Pub Date : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.22
Alexandra Hennessey, Sarah MacQuarrie, Kirsty Pert, Charlotte Bagnall, Garry Squires
Supporting wellbeing within education settings is vital. The Well Schools whole school approach to supporting teacher and pupil wellbeing provides a framework that supports planning and engagement where each school has the space to advocate for a bespoke and tailored approach that meets the needs of their school community. We report on a secondary school, as a case study example, that adopted Well Schools in 2020 and set out how valuing a whole school culture, providing good leadership and embedding wellbeing support into the vision and ethos of the school can aid the successful implementation of Well Schools that fuel transformative change. This article offers reflections on approaches for achieving a whole school approach to wellbeing, provide examples of what works well and explores how a culture of wellbeing can provide a climate for staff, pupils and their communities to thrive.
{"title":"Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example","authors":"Alexandra Hennessey, Sarah MacQuarrie, Kirsty Pert, Charlotte Bagnall, Garry Squires","doi":"10.53841/bpsper.2023.47.2.22","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.22","url":null,"abstract":"Supporting wellbeing within education settings is vital. The Well Schools whole school approach to supporting teacher and pupil wellbeing provides a framework that supports planning and engagement where each school has the space to advocate for a bespoke and tailored approach that meets the needs of their school community. We report on a secondary school, as a case study example, that adopted Well Schools in 2020 and set out how valuing a whole school culture, providing good leadership and embedding wellbeing support into the vision and ethos of the school can aid the successful implementation of Well Schools that fuel transformative change. This article offers reflections on approaches for achieving a whole school approach to wellbeing, provide examples of what works well and explores how a culture of wellbeing can provide a climate for staff, pupils and their communities to thrive.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784267","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.57
Jessica Baines, Andrew J. Holliman, Daniel Waldeck
This qualitative study explores the influence of having a ‘newly acquired’ school-based wellbeing dog on children’s socio-emotional development and learning, as reported by seven parents of children at a participating school. Results revealed three superordinate themes: Social Communication; Management of Emotions; and Attendance and Engagement. Parents held positive views towards the newly acquired wellbeing dog, especially regarding its role in their child’s socio-emotional development as well as their school engagement. The findings add to sparse literature, advocating for a wider distribution of wellbeing dogs in mainstream schools to support the mental health and wellbeing of children.
{"title":"Does having a school-based wellbeing dog influence children’s socio-emotional development and learning? A thematic analysis of parent perspectives","authors":"Jessica Baines, Andrew J. Holliman, Daniel Waldeck","doi":"10.53841/bpsper.2023.47.2.57","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.57","url":null,"abstract":"This qualitative study explores the influence of having a ‘newly acquired’ school-based wellbeing dog on children’s socio-emotional development and learning, as reported by seven parents of children at a participating school. Results revealed three superordinate themes: Social Communication; Management of Emotions; and Attendance and Engagement. Parents held positive views towards the newly acquired wellbeing dog, especially regarding its role in their child’s socio-emotional development as well as their school engagement. The findings add to sparse literature, advocating for a wider distribution of wellbeing dogs in mainstream schools to support the mental health and wellbeing of children.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980595","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.41
Laura Oxley, Lisa E. Kim
During the Covid-19 pandemic, teachers in England reported that they felt the teaching profession was negatively portrayed by the media, leading to a sense that teachers were not valued in society. This perception may have contributed to a decline in teachers’ wellbeing during the pandemic. We examine the extent to which teachers’ perception of the media’s negative portrayal of the teaching profession is supported by evidence. We conducted a content analysis of frontpage headlines in newspapers in England, related to Covid-19 and aspects of pre-16 education, between March 2020 and January 2022. The findings supported teachers’ perceptions, that there was an element of negativity in headlines related to teachers during the pandemic, to some extent. However, the findings indicated that other groups (e.g. teaching unions, medical professionals, and the government) were also portrayed as responsible for the challenging situations in schools in England during the pandemic. There was no difference found in the portrayal of the teaching profession between newspapers of different political ideologies. As teachers’ perceptions of the media portrayal of their profession during the pandemic has been linked to teachers ‘ wellbeing, further research into the origins of this portrayal of teachers could be beneficial to prevent the exacerbation of this issue.
