors":"Mari Markussen Lunder, K. Tharaldsen","doi":"10.1080/13632752.2020.1854514","DOIUrl":"https://doi.org/10.1080/13632752.2020.1854514","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81800340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship","authors":"C. Hoogendijk, N. Tick, J. G. Holland, W. Hofman, S. Severiens, P. Vuijk, A.F.D. van Veen","doi":"10.1080/13632752.2020.1858259","DOIUrl":"https://doi.org/10.1080/13632752.2020.1858259","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86596472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 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.
{"title":"Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools","authors":"Peter Wood","doi":"10.1080/13632752.2020.1861849","DOIUrl":"https://doi.org/10.1080/13632752.2020.1861849","url":null,"abstract":"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87602489","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：