NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1035721
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-7363
An Exploratory Study Investigating the Viability of a Communication and Feedback Intervention for School Children at Risk of Exclusion: Analysis of Staff Perspectives
Rechten, Frances; Tweed, Alison E.
Educational Psychology in Practice, v30 n3 p293-306 2014
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom