The causes and alleviation of EBD in Primary aged children

375 Pages·2015·11.55 MB·English

by  Pamela Fairhurst

THE CAUSES AND ALLEVIATION OF EBD IN
PRIMARY AGED CHILDREN: SCHOOL,
PARENTING AND COGNITIVE STYLE
by
PAMELA FAIRHURST
A thesis submitted to the Faculty of Education of the
University of Birmingham for the degree of
Doctor of Philosophy
Faculty of Education
The University of Birmingham
January 2003
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ABSTRACT
This thesis considers the behaviour of 5 groups of primary aged children in the
context of school, parenting and cognitive style. Study 1 began with a survey across
the author's Local Education Authority to ascertain how schools work in partnership
with parents whose children exhibit challenging behaviour in school. It also explored
perceived difficulties and ways to alleviate these. The replies indicated that the
schools attributed pupil difficulties to the resistance of parents in the collaborative
process and a mismatch between home and school expectations. Suggestions t()r
improvement recognised the duty of schools to build good relationships, enhance
communication and educate parents. Following the survey the case details of 13
pupils who were experiencing behaviour problems were studied and from these a
booklet for parents (Better Behaviour) was developed alongside a guide f(Jr
professionals in supporting them. The booklet was evaluated with 25 parents over 3
months, during which time they received support and guidance in parenting skills.
The parents reported personal benefits from this support, which resulted in improved
behaviour in 24 of the children. Study 2 describes a matched group design of 180
pupils from 4 schools. Their behaviour was rated by teachers across 6 aspects. The
parents of 1 group were sent a copy of the booklet and encouraged to f()llow its
guidance via a series ofletters from the school. After 2 months the pupils' behaviour
was re-rated. The most striking outcome was the major influence of school in hoth
the main and interaction effects. The variability of results highlights the multiplicity
of factors, which determine behavioural change. The implications of these findings
for the methodology are discussed. Study 3 comprised 109, 9-11 year old pupils
from 1 primary school. The teachers rated their classroom behaviour and home
background across a 5 point scale. The position ofthe pupils on the Wholist-Analytic
Cognitive Style Dimension was assessed by means of the Cognitive Styles Analysis.
There was a significant effect of Wholist-Analytic style on behaviour, with Wholists
having the most challenging behaviour. There was also a significant interaction
between gender and home background, with females being better than males. This
was most pronounced when the home background was rated as poor. Study 4
describes 5 case studies and the relationship between cognitive style, behavioural
characteristics and parenting methods. The mothers of 5, year 5-6 hoys whose
behaviour was beyond their control were supported in their use of the hooklet over a
3 months period. Types of behaviour were found to vary with style. All of the hoys'
behaviour improved in response to changes in parenting strategies. The results of all
4 studies were considered to have implications for the causes and management of
challenging behaviour with respect to teaching, parenting and school partnership with
parents.
ACKNOWLEDGEMENTS
To the schools and colleagues who willingly gave of their time to collect data:
to the parents for their trust in discussing painful and personal isslIes and, their
willingness to be guided in supporting their children.
To my family and friends for their moral support and patience during those
