Search results for ‘Subject term:"challenging behaviour"’ Sort:
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Education exiles
- Author:
- LEARNER Sue
- Journal article citation:
- Children Now, 21.4.04, 2004, pp.20-21.
- Publisher:
- Haymarket
Takes a look at the centres providing education to children excluded from mainstream schools.
Accounting for exclusion: giving a 'voice' and producing a 'subject'
- Author:
- MARKS Deborah
- Journal article citation:
- Children and Society, 9(3), October 1995, pp.81-98.
- Publisher:
- Wiley
This article examines a series of accounts of exclusion given by pupils and a teacher in interviews and a group discussion. It is argued that it is important to hear pupils' experiences. It is also recognised that it is never possible to access an experience directly, since the process of research always shapes the way an account is constructed. Specifically, two ways of managing exclusion were identified by pupils. The way in which pupils accounted for their exclusion is compared to the way in which the head teacher discusses the topic of exclusion.
The exclusion question
- Author:
- LEPPER Joe
- Journal article citation:
- Children Now, 17.01.07, 2007, pp.18-19.
- Publisher:
- Haymarket
The Government claims exclusion of pupils with special needs have halved since it came to power but not everyone agrees. Many still feel that school exclusion is still being used to manage challenging behaviour, without looking at the reasons for this behaviour. The article emphasises the need for more guidance and training.
Towards inclusive schools. Sustaining normal in-school careers: an alternative to pupil exclusions
- Authors:
- TURNER Eileen, WATERHOUSE Steve
- Journal article citation:
- Emotional and Behavioural Difficulties, 8(1), February 2003, pp.19-31.
- Publisher:
- Taylor and Francis
Reports on the results of a small research project in two secondary schools in one Scottish education authority to reduce exclusions. Each school appointed a behaviour support specialist to support individual pupils, work with classroom teachers, and liase with parents and with the community support worker. Looks at the different ways in which the schools approached the problem.
An alternative to suspension for middle school youths with behaviour problems: findings from a "school survival" group
- Author:
- DUPPER David R.
- Journal article citation:
- Research on Social Work Practice, 8(3), May 1998, pp.354-366.
- Publisher:
- Sage
A group intervention for middle school youths with behaviour problems was tested in the USA. Subjects who participated in school survival groups reported statistically significant shifts to a more internal locus of control as compared with subjects who participated in attention-only groups. Because an internal locus of control has been shown to be a correlate of school success, it appears that the school survival group holds promise as an effective alternative to suspension.
Should he stay at home?
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 6.10.05, 2005, pp.40-41.
- Publisher:
- Reed Business Information
This article presents a risk assessment of a boy with challenging behaviour being helped by intensive support staff to rebuild his education. It focuses on the dilemmas faced by staff when it became clear that his witnessing of domestic violence and his mother's inconsistent parenting were significant factors.
School nurses: well placed to address challenging behaviour
- Authors:
- KELLY Narcie, et al
- Journal article citation:
- Community Practitioner, 78(3), March 2005, pp.88-92.
- Publisher:
- Community Practitioners' and Health Visitors' Association
Presents qualitative research exploring parents', teachers' and children's views of an innovative nurse-led service to address challenging behaviour in children and prevent their exclusion from schools. Two school nurses implemented a range of interventions in 3 Devon schools including solution-focused brief therapy for individual and family work and group and whole-class work on social skills, self-esteem, transition and emotional literacy. Twenty-seven semi-structured interviews were conducted with an opportunity sample of parents, children and teaching staff. There were clear indications of positive change for children and their families. The data highlighted unique characteristics of school nurses that make them well placed to undertake this kind of work. Specifically, school nurses have local contextual knowledge, offer good continuity of care and accessibility and can act as a trusted link between home and school. This service model seems to have substantial potential to deliver behavioural/mental health interventions to children and parents. Further research is needed to provide generalisable evidence of efficacy and cost-effectiveness.
Making a difference to families: tackling challenging behaviour
- Authors:
- BUCKLAND Linda, ROSE Jill, GREAVES Colin
- Journal article citation:
- Community Practitioner, 78(2), February 2005, pp.50-55.
- Publisher:
- Community Practitioners' and Health Visitors' Association
Describes the methods used to intervene with children at risk of exclusion (or already excluded) and their families. Interventions fell into four categories: individual work with either the child or the parent, group work (for example workshops on emotional literacy), whole class strategies (for example workshops on emotional literacy) and partnership working (multi-agency work with complex cases). Outlines the nurse-led evaluation of the service, including questionnaire-based outcomes data for six children. Also reports on the nurses' experiences of implementing the service, with recommendations for improving nursing practice in this area.
The factors that contribute educational outcomes of adolescents placed in care due to severe behavioral problems
- Authors:
- TALASLAMPI Heli, JAHNUKAINEN Markku, MANNINEN Marko
- Journal article citation:
- Children and Youth Services Review, 102, 2019, pp.210-221.
- Publisher:
- Elsevier
According to multiple studies, adolescents placed in out-of-home care (OOHC) are less well-educated than their peers in the general population. Reform school (RS) is an institution for youth placed in OOHC due to severe behavioural problems. The educational outcomes of former RS residents are not known. This study examined the possible differences in educational level by comparing Finnish national register data for 814 former RS residents in four cohorts (placed in out-of-home care in 1991, 1996, 2001 and 2006) to 4021 of their peers in the general population matched by gender, age, and place of birth. The educational level differences were analysed by the χ2 test of association. Logistic regression models were performed to identify the predictors of having a basic education only. Based on the results, individuals with an RS background have a high risk of low education. Among the RS population, being in the youngest cohort, lack of aftercare provided by RSs, and a diagnosis of substance-related disorders predict lower levels of education. These results call for immediate action. Long-term aftercare programs should be provided for former RS residents. Extending compulsory school attendance to upper secondary study is likely to improve the educational level of the RS population. In addition, effective programs for intervening substance abuse problems should be provided both in RS and aftercare. By these actions, it may be possible to reduce current social exclusion and poor long-term prognosis associated with RS placement. (Edited publisher abstract)
Behaviour support in secondary schools: what works for schools?
- Authors:
- HEAD George, KANE Jean, COGAN Nicola
- Journal article citation:
- Emotional and Behavioural Difficulties, 8(1), February 2003, pp.33-42.
- Publisher:
- Taylor and Francis
Reports on an evaluation study to assess effectiveness of behaviour support in one education authority's secondary schools. The study analysed two sets of information collected over the first year of the project including exclusions data, school reports on the initiative and case studies relating to 116 pupils receiving behavioural support. The study looked at what was working, where systems were not working, additional services required and cost effectiveness. Discusses the findings from the first year and discusses the implications for informing behaviour support policy and provision.