Pastoral Care in Education最新文献

{"title":"Adopting the circle pedagogy – relatedness, autonomy and competence","authors":"Stephen Camilleri, Amanda Bezzina","doi":"10.1080/02643944.2022.2148173","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148173","url":null,"abstract":"ABSTRACT The circle pedagogy in the Maltese Islands is practised in a range of settings, including the Personal, Social and Career Development (PSCD) subject, provided to all students within the Maltese Education system. During the subject, the PSCD teacher aims to enhance social and emotional competences, whilst encouraging positive and healthy relationships. The Self-Determination Theory provides the basis for this approach, namely to focus on students’ need to feel competent, autonomous and related. In this study, we wanted to investigate how the use of the circle configuration adopted in PSCD, combined with the Experiential Learning Cycle and Processing helped to enhance the three psychological needs outlined in the Self Determination Theory. Two online focus groups were carried out with graduate PSCD teachers, teaching in the primary and the secondary sectors, to assess whether the circle pedagogy used during PSCD lessons increased students’ relatedness in the class, autonomy and competence, thereby furthering their psychosocial well-being. The study showed that the students’ autonomy and competence was influenced by their sense of relatedness in the class. The research also showed that when addressing the 3 SDT psychological needs, students are more willing to engage and contribute during the lessons. This puts greater responsibility on the PSCD teachers because they need to be trained in facilitative skills, make good use of the confidentiality clause and know when to refer, if the need arises.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81080060","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":"Better mental health in schools: four key principles for practice in challenging times","authors":"H. Cowie","doi":"10.1080/02643944.2022.2152568","DOIUrl":"https://doi.org/10.1080/02643944.2022.2152568","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73247365","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":"Student participation in the development of whole-school wellbeing strategies: a systematic review of the literature","authors":"Emma Forshaw, K. Woods","doi":"10.1080/02643944.2022.2148175","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148175","url":null,"abstract":"ABSTRACT Schools have been identified as well placed to support students’ wellbeing and encouraging the active participation of children and young people in school life is in line with current English legislation. Student-led research has the potential to create a positive, long-lasting impact. This evaluative systematic literature review (SLR) sought to identify the features of effective student participation in the co-production of whole-school wellbeing strategies, with a focus on Participatory Action Research (PAR) projects. Ten papers published between 2011 and 2021 were identified using the PRISMA framework and evaluated for methodological quality and appropriateness of focus. Several factors were identified as impacting on the success of PAR, including group composition, power balance, and sustainability. The paper concludes that carefully planned PAR projects can result in successful collaboration with students to develop whole-school strategies for a range of issues/topic areas. Further research evaluating the long-term impact of such projects on whole-school practice is warranted.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89573971","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":"Understanding mental health in schools from the perspective of young people","authors":"P. Mulholland, Richard Parker","doi":"10.1080/02643944.2022.2148174","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148174","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90458350","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":"‘A completely different ballgame’: female A-level students’ experiences of academic demands, stress and coping","authors":"J. Stubbs, D. Dorjee, P. Nash, L. Foulkes","doi":"10.1080/02643944.2022.2148176","DOIUrl":"https://doi.org/10.1080/02643944.2022.2148176","url":null,"abstract":"ABSTRACT The elongation in the amount of time that adolescents remain in education in England has coincided with mounting concerns about increasing adolescent mental health problems. In light of research suggesting that A-level students in post-16 education may face a particularly high degree of academic pressure, this study aimed to deepen our understanding of how this stage of education is experienced. Sixteen female students in English sixth forms participated in task-based, semi-structured interviews aimed at generating a better understanding of their experiences of studying A-levels. Reflexive thematic analysis was used to systematically analyse the transcripts. The themes highlight that because students both aspire intensely to perform well and find studying A-levels challenging, particularly in comparison to GCSEs, it is an inescapably stress-inducing and sometimes overwhelming experience. This is especially true for students who have not cultivated a rich repertoire of time-management strategies or feel unable to seek support from adults. Our analysis suggests that studying A-levels is a uniquely difficult stage of education and that further research is needed to understand how best to support A-level students.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74109102","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":"Pastoral care amid the cost of living crisis","authors":"N. Purdy","doi":"10.1080/02643944.2022.2145546","DOIUrl":"https://doi.org/10.1080/02643944.2022.2145546","url":null,"abstract":"Welcome to the final issue of Volume 40 of Pastoral Care in Education. This has been a season of mixed emotions for our journal and its host organisation, the National Association of Pastoral Care in Education. We were saddened to learn that our journal editor for the past eight years, Professor Stan Tucker, has had to step down through ill-health. Those of us who have had the privilege of working with Stan over many years will be very aware of the immense contribution he has made to the growth and development of Pastoral Care in Education. His unrivalled pastoral knowledge and expertise, coupled with his enthusiasm and good humour made him a highly successful and popular editor, and we wish him well in his retirement and convalescence. As I take up the reins as Editor, with the support of Caron Carter and Amanda Hatton as Associate Editors, we are very conscious of standing on the shoulders of giants such as Stan. In the UK (in particular) we have been living through a period of unprecedented economic and political turmoil. The past few months have seen the passing of Queen Elizabeth II and the accession of King Charles III, as well as the resignation of two British Prime Ministers, Boris Johnson and Liz Truss, in rapid succession. With rising energy and food prices (due in large part to the war in Ukraine) leading to soaring inflation, and efforts to restore stability through interest rate