Promoting Emotional Education: Engaging Children and Young People With Social, Emotional, and Behavioural Difficulties (The 'innovative Learning for All')

193 Pages·2009·1.21 MB·English

by  Carmel Cefai

Promoting Emotional Education
The ‘Innovative Learning for All’ series
Serieseditor:ProfessorPaulCooper
The‘InnovativeLearningforAll’seriesfeaturesaccessiblebooksthatrevealhowschoolsand
educatorscanmeettheneedsofvulnerablestudents,encouragingthemtoengageinlearningand
tofeelconfidentintheclassroom.Groundedinthelatestinnovativepracticeandresearch,these
booksofferpositiveguidanceonimprovingtheeducationalstandardsforallchildrenbyensuring
themostvulnerablearesupported.
alsointheseries
PromotingResilienceintheClassroom
AGuidetoDevelopingPupils’EmotionalandCognitiveSkills
CarmelCefai
ISBN9781843105657
NurtureGroupsinSchoolandatHome
ConnectingwithChildrenwithSocial,EmotionalandBehaviouralDifficulties
PaulCooperandYoncaTiknaz
ISBN9781843105282
of relatedinterest
EducatingDifficultAdolescents
EffectiveEducationforChildreninPublicCareorwithEmotionalandBehavioural
Difficulties
DavidBerridge,CherilynDance,JenniferBeechamandSarahField
ISBN9781843106814
QualityMattersinChildren’sServices
HelpingChildrenwithComplexNeedsBounceBack
ResilientTherapy(TM)forParentsandProfessionals
KimAumannandAngieHart
IllustratedbyChloeGerhardt
ISBN9781843109488
Quick,EasyandEffectiveBehaviourManagementIdeasfortheClassroom
NicolaS.Morgan
ISBN9781843109518
SocialSkillsGamesforChildren
DeborahM.Plummer
IllustratedbyJaneSerrurier
ForewordbyProfessorJannetWright
ISBN9781843106173
HelpingChildrentoBuildSelf-Esteem
APhotocopiableActivitiesBook
2ndedition
DeborahM.Plummer
IllustratedbyAliceHarper
ISBN9781843104889
Promoting
Emotional Education
Engaging Children and Young People with
Social, Emotional and Behavioural Difficulties
Edited by
Carmel Cefai
and Paul Cooper
Foreword by
Paul Cooper
Jessica Kingsley Publishers
London and Philadelphia
Firstpublishedin2009
byJessicaKingsleyPublishers
116PentonvilleRoad
LondonN19JB,UK
and
400MarketStreet,Suite400
Philadelphia,PA19106,USA
www.jkp.com
Copyright©JessicaKingsleyPublishers2009
Forewordcopyright©PaulCooper2009
Allrightsreserved.Nopartofthispublicationmaybereproducedinanymaterialform(including
photocopyingorstoringitinanymediumbyelectronicmeansandwhetherornottransientlyor
incidentallytosomeotheruseofthispublication)withoutthewrittenpermissionofthecopyright
ownerexceptinaccordancewiththeprovisionsoftheCopyright,DesignsandPatentsAct1988
orunderthetermsofalicenceissuedbytheCopyrightLicensingAgencyLtd,SaffronHouse,
6–10KirbyStreet,LondonEC1N8TS.Applicationsforthecopyrightowner’swritten
permissiontoreproduceanypartofthispublicationshouldbeaddressedtothepublisher.
Warning:Thedoingofanunauthorisedactinrelationtoacopyrightworkmayresultinbotha
civilclaimfordamagesandcriminalprosecution.
LibraryofCongressCataloginginPublicationData
Promotingemotionaleducation:engagingchildrenandyoungpeoplewithsocial,emotionaland
behaviouraldifficulties/editedbyCarmelCefaiandPaulCooper.
p.cm.
Includesbibliographicalreferencesandindex.
