Pastoral Care in Education最新文献_第4页

The application of a Foucauldian approach to analyse school bullying: a critique 运用福柯式方法分析校园欺凌:一种批判

Pastoral Care in Education Pub Date : 2023-10-25 DOI: 10.1080/02643944.2023.2271473

Elizabeth Mary Nassem

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‘It’s properly changed, and I think it’s going to continue.’ How the pandemic and the cost of living crisis remade the teaching assistant role “这是适当的改变，我认为这将继续下去。“疫情和生活成本危机如何重塑了助教的角色

Pastoral Care in Education Pub Date : 2023-10-23 DOI: 10.1080/02643944.2023.2271483

Sophie Hall, Rob Webster

{"title":"<i>‘It’s properly changed, and I think it’s going to continue.’</i> How the pandemic and the cost of living crisis remade the teaching assistant role","authors":"Sophie Hall, Rob Webster","doi":"10.1080/02643944.2023.2271483","DOIUrl":"https://doi.org/10.1080/02643944.2023.2271483","url":null,"abstract":"This paper presents evidence of how the role of teaching assistants (TAs) in England has been remade by the Covid pandemic. Drawing on data from a national survey of 9,055 TAs and 22 semi-structured interviews with TAs, teachers and headteachers, the authors show how essential TAs were to schools’ responses to managing the disruption caused by the pandemic. TAs kept schools functioning and supported the pastoral and wellbeing needs of children and families, both in school and in the wider community. As life and learning return to normal, the informal duties that TAs took on during lockdown have persisted, leading to a marked increase in workload. At the same time, TAs find themselves struggling to make ends meet amid a fresh crisis concerning the rising cost of living. Headteachers report fears of losing TAs to better-paid jobs and being unable to recruit replacements. Problems maintaining provision for pupils with additional needs and exacerbating challenges regarding teacher workload and retention are forecast. Despite schools’ innovative and well-meaning efforts to recognise and demonstrate their appreciation of TAs, this paper argues that this does not amount to a robust TA retention strategy. A comprehensive national development strategy and investment in the TA workforce is recommended to address longstanding issues concerning their role, identity, value and pay.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367141","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}

引用次数: 0

The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration 社会、情感和心理健康(SEMH)中学教牧人员的生活经历:一种叙事探索

Pastoral Care in Education Pub Date : 2023-10-19 DOI: 10.1080/02643944.2023.2271495

Elaine Bowes, Sue McAndrew, Donna Peach

{"title":"The lived experiences of pastoral staff employed in social, emotional, and mental health (SEMH) secondary schools: a narrative exploration","authors":"Elaine Bowes, Sue McAndrew, Donna Peach","doi":"10.1080/02643944.2023.2271495","DOIUrl":"https://doi.org/10.1080/02643944.2023.2271495","url":null,"abstract":"This paper explores experiences of pastoral staff, working in social, emotional, and mental health (SEMH) special secondary schools, regarding the psychological impact of their work. To date, attention has been given to the educational experiences of pupils attending SEMH schools and teachers working with pupils with SEMH needs in mainstream schools. Whilst these studies provide insight into the experiences of pupils and teachers, they do not explore the experiences of those occupying pastoral roles in SEMH schools. Using narrative research, five participants, recruited from schools in the Northwest of England, took part in interviews, conducted via video conferencing. Interviews were audio recorded and transcribed verbatim. Analysis adopted a two-stage approach. The first stage focused on each individual narrative, preserving it as a whole story, the second involved analysis across the five narratives. Both stages used Fraser’s (2004) seven stage approach, enabling long sections of narrative to be broken down into themes, whilst preserving the nuances within and across narratives. The first stage of analysis identified numerous themes specific to each participant, the second stage, the focus for this paper, identified two common themes across the narratives: ‘It’s a struggle,’ ‘and ‘My emotionally dirty work’. This is the first study to explore the psychological impact of working in SEMH secondary schools, from the perspective of pastoral staff. Findings have policy and practice implications; defining professional standards, appropriate training, and tailored supervision. An ‘ethos of care’ within SEMH schools could mitigate against the impact of struggles and work perceived as emotionally dirty.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729204","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}