hikes (not to mention the failure of ‘Trussonomics’), many are warning that we are facing into a long, hard winter of discontent. Amid such times of recession, we must consider the impact on the pastoral care, emotional health and wellbeing of our most vulnerable children from already disadvantaged homes. As during the Covid-19 pandemic it is those living in poverty who will be disproportionately impacted by the current costof-living crisis, and those on higher incomes who will be most insulated against its impact. Already we are hearing stories from schools of children arriving to school hungry, of parents struggling to afford uniforms and of families (including those in work) unable to pay their heating and electricity bills and, increasingly, their mortgages. Unless action is taken, we could be looking at a serious humanitarian crisis. Becca Lyon, Head of Child Poverty at Save the Children has noted, ‘It is a full-blown economic crisis for thousands of families’ and has warned that many children ‘could spend this winter in cold homes, with fewer hot meals, despite the best efforts of their parents and carers. Our children deserve better’ (Lyon, 2022). PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 4, 369–372 https://doi.org/10.1080/02643944.2022.2145546","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73365593","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 practices of pupil behaviour management according to primary pupils’ parents and teachers in Vietnam","authors":"N. V. T. Hằng, V. Huong","doi":"10.1080/02643944.2022.2122071","DOIUrl":"https://doi.org/10.1080/02643944.2022.2122071","url":null,"abstract":"ABSTRACT This study presented the practices of pupil behaviour management of Vietnamese primary teachers with a focus on primary pupils’ misbehaviours, and the activities the primary teachers implemented to manage this misbehaviour. 1,545 primary pupils’ parents and teachers from all three main areas in Vietnam took part in the questionnaire surveys. Mathematical statistical methods were used to analyse data along with collating the perceptions between primary teachers and parents. The results showed that pupil behaviour management had been implemented to a positive extent by the primary teachers in classroom practices. The primary teachers frequently implemented the activities of pupil behaviour management to deal with pupils’ misbehaviours, and this could help prevent misbehaviour in classroom practices. Nevertheless, the study also revealed that one of the emergent problems that needs to be solved in order to achieve better pupil behaviour management is pupils’ inattentive attitudes in learning. A possible reason was attributed to the teachers’ less cares and the lower frequency with which interactive instruction was implemented by the primary teachers in their teaching practices. The study suggested that an appropriate strategy of pupil behaviour management for Vietnamese primary teachers needed to be designed in order to help better engage pupils in learning and to meet the requirements of the ongoing implementation of competence-based curricula. A social constructivist approach with its interactive and meaningful features was recommended for further studies to work on designing an appropriate behaviour management strategy for pupils in a Confucian heritage culture such as Vietnam.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82552908","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":"Teacher resilience in the face of uncertainty: experiences of Turkish teachers during the COVID-19 outbreak","authors":"Bünyamin Bavlı, Özge Kortel","doi":"10.1080/02643944.2022.2109191","DOIUrl":"https://doi.org/10.1080/02643944.2022.2109191","url":null,"abstract":"ABSTRACT The study aims to shed light on how Turkish teachers perceive ‘teacher resilience’ in the shadow of the COVID-19 Outbreak by exploring their experiences. Phenomenological design was adopted in the study and maximum variation sampling was employed in selection of participants who consisted of 15 teachers with different educational backgrounds. Data were obtained through semi-structured in-depth and focus group interviews and a qualitative content analysis method was executed in data analysis. The statements of the participant teachers were examined through four dimensions presented in the theoretical framework of Mansfield et al. (2012): Profession-Related, Social, Emotional and Motivational Dimensions. The findings revealed that Turkish teachers were not ready for online teaching and experienced certain challenges in the use of effective teaching methods, time management and learner engagement. The study uncovered low levels of emotional, but high levels of social resilience among teachers. They had challenges to manage their emotions, and cope with job demands and stress from time to time. However, they overcame these challenges by building supportive relationships, communicating with each other, seeking help and taking advice. Moreover, many of the teachers managed to stay motivated, persevere, and be positive in the face of the unprecedented challenges they experienced during the COVID-19 Pandemic.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88798271","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 Art Teacher’s Guide to Exploring Art and Design in the Community","authors":"Nomisha Kurian","doi":"10.1080/02643944.2022.2115217","DOIUrl":"https://doi.org/10.1080/02643944.2022.2115217","url":null,"abstract":"","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85402918","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":"An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching","authors":"Anne L. L. Tang, Caroline Walker-Gleaves, J. Rattray","doi":"10.1080/02643944.2022.2109192","DOIUrl":"https://doi.org/10.1080/02643944.2022.2109192","url":null,"abstract":"ABSTRACT This exploratory study aimed to examine university teachers’ conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically reflect on those affective and relational behaviors and interactions that are possible during physically-embodied pedagogy, but that are either no longer possible or even undesirable online. This has resulted in a research gap that we feel this study addresses, by drawing on the reflections and experiences of nine caring academic and teaching staff in a Hong Kong public university. Thematic analysis of these reflections relating to the practice of, and barriers to, care emphasised the overarching theme of the centrality of presence about, and for, students. This overarching theme was complemented by two sub-themes relating to ‘lacking physical presence as a barrier to care’ and ‘building an online presence for articulation of care’. On the basis of these exploratory findings, we offer preliminary arguments relating to a caring pedagogical approach underpinned by a deepening of presence and learning collaboration. This paper, we argue, adds to the body of knowledge in the under-researched area of teacher care amidst online teaching, and suggests a future theorisation of online care within higher education pedagogy.","PeriodicalId":45422,"journal":{"name":"Pastoral Care in Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76178488","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}