ISBN978-1-84310-996-9(pb:alk.paper) 1. EmotionalIntelligence.2. Emotionsandcogni-
tion.3. Emotionsinchildren.4. Emotionsinadolescence.5. Learning,Psychologyof I.Cefai,
Carmel.II.Cooper,Paul,1955-
BF576.P762009
152.4--dc22
2009009518
BritishLibraryCataloguinginPublicationData
ACIPcataloguerecordforthisbookisavailablefromtheBritishLibrary
ISBN9781843109969
ISBNpdfeBook9780857001887
PrintedandboundinGreatBritainby
AthenaeumPress,Gateshead,TyneandWear
Contents
SERIESEDITOR’SFOREWORD 9
Introduction
Chapter 1 Emotional Education: Connecting with
Students’ Thoughts and Emotions
CarmelCefai,Universityof MaltaandPaulCooper,
Universityof Leicester
Part 1: Listening to Students’ Voices
Chapter 2 The Perspectives of Young People with SEBD 27
about Educational Provision
FrancesToynbee,HutingtonSchool,York
Chapter 3 The Narratives of Secondary School Students 37
with SEBD
CarmelCefai,Universityof MaltaandPaulCooper,
Universityof Leicester
Chapter 4 The Perspectives of Ex-Students on Their 57
Experiences at a School for SEBD
DamianSpiteri,Collegeof Arts,ScienceandTechnology,
Malta
Chapter 5 The Perspectives of Students on Personal 68
and Social Development in School
MarkG.Borg,Universityof MaltaandAndrew
TriganzaScott,PSDTeachersAssociation,Malta
Part 2: Mobilising Peer Support
Chapter 6 Peer Support Challenges School Bullying 85
HelenCowie,Universityof Surrey
Chapter 7 Classwide Peer Tutoring and Students 93
with SEBD
AnastasiaKaragiannakis,McGillUniversity,Canadaand
IngridSladeczek,McGillUniversity,Canada
Chapter 8 Students with SEBD as Peer Helpers 109
ClaireBeaumont,Universityof Laval,Québec,Canada
Chapter 9 Circle Time and Socio-emotional Competence 119
in Children and Young People
JennyMosley,QualityCircleTimeConsultancy
Part 3: Working with Students’
Emotions
Chapter 10 Nurture Groups: An Evaluation of the Evidence 133
PaulCooper
Chapter 11 Nurture Groups: Early Relationships 144
and Mental Health
MarionBennathan,NutureGroupNetwork
Chapter 12 Kangaroo Classes: An Adaptation 151
of Nurture Groups
CarolineCouture,UnversitéduQuébecàTrois-Rivières,
Québec,Canada
Chapter 13 Aggression Replacement Training: Decreasing 161
Behaviour Problems by Increasing Social
Competence
KnutGundersen,DiakonhjemmetUniversityCollege
Rogaland,NorwayandFrodeSvartdal,Universityof
Tromson,Norway
Conclusion
Chapter 14 From the Needs of Children to the Need 171
for Children: Contemporary Values
and Their Implications for the Social
and Emotional Wellbeing of Children
PaulCooperandCarmelCefai
THECONTRIBUTORS 183
SUBJECTINDEX 187
AUTHORINDEX 190
List of Figures
Figure4.1 Amodelofevidence-basedpractice 59
Figure5.1 ThecurrentPSDsyllabus–Outlinebytopic 71
Figure7.1 Spellingperformanceinboys’weeklytestsfrom 97
pre-topost-intervention
Figure7.2 Mathematicsperformanceinboys’weeklytestsfrom 97
pre-topost-intervention
Figure7.3 SpellingperformanceofboysontheWRAT-3 99
standardizedmeasure
Figure7.4 MathematicsperformanceofboysontheWRAT-3 99
standardizedmeasure
Figure7.5 ReadingperformanceofboysontheWRAT-3 99
standardizedmeasure
Figure7.6 Academicself-conceptofboysfrompre-topost-intervention 100
Figure7.7 Behaviouralconductself-conceptofboysfrom 101
pre-topost-intervention