引用次数: 0

Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability 关系责任、社会纪律和学校行为:通过关系责任的分布式网络重新定位纪律和权威

Pastoral Care in Education Pub Date : 2023-10-16 DOI: 10.1080/02643944.2023.2263453

Rebecca Hibbin

{"title":"Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability","authors":"Rebecca Hibbin","doi":"10.1080/02643944.2023.2263453","DOIUrl":"https://doi.org/10.1080/02643944.2023.2263453","url":null,"abstract":"This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078627","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}

引用次数: 0

The philosophy of Botho: the key to Botswana’s citizenship education 博托哲学:博茨瓦纳公民教育的关键

Pastoral Care in Education Pub Date : 2023-10-15 DOI: 10.1080/02643944.2023.2271472

Yaone Duduetsang Matsagopane, Shengquan Luo

引用次数: 0

Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention 探讨中学生在接受情感素养支持助理(ELSA)干预时对技能和结果的看法

Pastoral Care in Education Pub Date : 2023-10-12 DOI: 10.1080/02643944.2023.2265390

Rebekah Purcell, Catherine Kelly, Kevin Woods

{"title":"Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention","authors":"Rebekah Purcell, Catherine Kelly, Kevin Woods","doi":"10.1080/02643944.2023.2265390","DOIUrl":"https://doi.org/10.1080/02643944.2023.2265390","url":null,"abstract":"The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils’ views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils’ experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013539","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}

引用次数: 0

A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking 瑞典小学生对支持性学校氛围和寻求帮助的看法的定性研究

Pastoral Care in Education Pub Date : 2023-10-04 DOI: 10.1080/02643944.2023.2265388

Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg

{"title":"A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking","authors":"Camilla Forsberg, Eva Hammar Chiriac, Robert Thornberg","doi":"10.1080/02643944.2023.2265388","DOIUrl":"https://doi.org/10.1080/02643944.2023.2265388","url":null,"abstract":"The aim of this study is to explore pupils’ perspectives on school climate, with a focus on help-seeking from teachers when experiencing unsafe incidents. Fifty-nine focus group interviews were conducted with pupils from two public schools in grades 1–9 (i.e. ages 7–15 years) in Sweden and analyzed with constructivist grounded theory. The findings address how the organizational support structure was crucial and three main categories were conceptualized from pupils’ perspectives: (1) teachers as sources of support; (2) availability of support; and (3) consistent and responsive support. The way in which pupils perceived these three dimensions, and thus the organizational support structure, were crucial to whether they considered help-seeking from teachers when they experienced unsafe incidents such as violence, bullying or conflicts. To conceptualize the pupils’ perspectives on the organizational support structure and help-seeking we adopted a social-ecological perspective as a theoretical framework. Social-ecological factors such as scheduling, and information provided (exosystem) and the pupil-teacher relationships (microsystem) were found to be especially important in relation to the organizational support structure and pupils’ help-seeking. Our findings suggests that it is imperative for schools to pay attention to the organizational support structure and especially consider the teacher-pupil relationship quality and how scheduling, information about support sources, and a consistent and responsive approach from all teachers affects pupils’ help-seeking and the building of a supportive school climate and safety for all pupils at school.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644906","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}

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The fluent leader: functional fluency and effective leadership inspired by transactional analysis 流畅型领导:在事务性分析的启发下，功能流畅和有效的领导

Pastoral Care in Education Pub Date : 2023-09-13 DOI: 10.1080/02643944.2023.2254032

Giles Barrow

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Using young peoples’ lived experiences to explore definitional characteristics for cyberbullying 利用年轻人的生活经历来探索网络欺凌的定义特征

Pastoral Care in Education Pub Date : 2023-09-11 DOI: 10.1080/02643944.2023.2254779

Claire Hawkins

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The disruptive impact of COVID-19 on relationships in Irish primary schools: key issues COVID-19对爱尔兰小学关系的破坏性影响:关键问题

IF 1

Pastoral Care in Education Pub Date : 2023-09-07 DOI: 10.1080/02643944.2023.2254761

Margaret Nohilly, Bernie Collins, Veronica O’ Toole

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