{"title":"Newspapers’ portrayal of the teaching profession during the Covid-19 pandemic in England: A content analysis","authors":"Laura Oxley, Lisa E. Kim","doi":"10.53841/bpsper.2023.47.2.41","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.41","url":null,"abstract":"During the Covid-19 pandemic, teachers in England reported that they felt the teaching profession was negatively portrayed by the media, leading to a sense that teachers were not valued in society. This perception may have contributed to a decline in teachers’ wellbeing during the pandemic. We examine the extent to which teachers’ perception of the media’s negative portrayal of the teaching profession is supported by evidence. We conducted a content analysis of frontpage headlines in newspapers in England, related to Covid-19 and aspects of pre-16 education, between March 2020 and January 2022. The findings supported teachers’ perceptions, that there was an element of negativity in headlines related to teachers during the pandemic, to some extent. However, the findings indicated that other groups (e.g. teaching unions, medical professionals, and the government) were also portrayed as responsible for the challenging situations in schools in England during the pandemic. There was no difference found in the portrayal of the teaching profession between newspapers of different political ideologies. As teachers’ perceptions of the media portrayal of their profession during the pandemic has been linked to teachers ‘ wellbeing, further research into the origins of this portrayal of teachers could be beneficial to prevent the exacerbation of this issue.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980564","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.33
Jasmine R. Sorrell, Mark E. Wildmon
Individuals with Autism Spectrum Disorder (ASD) commonly have deficits in social communication and interactions. Therefore, numerous studies have been published over the last few decades which have centred on prosocial skills development for children and adolescents identified as having ASD. One skill that has become more common in the literature, is that of prosocial deception. However, a need still exists for a more effective way to teach this skill. Therefore, this study sought to instruct adolescents with ASD how to use prosocial lies when engaging in various social interactions via behavioural skills training (BST). A nonconcurrent multiple baseline design across participants was used, and results indicated adolescents were able to successfully learn how to tell prosocial lies when taught either virtually or in-person using BST. All participants significantly increased their ability to tell a prosocial lie while appearing engaged in a conversation through the use of modeling, rehearsal, and feedback. Additionally, the treatment resulted in the participants acquiring the skills needed to engage in conversations outside of their restricted interests. Implications of this research along with limitations and future directions will also be discussed.
{"title":"Teaching adolescents with autism how to use prosocial lies in conversation","authors":"Jasmine R. Sorrell, Mark E. Wildmon","doi":"10.53841/bpsper.2023.47.2.33","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.33","url":null,"abstract":"Individuals with Autism Spectrum Disorder (ASD) commonly have deficits in social communication and interactions. Therefore, numerous studies have been published over the last few decades which have centred on prosocial skills development for children and adolescents identified as having ASD. One skill that has become more common in the literature, is that of prosocial deception. However, a need still exists for a more effective way to teach this skill. Therefore, this study sought to instruct adolescents with ASD how to use prosocial lies when engaging in various social interactions via behavioural skills training (BST). A nonconcurrent multiple baseline design across participants was used, and results indicated adolescents were able to successfully learn how to tell prosocial lies when taught either virtually or in-person using BST. All participants significantly increased their ability to tell a prosocial lie while appearing engaged in a conversation through the use of modeling, rehearsal, and feedback. Additionally, the treatment resulted in the participants acquiring the skills needed to engage in conversations outside of their restricted interests. Implications of this research along with limitations and future directions will also be discussed.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134981056","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.8
Charlotte L. Bagnall, William Barlow, Linda Bhreathnach, Elizabeth F. S. Hannah, Divya Jindal-Snape, Jennifer E. Symonds
The transition from primary to secondary school provides children with opportunities and challenges that can impact their emotional experiences. Recognising that to date there is limited research which focuses on children’s emotional experiences of primary-secondary school transition, a group of Iransitions researchers participated in a symposium at the British Psychological Society Psychology of Education Section Conference 2022, addressing this important topic. The purpose of the symposium was to bring together four international studies, which used different research designs to examine children’s emotional wellbeing over primary-secondary school transition. Through these talks and discussions which occurred during the symposium, current thinking, developments, and practice in this area, in addition to considering some of the challenges and opportunities present within primary-secondary school transitions research, are explored in order to better understand and support children’s emotional wellbeing over primary-secondary school transitions.
{"title":"International insights into how can we improve children’s emotional wellbeing over primary-secondary school transitions?","authors":"Charlotte L. Bagnall, William Barlow, Linda Bhreathnach, Elizabeth F. S. Hannah, Divya Jindal-Snape, Jennifer E. Symonds","doi":"10.53841/bpsper.2023.47.2.8","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.8","url":null,"abstract":"The transition from primary to secondary school provides children with opportunities and challenges that can impact their emotional experiences. Recognising that to date there is limited research which focuses on children’s emotional experiences of primary-secondary school transition, a group of Iransitions researchers participated in a symposium at the British Psychological Society Psychology of Education Section Conference 2022, addressing this important topic. The purpose of the symposium was to bring together four international studies, which used different research designs to examine children’s emotional wellbeing over primary-secondary school transition. Through these talks and discussions which occurred during the symposium, current thinking, developments, and practice in this area, in addition to considering some of the challenges and opportunities present within primary-secondary school transitions research, are explored in order to better understand and support children’s emotional wellbeing over primary-secondary school transitions.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980566","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.16
Mumine Ozturk
This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application.
