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1.
John Holland's research with adults bereaved as children found that their experiences on returning to school after a death were not always positive. Further research in Humberside primary and secondary schools, discussed previously in BJSE , found that teachers rated the area of child bereavement highly, but also that there was a 'training gap'. Teachers generally considered that more training in the area of bereavement was needed. An initial response in Hull included 'help' leaflets sent to schools and ad hoc training courses. This led to the development of a structured and self-contained 'loss awareness' training project for schools —'Lost for Words'. In this paper, John Holland reveals that evaluations showed an increased level of trained staff in schools; more use of policies and procedures; and a higher level of individuals in schools having responsibility for the area. Although the views expressed here are his own and not necessarily those of his employer, he concludes that there is now a greater level of awareness of issues relating to loss and bereavement in children and suggests that the 'Lost for Words' project is having a positive impact on practice in schools.  相似文献   

2.
The needs of children who are experiencing loss in all its many guises including separation through divorce, death, war, to name but a few, are many and varied. Presenting issues may include emotional disturbance. In addition, many bereaved children have to cope with a vulnerability to physical illness. In some schools, children are offered counselling or specialist emotional and therapeutic support at times of bereavement. In this article, the author uses case-study examples and autobiographical material, to suggest that child-chosen play, art and children's literature can provide a vehicle for bereavement management and eventual resolution. The author argues that professionals involved in the care and education of children can work together to benefit grieving children.  相似文献   

3.
Little is known about how teachers and head teachers (school personnel) attend to children experiencing grief. Our aim was to investigate what the school personnel perceive to be optimal help from the school in such situations. We conducted seven focus group interviews and one single interview among 17 teachers and 5 head teachers from primary and secondary schools. Although the school personnel obviously have high levels of empathy and commitment towards grieving students, they expressed limited knowledge about how child bereavement affects school performance, concentration, and learning, and how this restricted their own efforts to arrange for grieving children during the school day. They also signalled tensions created by the need to mediate too many tasks in the teacher’s role, school staff’s lack of grief knowledge, and guilt for not doing more for bereaved children at school. Despite the existence of solid theoretical and research base in the field of grief in children, opportunities for provision of evidence-validated intervention by teachers and other school personnel in response to grief, and prompt referral of bereaved children suffering more complex grief reactions, appear to be severely compromised. The school personnel pointed out the necessities for action plans and written routines, resources and clarifications of roles, and some basic help principles, key help measures, and improvements to improve the support for bereaved schoolchildren.  相似文献   

4.
Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.  相似文献   

5.
Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child’s later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication between pre-school staff and primary school teachers. Typically, in Scotland, pre-school establishments prepare individual profiles of children before they start school around the age of five years, highlighting their strengths and development needs, for transfer to primary schools. There is, however, no consistent approach to the identification of potential social, emotional and behavioural problems. In 2010, in one local authority area in Scotland, the Strengths and Difficulties Questionnaire (SDQ) was introduced for children about to start school as a routine, structured, component of the transition process to help teachers plan support arrangements for classes and individual children. The SDQ assesses emotional, conduct, hyperactivity/ inattention and peer-relationship problems as well as pro-social behaviour. In order to be an effective means of communicating social and emotional functioning, the use of instruments such as the SDQ needs to be practicable. Finding out the views of pre-school education staff with experience of assessing children using the SDQ was, therefore, essential to establish its future utility.

Aim

The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected.

Method

Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and ‘partnership’ establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically.

Results

In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognised potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labelling a child at an early stage of formal education.

Conclusion

The findings from this small scale study suggest that, from the point of view of pre-school education staff, it is feasible to assess children systematically for social and behavioural problems as part of the routine transition process at school entry.  相似文献   

6.
ABSTRACT

The need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make the case that the discourses of emotions inherent within such schemes, and the various supranational publications, are susceptible to exploitation and manifestation. The study employed a mixed methodological approach, utilising a combination of quantitative and qualitative strategies with primary school staff members including head teachers, teachers, teaching assistants, welfare staff, other support staff, etc. Three phases of study – questionnaires, focus groups and individual interviews – were administered as a means of creating an insight into the interpretation and use of SEL in these settings. The findings demonstrate a propensity for staff to conflate social and emotional aspects of self with more moralistic constructs of identity, revealing how SEL schemes have the potential to act as tools of cultural imperialism by marginalising and/or endorsing certain values, norms and behaviours. After maintaining that such realisations of these schemes may impede rather than improve the lived experiences of children, that are fundamental to their social and emotional well-being and mental health, I make the case for alternative approaches to SEL in schools.  相似文献   

