Pastoral Care in Education最新文献

{"title":"Stand up / Seas Suas: promoting peer awareness, empathy and helping among third level students","authors":"Bernadine Brady, Charlotte Silke, B. Hughes, Jimmy McGovern","doi":"10.1080/02643944.2022.2054022","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054022","url":null,"abstract":"ABSTRACT The changing landscape of higher education and increased prevalence of mental health issues have placed pressure on universities to respond effectively to the needs of an increasingly diverse student body. Whilst higher education institutions provide support services to help students who are encountering difficulties, it often falls to fellow students to offer support. However, peers may lack awareness and knowledge about how to intervene or be reluctant to intervene due to the ‘bystander effect’ that diffuses responsibility for action in group settings. This article describes an initiative called Seas Suas, a programme developed by the Chaplaincy at an Irish university that encourages students to be more aware and observant of challenging issues impacting other students’ academic and personal lives and to equip them with the knowledge and skills to respond appropriately. A mixed methods research design was undertaken to assess outcomes from the programme (N = 193). Findings indicate that students showed higher levels of empathy, social responsibility and confidence in helping others after participating in the Seas Suas programme. The implications of the findings for pastoral care in higher education are discussed.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80533108","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}

{"title":"The protective role of self-compassion on test anxiety among adolescents","authors":"Dean O'Driscoll, Mary Mcaleese","doi":"10.1080/02643944.2022.2054021","DOIUrl":"https://doi.org/10.1080/02643944.2022.2054021","url":null,"abstract":"ABSTRACT A growing body of work has begun to identify the benefits of self-compassion in promoting positive mental health and wellbeing for adolescents. Test anxiety is a form of anxiety elicited in response to examinations, which can negatively impact academic achievement and wellbeing. The current pilot study explored the effect of self-compassion on test anxiety among adolescents, while controlling for the effects of gender and general anxiety. Participants were adolescents (n = 47), aged 16 to 17 years old, enrolled in a post-primary school in Northern Ireland and studying for qualifications after compulsory education. Hierarchical regression analysis found that higher levels of self-compassion were related to reduced test anxiety. However, female adolescents and those with higher levels of general anxiety reported greater test anxiety. The findings highlight the potential value of self-compassion as a protective factor against test anxiety for young people in schools. The implications for practitioners supporting young people with mental health and wellbeing difficulties are considered.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90104389","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}

{"title":"Different places, different faces: understanding diverse students’ resilience when moving between home and school cultures","authors":"Lisa H. Papatraianou, Al Strangeways","doi":"10.1080/02643944.2022.2032811","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032811","url":null,"abstract":"ABSTRACT The aim of this study was to understand the school and life experiences of refugee young women and to explore the ways in which they individually and collectively cultivated their resilience. It identified the challenges and resources they encountered when negotiating different home and school cultures and the impact on their resilience. It used mixed-methods that incorporated visual approaches to elicit culturally relevant accounts of their home and school lives. The findings suggest that the resilience of these young girls involved a particular set of resources and challenges which oppose the often normative and value laden perspectives that arise from Western constructions of resilience. The recommendations propose the need to reinforce culturally appropriate ways of fostering the capacities of the individual, family and school to enhance the resilience of refugee young women.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73383130","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}

{"title":"Crossing the line: constructs of TA identity","authors":"Rebecca Geeson, E. Clarke","doi":"10.1080/02643944.2022.2032813","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032813","url":null,"abstract":"ABSTRACT This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77985479","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}

{"title":"Early school leaving and trauma-based education: a study in four European countries","authors":"Rachel Spiteri, M. O’Riordan, C. Cefai, Gráinne Hickey, Stephen Smith","doi":"10.1080/02643944.2022.2032812","DOIUrl":"https://doi.org/10.1080/02643944.2022.2032812","url":null,"abstract":"ABSTRACT This research explores the use of trauma-sensitive practices in second chance education across four European countries, namely Austria, Ireland, Italy and Malta. The study used a quantitative methodology, whereby an online questionnaire was distributed amongst 249 educators who worked in second chance education. Over half of respondents believed that most of their students had experienced trauma, highlighting the importance of trauma-sensitive practices in this sector. Results also indicated that educators generally had a high level of perceived understanding of trauma and its impact, with relatively high levels of trauma-focused support and trauma-sensitive interactions also observed. A low to average amount of secondary traumatic stress was observed amongst participants. Efficacy in classroom management and in student engagement was found to be relatively high, with educators with more years of experience and specialist training having achieved higher scores in classroom management. Specialist training, however, was not linked with greater efficacy in student engagement, suggesting that the development of new specialist training programmes which focus on ways in which educators can increase students’ engagement could help to enhance the educational experience of these students. This study was conducted as part of the Erasmus+ funded research programme, Training Hope, Wellbeing, and Resilience in Vulnerable Early School Leavers (THRIVE) (2018–2020), which aimed to develop a trauma-focused training programme for educators in second chance education, to improve students’ experience in this sector by enabling educators to effectively engage with students, providing them with meaningful learning experiences as well as by improving educators’ classroom management skills.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78019794","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}

