"A Clash of Two Worlds"; Disjuncture between the Norms and Values Held by Educational Practitioners and Parents of Children with Behavioural, Emotional and Social Difficulties

Autor/in	Broomhead, Karen
Titel	"A Clash of Two Worlds"; Disjuncture between the Norms and Values Held by Educational Practitioners and Parents of Children with Behavioural, Emotional and Social Difficulties
Quelle	In: British Journal of Special Education, 41 (2014) 2, S.136-150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12058
Schlagwörter	Foreign Countries; Special Education; Values; Expectation; Parenting Styles; Child Rearing; Behavior Problems; Emotional Problems; Interpersonal Competence; Teacher Attitudes; Semi Structured Interviews; Special Schools; Mainstreaming; Inclusion; Family Environment; Parent Attitudes; Advocacy + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Wertbegriff; Expectancy; Erwartung; Kindererziehung; Interpersonale Kompetenz; Lehrerverhalten; Special school; Sonderschule; Inklusion; Familienmilieu; Elternverhalten; Sozialanwaltschaft
Abstract	This article, by Karen Broomhead of Liverpool John Moores University, discusses an exploration of the clashing norms, values and expectations of parenting behaviours between parents of children with behavioural, emotional and social difficulties (BESD) and practitioners. Semi-structured interviews with 15 education professionals, employed in both mainstream and BESD schools, highlighted how parents of children with BESD were deemed to experience chaotic, dysfunctional home circumstances, with no boundaries in place for their children. This contrasted with the structure, routine and stability that educational practitioners perceived themselves to provide for pupils with BESD. Practitioners employed in BESD schools elaborated on the perceived norms of chaos and dysfunction held by these parents, and suggested that these were evident due to an intergenerational continuity of ineffective parenting. Problematically, educational practitioners displayed a tacit acceptance of parental norms. This questioned whether advocating for pupils with BESD was at the top of the agenda for professionals, or whether a conflict-avoidance strategy was adopted instead. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10