An Exploratory Study Investigating the Viability of a Communication and Feedback Intervention for School Children at Risk of Exclusion: Analysis of Staff Perspectives

Autor/inn/en	Rechten, Frances; Tweed, Alison E.
Titel	An Exploratory Study Investigating the Viability of a Communication and Feedback Intervention for School Children at Risk of Exclusion: Analysis of Staff Perspectives
Quelle	In: Educational Psychology in Practice, 30 (2014) 3, S.293-306 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.921141
Schlagwörter	Foreign Countries; Behavior Problems; Mental Health; Mental Disorders; At Risk Students; Crisis Intervention; Feedback (Response); Models; Communication Skills; Role Playing; Usability; Teacher Attitudes; Workshops; Semi Structured Interviews; Suspension; Expulsion; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Psychohygiene; Mental illness; Geisteskrankheit; Krisenintervention; Analogiemodell; Kommunikationsstil; Rollenspiel; Lehrerverhalten; Lernwerkstatt; Schulung; Ausschluss; Schulausschluss; Relegation; Großbritannien
Abstract	Every day nearly 900 children will be excluded from UK schools for disruptive behaviour and almost one-third of this population has a diagnosed mental health disorder. Exclusion from school is the endpoint of most schools' sanction-based behaviour management policies. This exploratory study investigated staff opinions for using a communication and feedback intervention for children at risk of exclusion from school. Workshops to demonstrate the model were facilitated for staff participants followed by group interviews. The interview data were analysed using Template Analysis. Staff considered the intervention as viable both for themselves and for children at risk of exclusion. The analysis highlighted two broad categories: Communication Skills Training; weighing the potential, and Adapting to the Population. Sub-categories encompassed a range of factors related to the viability of the model and potential outcomes for both staff groups and young people. Due to ethical considerations, children were not recruited at this exploratory stage, but further investigation is warranted with child participants to ascertain their views. Psychologists working within schools are in a good position to utilise the model for both staff training and interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10