7.
ObjectiveThe aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica.MethodsA cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire.ResultsFifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none.ConclusionsExposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence.Practice implicationsChildren in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.  相似文献   

8.
ABSTRACT

Our current social and political context is awash with pronouncements about the growing number of children and young people with mental health issues. This paper explores how school culture that is founded upon a compassion framework is well placed to support the promotion of pupils’ mental health and well-being. Drawing upon experiences of being a senior leader in a specialist social, emotional and mental health (SEMH) educational setting and of supporting a wide range of mainstream schools in the area of SEMH and well-being, this paper outlines some of the conflicting interests and ubiquitous tensions that present challenges in the contemporary UK education system. Conceptualisations of compassion and other relevant theoretical perspectives are referred to in order to illustrate how the, often, at times, competing needs of different constituencies (pupils, teaching and non-teaching staff, management, parents and carers) within school communities are best served when disentangled from each other and addressed with attention and clarity.  相似文献   

9.
This article written by Peter Lloyd Bennett, educational psychologist, and Carole Dyehouse, headteacher, provides a personal account of how one primary school responded to the death of a pupil. The authors describe the process by which bereavement within the school community became a valued learning opportunity within the school curriculum. Involving the parents as soon as possible was considered important and the responses of the parents of the bereaved child influenced the arrangements made by the school. Staff were available to children to help them come to terms with their bereavement and the tragic nature of the child's death. Decisions about the arrangements involved the school management team, the governors, the teaching staff, the non-teaching staff and the pupils represented by the school council consisting of elected members of each class. Staff were sensitive to children who were enabled to contribute in their own way and all parents were encouraged to involve themselves at the level at which they felt comfortable. At the end of this honest and moving article, the authors provide reflective and analytical comments about their shared experiences and offer a list of resources that will be of great relevance to practitioners.  相似文献   

10.
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents.  相似文献   

11.
In the 1980s, Norwegian researchers pioneered efforts towards developing school support for bereaved children. Eighteen years later, a Danish approach was created based on these foundations. This article explores the Danish school bereavement response plans (b-plans) and investigates their ability to support both teachers and bereaved children. Today, the system has one of the highest implementation rates in the world and the majority of teachers feel equipped to deal with bereavement in school. Nevertheless, adopting a standardised approach potentially leads to the neglect of individual needs. Moreover, concerns exist over whether existing b-plans are current. This article concludes that b-plans have succeeded in becoming the primary tool used by teachers, a feat that systems in other countries often fail to achieve. However, the system seldom includes the perspectives of the students it was designed to help. This is the challenge that the next generation of b-plans must remedy.  相似文献   

12.
ABSTRACT

Teleconsultation is being increasingly used in schools to support children with disabilities; however, further evaluation of the impact of this practice is needed. This study describes a teleconsultation model used to provide educational support for students with visual impairments being educated in their local school districts and examines the initial acceptability and feasibility of this teleconsultation model. In addition, the current study discusses some of the recommendations for improvement regarding program implementation, with the goal of increasing the ease of use of teleconsultation in schools. Stakeholders reported qualitative and quantitative data indicating that the teleconsultation model is acceptable to and feasible for families and school district staff.  相似文献   

13.
This paper reports on a research based project 'Lost for Words', which is a loss-awareness training pack developed by the City Psychological Service, Hull Learning and Cultural Services, in a multi-agency and multiprofessional context. 'Lost for Words' responded to identified needs in both schools and bereaved children and was based on research in schools and with adults bereaved of a parent when they were at school. Several local initiatives were put into place in concert with the local hospice, including 'help' leaflets for local schools and library and resource centres. The paper also reports the evaluation of the project in Hull, which showed an increase in the number of schools training staff in the area of loss, and of schools having a procedure or policy for loss. Schools rated the area of bereavement highly, although loss through parental separation was rated even higher. The majority of schools thought that more loss training was needed, and the tracking of the book Wise Before the Event showed how input can 'wash-out', as the percentage of schools aware of the publication has declined over time.  相似文献   

