Capturing the Nurture Approach: Experiences of Young Pupils with SEBD

Autor/in	Syrnyk, Corinne
Titel	Capturing the Nurture Approach: Experiences of Young Pupils with SEBD
Quelle	In: Emotional & Behavioural Difficulties, 19 (2014) 2, S.154-175 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2013.821266
Schlagwörter	Foreign Countries; Emotional Disturbances; Behavior Problems; Intervention; Interviews; Educational Attainment; Nature Nurture Controversy; Educational Strategies; Freehand Drawing; Psychotherapy; Elementary School Students; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gefühlsstörung; Interviewing; Interviewtechnik; Bildungsabschluss; Bildungsgut; Umweltdebatte; Lehrstrategie; Drawing; Zeichnen; Psychotherapie; Großbritannien
Abstract	In the UK, children with social, emotional and behavioural difficulties (SEBD) may engage with the Nurture approach: a therapeutic model of educational intervention. Despite growing evidence that this approach can promote the developmental and educational attainment of these children, there has been little emphasis on how children might relate their own experiences here. In focusing on a group of young children with SEBD, this study used a combination of drawings and interviews to explore how these unique children perceived their immersion in this particular approach. Most children discerned differences in their past and present personal classroom experiences, and their understanding of the Nurture approach was of a positive nature. It is suggested that a combination of methods may be useful in helping to gauge pupil response and progress regarding this type of intervention. The benefits of acknowledging the perceptions of 'challenging' pupils and how this might inform future principles and practice are considered. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10