EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第9页

Conflicts in professional concern and the exclusion of pupils with SEMH in England 职业关注中的冲突与英国SEMH学生的排斥

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1898769

Ian Thompson, A. Tawell, H. Daniels

{"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}

引用次数: 9

Criminological perspectives on school exclusion and youth offending 从犯罪学角度看学校排斥与青少年犯罪

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1905233

Jasmina Arnez, Rachel Condry

{"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}

引用次数: 9

Excluded lives special issue 被排除的生命特刊

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1903172

Ian Thompson, A. Tawell, H. Daniels

引用次数: 2

Mental well-being and school exclusion: changing the discourse from vulnerability to acceptance 心理健康与学校排斥:话语从脆弱到接受的转变

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI: 10.1080/13632752.2021.1898767

M. Fazel, D. Newby

{"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}

引用次数: 6

Riding the rollercoaster of school exclusion coupled with drug misuse: the lived experience of caregivers 乘坐学校排斥与药物滥用的过山车:看护人的生活经历

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1848985

Sarah Martin‐Denham

{"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}

引用次数: 6

British norms and psychometric properties of the Boxall Profile for primary school-aged children 小学学龄儿童Boxall档案的英国规范和心理测量特性

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1816055

F. Ruby

引用次数: 1

Brief behavioural activation therapy for adolescent depression in schools: two case examples 行为激活疗法对学校青少年抑郁的治疗:两个案例

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1861853

S. Brett, S. Reynolds, J. Totman, Laura Pass

{"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}

引用次数: 2

Following up with bullied pupils: perceptions from young adults in Norway who were previously exposed to bullying 跟踪受欺凌的学生:来自挪威以前遭受欺凌的年轻人的看法

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1854514

Mari Markussen Lunder, K. Tharaldsen

引用次数: 0

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship Key2Teach在师生关系中介下对学生外化和社会情绪问题行为的影响

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1858259

C. Hoogendijk, N. Tick, J. G. Holland, W. Hofman, S. Severiens, P. Vuijk, A.F.D. van Veen

{"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}

引用次数: 3

Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools 社会和情感学习中的情绪操纵和牧师支持:情商的“黑暗面”及其对学校的影响

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1861849

Peter Wood

引用次数: 1