14.
Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.  相似文献   

15.
Abstract

Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff.  相似文献   

16.
OBJECTIVES: This paper reports on the first nationally representative study on the prevalence of emotional, physical, and sexual victimization of children by school staff in Israel. The study identifies groups of children that are at higher risk for such maltreatment. We examine the differences in staff-induced victimization by the children's gender, age group (junior high vs. high school), cultural groups (Jewish non-religious, Jewish-religious and Arab schools) and by socioeconomic status of the children's families. METHOD: The study is based on a nationally representative sample of 10,410 Israeli students in Grades 7-11 in 161 schools across Israel. Students completed questionnaires during class. In addition, we obtained data on the socioeconomic status of the families of the students in each school. RESULTS: Overall, children reported high rates of victimization by staff members. Almost a quarter of all children participating in this study reported being emotionally maltreated by a staff member, almost a fifth (18.7%) reported being a victim of at least one type of physical forms of maltreatment, and 8.2% reported on at least one sexually inappropriate behavior by a staff member. The most vulnerable groups for all types of maltreatment were males, children in junior high schools, children in Arab schools, and children in schools with a high concentration of students coming from low-income and low-education families. CONCLUSIONS: The overall prevalence rates of staff maltreatment should be considered high and unacceptable. Although rates of physical and sexual maltreatment were lower than emotional maltreatment, they were still high and are worthy of greater attention. Both cultural beliefs and low family socioeconomic status increase vulnerability to staff maltreatment. We suggest conducting an educational campaign to reduce rates of staff maltreatment. We also recommend allocating more resources to support staff in low SES neighborhoods, to alleviate their stress and to provide them with the support that would reduce maltreatment of children in the educational system.  相似文献   

17.
This article investigates the strengths and weaknesses of the Danish Bereavement response plans. These are used by teachers to support grieving students and have been implemented in 96% of all Danish schools. The study is based on an Internet survey conducted with 967 teachers. Issues investigated are: ‘generalisation of grief’, ‘forgetting long-term grief’, ‘teacher distress’ and ‘renewal of plans’. Participating teachers believe that the current system works well and that the bereavement response plans have made them feel more confident when confronted with loss. However, this comes at a potential cost of generalising children’s experiences of grief, so that they fit into the school support system. While the response plans are effective at ensuring initial support for bereaved children, their influence seems to diminish with time. The study found that many plans were around a decade old and that this could mean some had been forgotten or become outdated. The article concludes that while teachers find the current response plans effective, the bereavement response system could benefit from being updated. Such an update needs to focus on dealing with the issues highlighted in this article. Future response plans should also have greater emphasis on the needs voiced by bereaved students who have experienced the system.  相似文献   

18.

The focus of this article is to explore the role of the principal in promoting school development activity (SDA) in Norwegian compulsory schools. The sample included 81 schools from 42 randomly selected municipalities. Results suggest that the principal can promote SDA among the teaching staff by playing an active role in creating an innovative culture at school. Moreover, results suggest that the principal may have a more important role in promoting SDA in secondary than in primary schools. Finally, results indicate that support from local authorities was related to SDA involvement among secondary school principals, whereas it was unrelated to such involvement among primary school principals.  相似文献   

19.
This paper reports on a UK survey of GCSE examination results for children from schools throughout England who had lost a parent (n = 73) or sibling (n = 24) through death to establish whether this had a long‐term impact on school performance, levels of anxiety and self‐esteem, and school attendance. Participants were matched for school, age, gender and ethnicity, and a smaller group for socio‐economic status. The Speilberger Anxiety and Coopersmith self‐esteem inventories were administered alongside a customised family history questionnaire.

Bereaved participants underachieved significantly depending upon age, gender, and parents' employment history. There was also a significant rise in anxiety among the parentally bereaved group. School attendance seemed unaffected. Childhood bereavement appears to be a robust factor in underachievement. The totality of the survey findings is discussed prospectively in this paper.  相似文献   


20.
BackgroundSchool-based child abuse prevention programs were created to provide knowledge so that children can recognize abuse, teach skills that decrease children’s risk for abuse, normalize the disclosure process, and provide a pathway for children who may be experiencing abuse to report the abuse.ObjectiveThe purpose of this study was to explore school and program factors that trainers in a school-based prevention program believed were associated with disclosure among youth from kindergarten through 12th grade.Participants and settingThis study is based on eighteen trainers and administrators who work with the Play it Safe!® school-based program in Dallas-Fort Worth area.MethodsUsing the qualitative case study method, in-depth interviews were conducted.ResultsData analysis revealed three factors that influenced disclosure: school, school personnel, and program features. The school-related factor was time allotted to the training. The school personnel-related factors were disengagement, ambiguity concerning abuse, prior history with children, and professionals’ personal history of abuse. Finally, the program-related factors were the core messages of the training, providing specific examples, and repetition of the program. To date, there is a dearth of studies that explore the role that schools and school personnel play in the disclosure process.ConclusionChild abuse has devastating effects on children’s physical, social, emotional, and psychological well-being. Understanding more about schools, personnel, and program-related factors that lead to disclosure, which are more amenable to change, is critical to ensuring the safety of children.  相似文献   

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