{"title":"Building back better in 2022 – with a renewed focus on pastoral care, emotional health and wellbeing for all","authors":"N. Purdy","doi":"10.1080/02643944.2022.2036419","DOIUrl":"https://doi.org/10.1080/02643944.2022.2036419","url":null,"abstract":"At the time of writing, despite a warning from the head of the World Health Organisation that the coronavirus pandemic is ‘nowhere near over’ (BBC News, 2022), many countries are beginning to ease their Covid-19 restrictions, a sign perhaps of a cautiously optimistic beginning to 2022. While there remains much uncertainty about the future, it does seem opportune at the start of this new year to reflect on what has come before but also to look forward to brighter times ahead, and to consider what it means to ‘build back better’. It goes without saying that over the past two years we have all endured a once-in-a-generation crisis which has impacted on all aspects of our lives and exacerbated many existing inequalities in our society (Social Mobility Commission, 2021). A recent report by UNESCO, UNICEF and the World Bank (2021) notes that the global disruption caused by the Covid-19 pandemic constitutes ‘the worst education crisis on record’ (p. 4). Importantly, however, the report stresses that, as well as addressing learning losses, it must be a priority to support re-opened schools across the world to provide comprehensive services promoting wellbeing and psychosocial support (p. 7) and to address the ‘crisis within a crisis’ (p. 26) of child and youth mental health. Our recent special issue (Pastoral Care in Education, Volume 39, issue 3) on the theme of ‘A pedagogy of love and care in the time of Covid-19’ highlighted both the reality of personal suffering (e.g. Westendorff et al., 2021) but also the often invisible and uncelebrated ‘labour of love’ of teachers across the world (Poncela et al., 2021) as they sought to support children and young people at considerable emotional, social, material and political cost to themselves. As we look forward, let us not simply return to how things were before the pandemic, but instead let us, as pastoral educators, urge our leaders (at local and national level) to put children’s pastoral care, emotional health and wellbeing at the very centre of our educational and budgetary plans for the future. As we emerge from two years of massive upheaval we cannot forget or allow others to forget one of the biggest lessons from the pandemic: that schools need to address the wellbeing of their students and teachers rather than simply focusing on effective teaching and learning. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 1, 1–3 https://doi.org/10.1080/02643944.2022.2036419","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82551682","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}

{"title":"Learning lessons: school communities as points of connection in a ‘whole of society’ pandemic response","authors":"P. Fogg","doi":"10.1080/02643944.2021.1999310","DOIUrl":"https://doi.org/10.1080/02643944.2021.1999310","url":null,"abstract":"ABSTRACT The current pandemic has caused unprecedented disruption across the world. Government-led efforts to prepare for emergencies of this kind have focussed upon maintaining vital social and economic function while reducing disease. In some respects, the UK has seemed unprepared for this pandemic, although radical policies and interventions have been applied as the situation has progressed. Schools are a significant point of connection in any national emergency strategy. This study has explored the experience of a group of primary school leaders based in a medium-sized town in the north of England. Analysis of a focus group discussion has highlighted the potential of schools to provide safeguarding and pastoral care to Children and Young People (CYP) through an anxious period of social isolation. Examination of the interactions across systemic levels has highlighted weaknesses and omissions in the Government’s current pandemic strategy as it relates to the care and education of CYP at a local level. From this examination, recommendations for action have been made.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78230112","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}

{"title":"Exploring student experiences of teacher care communication: the offering of educational care","authors":"Sean Schat","doi":"10.1080/02643944.2021.1999311","DOIUrl":"https://doi.org/10.1080/02643944.2021.1999311","url":null,"abstract":"ABSTRACT This research describes a constructivist grounded theorystudy exploring Canadian adolescent student perceptions and experiences of what the author describes as educational care, the care offered to them by their teachers. Educational care is a North American concept that resonates with the British Pastoral Care construct. Interview transcripts contributed to the production of data identifying individual codes that describe teacher actions related to the communication of educational care. Data analysis resulted in the identification of 13 distinct categories of teacher behaviors that influence the communication of care. Further conceptualization identified three dimensions of educational care: the personal dimension (caring for the student as a person), the pedagogical dimension (caring for the student as a learner), and the interpersonal dimension (caring for the student as a member of the class community). Grounded theory analysis methods and resources led to the construction of a theoretical explanation, the offering of educational care. The author also discusses how the grounded theoretical results can be merged with the educational care-related literature to suggest an additional theoretical explanation; that is, the successful communication of educational care. The study also explores potential implications for practice and for future research.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84273965","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}

{"title":"Primary-school aged children’s understanding and experiences of loneliness: a qualitative enquiry","authors":"Aimée Robyn Cole, C. Bond, P. Qualter","doi":"10.1080/02643944.2021.1977993","DOIUrl":"https://doi.org/10.1080/02643944.2021.1977993","url":null,"abstract":"ABSTRACT Loneliness in childhood and adolescence is currently measured using questionnaires and checklists. The most used questionnaires for youth are psychometrically limited, partly due to the absence of the young person’s voice from the measurement development process. Given this gap in the literature, the current study explored primary-school aged children’s understanding and experiences of loneliness, providing new information about the experience of loneliness in childhood to better inform conceptualisation and measurement of loneliness in children. Interviews took place during the COVID pandemic and were conducted with six Year 4 and 5 children (aged 8–10 years) and analysed using hybrid thematic analysis. Findings fit with existing conceptualisations of social and emotional loneliness and provide novel perspectives on solutions, the importance of play, and children’s perceptions of the adult experience. Directions for future research, and the impact after COVID are discussed.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75677136","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}

{"title":"Editorial pastoral care in education","authors":"S. Tucker","doi":"10.1080/02643944.2021.1988323","DOIUrl":"https://doi.org/10.1080/02643944.2021.1988323","url":null,"abstract":"An editorial is presented on Pastoral Care in Education for 2021. Topics include impact on the education and care of many children and young people throughout the world;giving significant prominence to the exploration of COVID and the worldwide impact on schools from a pastoral perspective;and adding knowledge and understanding in the field of pastoral care in education.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82044217","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}