{"title":"Unveiling the complexity of teacher wellbeing: A holistic framework and its application in a systematic literature review study","authors":"Mumine Ozturk","doi":"10.53841/bpsper.2023.47.2.16","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.16","url":null,"abstract":"This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"470 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135211403","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.29
Kurnia Y. Yulianti, Ed Baines, Panos Rentzelas
This study examines the context of adolescent bullying during school transitions in Indonesia. Following a sociocultural approach on bullying (Maunder & Crafter, 2018), we argue that bullying is a situational and contextually sensitive phenomenon that is contingent on students’ experiences with peers, and the responses of teachers, school, and society, including the educational system in Indonesia. Individual interviews were undertaken with teachers (N = 16) and paired interviews with students from Grade 7 and Grade 10 (N = 40). Preliminary analyses for this ongoing study reveal similarities and differences in teachers’ and students’ understanding of bullying based on school locations, grades, and gender. Potential implications of the research are discussed.
{"title":"Understanding adolescent bullying during school transition in Indonesian context: A sociocultural approach","authors":"Kurnia Y. Yulianti, Ed Baines, Panos Rentzelas","doi":"10.53841/bpsper.2023.47.2.29","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.29","url":null,"abstract":"This study examines the context of adolescent bullying during school transitions in Indonesia. Following a sociocultural approach on bullying (Maunder & Crafter, 2018), we argue that bullying is a situational and contextually sensitive phenomenon that is contingent on students’ experiences with peers, and the responses of teachers, school, and society, including the educational system in Indonesia. Individual interviews were undertaken with teachers (N = 16) and paired interviews with students from Grade 7 and Grade 10 (N = 40). Preliminary analyses for this ongoing study reveal similarities and differences in teachers’ and students’ understanding of bullying based on school locations, grades, and gender. Potential implications of the research are discussed.","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134980478","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.49
Hannah Cromwell, Claire L. Fox
Previous research on school transition has highlighted how it can be a particularly difficult time for children with special educational needs and disabilities. In addition, parental involvement in the transition is seen to be an important factor in facilitating a positive transition. This study aimed to investigate the factors that impact the school transition experience of children with SEND, through the use of Internet forum data and the perceptions and experiences of parents. A total of 12 threads from the internet-based forum website Mumsnet were selected and analysed containing 127 posts from 46 different users. The keywords ‘School transition’ and the selected chosen topics of ‘SEN’, ‘SN Children’ and ‘SN teens and young adults’ were used to search for relevant forum threads. Forum threads were then analysed using Reflexive Thematic Analysis. The themes generated were ‘Proactive parents’, ‘Child-focused: Understanding and addressing the individual child’s needs and concerns’, and the overarching theme of ‘Sufficient preparation’ with the themes ‘Preparation pre-transition’ and ‘Preparation post-transition’. Understanding the parent’s role in school transition can help to support other parents to better support their child; the advice of other parents and suitable methods they have found to support their children can be suggested to others. Recognising the issues will also be useful in improving the support within schools
{"title":"School transition and SEND: Investigating parental accounts of their child’s primary to secondary school transition experience through the use of Mumsnet data","authors":"Hannah Cromwell, Claire L. Fox","doi":"10.53841/bpsper.2023.47.2.49","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.49","url":null,"abstract":"Previous research on school transition has highlighted how it can be a particularly difficult time for children with special educational needs and disabilities. In addition, parental involvement in the transition is seen to be an important factor in facilitating a positive transition. This study aimed to investigate the factors that impact the school transition experience of children with SEND, through the use of Internet forum data and the perceptions and experiences of parents. A total of 12 threads from the internet-based forum website Mumsnet were selected and analysed containing 127 posts from 46 different users. The keywords ‘School transition’ and the selected chosen topics of ‘SEN’, ‘SN Children’ and ‘SN teens and young adults’ were used to search for relevant forum threads. Forum threads were then analysed using Reflexive Thematic Analysis. The themes generated were ‘Proactive parents’, ‘Child-focused: Understanding and addressing the individual child’s needs and concerns’, and the overarching theme of ‘Sufficient preparation’ with the themes ‘Preparation pre-transition’ and ‘Preparation post-transition’. Understanding the parent’s role in school transition can help to support other parents to better support their child; the advice of other parents and suitable methods they have found to support their children can be suggested to others. Recognising the issues will also be useful in improving the support within schools","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135211683","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.7
{"title":"Poster Award Winner from the 2022 PES Annual Conference","authors":"","doi":"10.53841/bpsper.2023.47.2.7","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.7","url":null,"abstract":"","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134981146","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 : 2023-01-01DOI: 10.53841/bpsper.2023.47.2.61
Victoria Cooper
{"title":"Overcoming Adversity in Education","authors":"Victoria Cooper","doi":"10.53841/bpsper.2023.47.2.61","DOIUrl":"https://doi.org/10.53841/bpsper.2023.47.2.61","url":null,"abstract":"","PeriodicalId":497937,"journal":{"name":"Psychology of Education Review","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135211405","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：