Figure7.8 Socialself-conceptofboysfrompre-topost-intervention 101
Figure7.9 Globalself-conceptofboysfrompre-topost-intervention 102
Figure7.10 On-taskbehaviouroftheboysatthreetimepoints 105
Figure7.11 Activeon-taskbehaviouroftheboysatthreetimepoints 105
Figure7.12 Passiveon-taskbehaviouroftheboysatthreetimepoints 105
Figure8.1 Thematicorganizationofdatafromstudentcounsellors 113
ataspecialsecondaryschool
Figure8.2 Aspectsofsocialcompetenceutilizedbystudentswith 114
SEBDwhenactingaspeerhelpers
Figure9.1 TheWholeSchoolQualityCircleTimemodel 122
List of Tables
Table3.1 StudiesonstudentswithSEBDinMalteseschools 41
Table5.1 Studentsamplesbygenderandschoolsector 73
Table5.2 Grade6students’‘Happy’reactionstoPSDeffects 75
Table5.3 Grade6students’reasonsforlikingPSD 75
Table5.4 Grade6students’‘PSDtopicsIlikebest’ 76
Table5.5 Grade6students’‘PSDtopicsIdoNOTlikethemost’ 77
Table5.6 ReasonsgivenbyGrade11studentswholikePSD 78
Table5.7 ReasonsgivenbyGrade11studentswhodoNOTlikePSD 79
Table5.8 ReasonsgivenbyGrade11studentswhoenjoyPSDlessons 80
Table5.9 ReasonsgivenbyGrade11studentswhodonotenjoy 81
PSDlessons
Series Editor's Foreword
Thetwinneedstoraiseeducationalstandardsforallandtoimproveaccessto
educational opportunities for the most vulnerable members of society,
continuetobemajorchallengesfacingeducatorsthroughouttheworld.The
persistent link between socio-economic status and educational attainment is
one of the few truly dependable outcomes of social scientific research.
Childrenwhocomefromsociallydeprivedbackgroundsareatmuchgreater
riskofeducationalfailurethanchildrenwhocomefrommoreprivilegedback-
grounds.IntheUSA,forexample,in1979individuals fromthetopincome
quartile were four times more likely to successfully complete a four-year
collegedegreeprogrammethanindividualsfromthebottomquartile(Barton
1997).By1994thedisparityhadincreasedfrom4to10times(ibid).IntheUK
similarconcernshavebeennotedbytheDfES(2004).Thereisafurtherassocia-
tion between educational failure and social, emotional and behavioural
difficulties(ibid),aswellasanassociationbetweensocial,emotionalandbehav-
iouralproblemsandsocialdisadvantage(Schneiders,Drukker,Endeetal.2003).
The interaction between socio-economic, educational and socio-emo-
tionalfactorsisclearlycomplexandmulti-faceted. Itiscertainlynotthecase
thatanyone of thesefactorsnecessarilyprecedeseitherof theothers.Resil-
iencefactorsofvariouskindscomeintoplayforsomepeople,enablingthem,
asindividuals,tobuckthestatisticaltrends.Temperament,socialandcognitive
strategies,personalvalues,externalsocialsupportstructures,andparentalper-
sonality characteristics, can help to create opportunities for unpredicted
positive educational and socio-emotional outcomes for individuals who
appear to be in the most dire socio-economic circumstances (Rutter 1987).
Unfortunately, there are counterbalancing risk factors, which will combine
with disadvantage for other people to create serious life problems (e.g.
Patterson,ReidandDishion1992).
Itisalltooeasytoplacetheblameforachild’seducationalfailureanddis-
ruptivebehaviouronfamilyand/orneighbourhoodfactors,andtowrite-off
wholegeographicalareasasbeingpopulatedby‘undesirables’. Itisperhaps
9