Best Practice Models and Outcomes in the Education of Children with Social, Emotional and Behavioural Difficulties

Cooper, Paul; Kakos, Michalis; Jacobs, Bárbara

doi:10.12796/caise-review.2013v1.008

Cited by 19 publications

(32 citation statements)

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“…The CT programme itself was restricted to just one school term, with only some members of staff participating; moreover, those participating had volunteered to do so, with possible implications on the findings and conclusions of the study. Longer term, whole school intiatives are more likley to have an impact (Cooper & Jacobs, 2011;Lown, 2002;Miller & Moran, 2007). The monitoring of the programme was also limited, with some of the teachers asking for more support.…”

Section: Resultsmentioning

confidence: 99%

“…It is also a time for fun and enjoyment during learning. There does not appear to be enough robust evidence, however, to substantiate such claims unequivocally, particularly that by default CT will operate as a medium for student empowerment, inclusion and equity (Collins, 2011;Cooper & Jacobs, 2011;Leach & Lewis, 2013;May, 2005). There is also the danger that if not handled well by the teacher, CT may inadvertently lead to undesirable outcomes such as isolation and bullying.…”

Section: Resultsmentioning

confidence: 99%

“…Cooper and Jacobs (2011) argue that students with autism and ADHD may not benefit from a traditonal CT without due modifications and support. Teachers in this study did not report any difficulties in engaging students with individual educational needs during CT while Pace (2012) reported that one group had a student with autism who participated actively during CT. Lee and Wright (2001) found CT promoted self-and social awareness and social skills such as listening amongst students with social, emotional and behaviour difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…The staff's, students' and parents' motivation and readiness to embark on this initiative is crucial if CT is to become a meaningful and successful intervention (Cremin, 2002;Mosley, 2009). Moroever, CT needs to be embedded within a whole school supportive and caring climate, with the values being nurtured in the classroom resonating with those promoted at the whole school level (Cooper & Jacobs, 2011). At the same time, however, schools needs to be clear on what CT is really about, namely that rather than providing therapy or counselling (Ecclestone & Hayes, 2009), it is about social and emotional learning and problem solving within a caring classroom learning process (Mosley, 2009).…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Circle time for social and emotional learning in primary school

Cefai¹,

Ferrario²,

Cavioni³

et al. 2013

Pastoral Care in Education

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This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom teachers across the years in one primary school, with other classrooms serving as control groups. The classroom teachers completed the Strengths and Difficulties Questionnaire (SDQ) at pre-and post-intervention, while the CT teachers also completed a questionnaire on their experience of implementing CT in the classroom. The CT students also completed a questionnaire on their own experience of CT. The SDQ scores suggest that CT students showed less internalised difficulties when compared to their control peers, while the qualitative data from both teachers and students suggest that the CT students also exhibited less behaviour problems and more prosocial behaviour. The study identifies various strengths and weaknesses of the programme and makes recommendations on how it could be organised more effectively in the classroom. The paper concludes that rather than taking CT as the default option for nurturing such values as student empowerment, inclusion and equity, there is a need for further rigorous studies on the impact of CT not only on students' social and emotional learning and behaviour but also on the classroom relationships and climate.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Circle time for social and emotional learning in primary school

Cefai¹,

Ferrario²,

Cavioni³

et al. 2013

Pastoral Care in Education

View full text Add to dashboard Cite

show abstract

“…The intention is to provide information that will be of use to policymakers and commissioners of services in this area. The paper is borne out of an extensive review that was commissioned by the National Council for Special Education in Ireland (Cooper and Jacobs 2010). The original review was wide ranging, dealing with classroom interventions, whole-school approaches, work with parents and multi-disciplinary working.…”

Section: Introductionmentioning

confidence: 99%

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Cooper

2011

European Journal of Special Needs Education

Self Cite

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Voices from the edge: Girls' experiences of being at risk of permanent exclusion

Clarke

2023

British Educational Res J

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This paper considers the experiences of education for girls at risk of permanent exclusion from mainstream secondary schools in England. The number of girls being permanently excluded from school is a growing issue, and data suggests that girls are being excluded at a percentage rate which exceeds boys, yet they have continued to receive comparatively little attention, either in policy, research or the media. This study uses ecomapping and semi‐structured interviews to examine the challenges girls face and the resources they use to address or ameliorate them. The paper provides an overview of the data collected, considers how the prevalent challenges reported by girls compare to existing research and suggests a number of approaches which could be taken to support girls. It reflects on girls' lack of visibility and voice in policy and research on school exclusions, how this has continued to affect the services and support available to them, and schools' responses to their behaviour. It concludes by reviewing the recommendations previous studies have advocated to support girls at risk of exclusion and reflects on the progress made towards these, noting how current issues of school funding, teacher recruitment and attrition, performativity and accountability have impacted on the scope of action it is possible for individual schools to take.

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Best Practice Models and Outcomes in the Education of Children with Social, Emotional and Behavioural Difficulties

Cited by 19 publications

References 0 publications

Circle time for social and emotional learning in primary school

Circle time for social and emotional learning in primary school

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Voices from the edge: Girls' experiences of being at risk of permanent exclusion

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