A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)

Hibbin, Rebecca; Warin, Jo

doi:10.1080/03004279.2019.1664410

Cited by 6 publications

(4 citation statements)

References 27 publications

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“…As suggested by Parsons (2005) '"goodies for baddies' is hard to sell' (p. 192) and is often seen as a soft option (Warin and Hibbin, 2016) in societies where retributive and distributive notions of justice tend to hold sway. However, in Auden Downs a subversion of the established order, based on restoration and relational repair in a community context, was a core element of institutional identity (Hibbin, 2023;Hibbin and Warin, 2021;Hibbin, 2016, 2020). Wilson and Wilson's (1998) notion of relational responsibility where the 'individual is responsible for his or her own actions, but not in isolation' (p. 157) is relevant here.…”

Section: Discussionmentioning

confidence: 99%

“…This article provides a critical understanding of restorative practice in school through the lens of bell hooks (1994, 2000, 2003Brosi and hooks, 2012) by utilising the model of whole-school restorative practice that was observed in one school in the north-east of England. Here, the use of restorative practice was enhanced by vertically structured coaching groups (CGs) of eight to ten pupils that students joined on entering and remained in for the duration of their time in school.…”

Section: Introductionmentioning

confidence: 99%

“…However, as pointed out by Vaandering (2010), hooks's insight 'calls attention to the fact that concepts of humanisation, community, and conflict are universal and of as much importance in the lives of young people, as adults' (p. 171). Therefore, hooks's focus on engaged pedagogy in the democratic classroom, education as the practice of freedom and the notion of beloved community (Brosi and hooks, 2012;hooks, 1994, 2003, all have important links to restorative practice through coaching in school. In addition, her links to critical and feminist theory provide a backdrop to the politics of domination (hooks, 1994, 2003) that are prevalent in schools, evidenced through institutional responses to misbehaviour, which favour isolation and exclusion over inclusion and repair (Golding, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Bonding across difference in beloved community: subverting the politics of domination in school

Hibbin

2024

International Journal of Social Pedagogy

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In recent years, the whole-school use of restorative practice has become synonymous with relational approaches based on empowerment and democratisation to support the reparation of harm between victim and offender. Similarly, the preventative function of restorative practice to the development of pro-social skills within a learning community has been highlighted alongside the centrality of whole-school approaches to social and emotional learning. In one setting, the whole-school use of restorative practice was enhanced and delivered through vertically structured coaching groups that provided a secure family base and exposure to diversity for pupils throughout their time in school. Coaching groups operated as a plumb-line back to restorative practice, as the site where pro-social skills could be tacitly modelled and rehearsed. Coaching groups provided an opportunity for trusting relationships to develop, impacting on feelings of safety and providing opportunities for disclosure and safeguarding. Subsequently, collective responsibility for behaviour was supported, creating a distributed network of relational accountability and transforming how sanctions were administered, to create a non-hierarchical and relational system of discipline. This relates to transgressive forms of education and a socially orientated pedagogy, emphasising accountability alongside a whole-school ethos of care. Responsibility for behaviour is reframed from a singular to a collective pursuit, where relational responsibility eschews the alienating effect of individual notions of blame. Ultimately, this transformation subverted the classroom’s politics of domination, allowing perceptions of learning and conflict to become entirely reframed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bonding across difference in beloved community: subverting the politics of domination in school

Hibbin

2024

International Journal of Social Pedagogy

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“…The use of relational practice also appears to enhance team cohesion and shared experiences [49,63,65,72,81,89,100,118]. Some articles also reported skills enhancements from the adoption of relational practice with the enhancement of interpersonal skills including communication and empathetic listening [2,34,48,50,59,60,65,72,83,85,90,101,120,139]. Personal benefits relating to confidence, increased employee satisfaction and more effective impact upon the progression and achievements of clients were also described [11, 12, 15-17, 20, 21, 26, 32, 33, 35, 58, 59, 63-65, 67, 72, 75, 76, 80-85, 90, 100, 108, 120, 125, 129, 130, 140, 145, 148].…”

Section: Underlying Theories Mentionedmentioning

confidence: 99%

Relational practice in health, education, criminal justice, and social care: a scoping review

Lamph,

Nowland,

Boland

et al. 2023

Syst Rev

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Background Establishing and maintaining relationships and ways of connecting and being with others is an important component of health and wellbeing. Harnessing the relational within caring, supportive, educational, or carceral settings as a systems response has been referred to as relational practice. Practitioners, people with lived experience, academics and policy makers, do not yet share a well-defined common understanding of relational practice. Consequently, there is potential for interdisciplinary and interagency miscommunication, as well as the risk of policy and practice being increasingly disconnected. Comprehensive reviews are needed to support the development of a coherent shared understanding of relational practice. Method This study uses a scoping review design providing a scope and synthesis of extant literature relating to relational practice focussing on organisational and systemic practice. The review aimed to map how relational practice is used, defined and understood across health, criminal justice, education and social work, noting any impacts and benefits reported. Searches were conducted on 8 bibliographic databases on 27 October 2021. English language articles were included that involve/discuss practice and/or intervention/s that prioritise interpersonal relationships in service provision, in both external (organisational contexts) and internal (how this is received by workers and service users) aspects. Results A total of 8010 relevant articles were identified, of which 158 met the eligibility criteria and were included in the synthesis. Most were opinion-based or theoretical argument papers (n = 61, 38.60%), with 6 (3.80%) critical or narrative reviews. A further 27 (17.09%) were categorised as case studies, focussing on explaining relational practice being used in an organisation or a specific intervention and its components, rather than conducting an evaluation or examination of the effectiveness of the service, with only 11 including any empirical data. Of the included empirical studies, 45 were qualitative, 6 were quantitative, and 9 mixed methods studies. There were differences in the use of terminology and definitions of relational practice within and across sectors. Conclusion Although there may be implicit knowledge of what relational practice is the research field lacks coherent and comprehensive models. Despite definitional ambiguities, a number of benefits are attributed to relational practices. Systematic review registration PROSPERO CRD42021295958

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Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability

Hibbin

2023

Pastoral Care in Education

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A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)

Cited by 6 publications

References 27 publications

Bonding across difference in beloved community: subverting the politics of domination in school

Bonding across difference in beloved community: subverting the politics of domination in school

Relational practice in health, education, criminal justice, and social care: a scoping review

Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability

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