times I was unavailable to them; to my Supervisor. Or. Richard Riding who guided
my journey in this research and whose calm reassurance and steadfastness encouraged
me in times of adversity.
CONTENTS Page
INTRODUCTION
CHAPTER ONE - LITERATURE REVIEW
1.1 Overview 16
1.2 Historical Perspectives of Emotional and Behavioural Difficulties I X
1.3 Theoretical Perspectives of EBD ')">
--)
1.3 .1 The Psychodynamic Perspective 24
1.3.2 The Behavioural Perspective 24
1.3 .3 The Cognitive (or Cognitive Behavioural) Perspective 25
1.3.4 The Ecosystemic Perspective 26
1.3.5 The Social Constructionist Perspective 27
1.3.6 Summary 29
1.4 The Nature ofEBD 30
1.5 Causes of EBD 35
1.5.1 Introduction 35
1.5.2 Parenting 36
1.5.3 Protective Factors 40
1.5.4 Parenting Styles 42
Page
1.5.5 Schools -l-l
1.5.6 Within Child Factors: -l6
Genetics -l6
Gender -l6
Ethnicity -l9
Neonatal Factors 51
Temperament 51
1.6 Cognitive Processing, Emotional Intelligence and Self Esteem 52
1.6.1 Cognitive Style 56
1.6.2 Cognitive Style and Behaviour 63
1.7 Prevention and Alleviation ofEBD 67
1.7.1 Secure Attachment 69
1.7.2 Anxious resistant attachment 70
1.7.3 Anxious avoidant attachment 70
1.8 Family Factors 71
1.8.1 The role of Parenting 75
1.8.2 Confident Parents 77
1.8.3 Parent Education and Support 79
1.9 Partnership with Parents 85
1.9.1 Issues in enabling Parents to be Partners 88
Page
1.9.2 Parents as Partners: Summary 98
1.10 Schools Can Make a Difference 100
1.11 Fostering Home-School Links 106
1.12 Summary - Review of the Literature 111
1.13 Rationale 115
CHAPTER TWO-METHODOLOGY 118
CHAPTER THREE - STUDY ONE
3.0 Overview - Partnership With Parents and The Development of 129
Better Behaviour
3.1 Partnership With Parents: County Survey 130
3.1.1 Aims 130
3.2 Method 131
3.2.1 Sample 131
....
-"' ._J I The Measuring Instrument 131
" ..I. .. -"' Reliability and Validity 132
.)
3.2.4 Analysis of Data 132
Page
33 Statement of Results - Overview I Y2
3.3.1 Response from Questionnaire L1J
3.4 Interpretation and Discussion of Results 136
3.4.1 Criticism of Survey 136
3.4.2 Methods of Liaison with Parents 138
3.5 The Development of Better Behaviour 140
3.5.1 Preparation and Method 140
3.5.2 Results of Case Studies and Interviews 141
3.6 Interpretation and Discussion of Findings 142
3.7 The Development of the booklet Better Behaviour ISO
3.7.1 Method 150
3.7.2 Pilot Study With Parents 151
3.8 Trialling of the booklet 152
3.8.1 Outcomes of meetings with schools and supporting agencies 153
3.8.2 Summary of meetings regarding the trialling of the booklet 155
3.8.3 The Development of: A Pro/Cssionai's Guide To The [he ojBetler Behaviour 156
Page
3.9 Professional- Parent Liaison, using Better Behaviour and The 156
Professional's Guide, with pupils with EBD
157
3.10 Method
158
3.1 t Outcomes - Overview
171
3.12 Discussion
175
3.13 Concluding Comments and Criticisms
CHAPTER FOUR - STUDY TWO
118
4.0 Introduction and Aims
180
4.1 Pilot Study
180
4.1.1 Aims
180
4.1.2 Method
180
4.1.3 Sample
181
4.1.4 Materials
181
4.1.5 Procedure
183
4.1.6 Outcomes of Pilot Study
184
4.2 Trialling of Better Behaviour as a Resource for schools
Page
-1-.2.1 Introduction and Aims 18-1-
4.3 Method 187
4.3.1 Sample 187
4.3.2 The Variables 187
4.3.3 Materials and Procedure 188
4.3.4 Hypotheses 190
4.3.5 Analysis of Data 191
4.3.6 Significance Level 192
4.3.7 Limits of Generalisation 192
4.4 Results and Discussion 193
4.4.1 Descriptive Statistics 193
4.4.2 Inferential Statistics 20R
4.4.3 Qualitative Data 213
4.4.4 Discussion of Parental Questionnaires 227
4.5 Criticisms of the Study 229
CHAPTER FIVE - STUDY THREE
5.0 Cognitive Style, Home Background and Conduct Behaviour in Primary 234
School Pupils
5.1 Introduction and Aims 234