Facilitating student well-being: relationships do matter

Graham, Anne; Powell, Mary Ann; Truscott, Julia

doi:10.1080/00131881.2016.1228841

Cited by 89 publications

(68 citation statements)

References 19 publications

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“…Relations pedagogy has in other words become a significant component to the teacher profession, and the teacher"s emotional intelligence (Spurkeland, 2011) has become an indicator for the ability to build relations. The importance of relationship when it comes to well-being, is supported by a study called "Facilitating student wellbeing: relationships do matter" (Graham et al, 2016). The study involved focus groups with 606 primary and secondary students and individual interviews with 89 teachers and principals, and the findings affirm the critical role that relationships play in promoting well-being in the context of schools.…”

Section: Variablementioning

confidence: 83%

Longitudinal changes among adolescents`well-being at school and the importance of gender and overweight

Iren¹,

Arild²

2018

Int. J. Educ. Admin. Pol. Stud.

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The experience of well-being at school, both in the recesses and at school lessons, is of great importance for all students. The Norwegian school laws confirm that every student has the right to experience well-being at school, which will lead to healthiness and good learning. Literature search indicates that there is a lack of longitudinal studies in relation to the development of students` wellbeing at recesses and school lessons during lower secondary school and high school. Furthermore, few studies have examined the relation between well-being at recesses and school lessons, and gender and overweight respectively. By examining students` self-reported well-being in the recesses and during school lessons each year from the age of fourteen to the age of nineteen by using questionnaires, analyses show that the well-being both at recesses and at school lessons is at the same level during these six years at school. Furthermore, analyses show that there are no significant differences in reported well-being at recesses and school lessons between boys and girls. The same analyses show that overweightness has no negative influence on students` well-being. The report of good and very good well-being at school and the lack of group differences in well-being among adolescents indicate that the Norwegian school seems to create a good learning environment for students` in general.

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Section: Variablementioning

confidence: 83%

Longitudinal changes among adolescents`well-being at school and the importance of gender and overweight

Iren¹,

Arild²

2018

Int. J. Educ. Admin. Pol. Stud.

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“…In earlier research exploring relationships between young people and adults (Thomas et al 2016;Graham, Powell, and Truscott 2016), the language of these three modes of recognition was adapted to practice settings -love, rights and solidarity were translated with and by young people as 'cared for', 'respected,' and 'valued'. This framing was adapted to 'cared about' so as to not reinforce historically and ideologically loaded notions of care in the context of disability support.…”

Section: How Has Honneth Been Adapted For This Research?mentioning

confidence: 99%

“…Honneth's recognition theory has been used to understand paid relationships in children's lives (Graham, Powell, and Truscott 2016) and in social work contexts (Rossiter 2014). Building on this earlier work, the current study constructs young people with disability as rights bearers.…”

Section: Misrecognitionmentioning

confidence: 99%

Understanding paid support relationships: possibilities for mutual recognition between young people with disability and their support workers

Robinson

Graham

Fisher

et al. 2020

Disability & Society

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The quality of paid relationships is key for effective support, yet little is known about how people receiving and providing support understand and experience the relationship. This paper reports on recent research that explored the role of relationships with paid support workers in strengthening the rights and wellbeing of young people with cognitive disability in Australia. The research used photo-rich participatory methods with 42 pairs of young people and their support workers and drew on Honneth's recognition theory to specifically explore experiences of being valued, respected and cared about in their work together. The findings point to the importance of these connected aspects of recognition in paid support relationships, highlighting both the presence and absence of these, as well as experiences of misrecognition. The implications of recognition for strengthening support need close consideration in an international context characterised by personalisation of support, resource constraints and inquiries into poor practice.

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“…Its potential lies in Honneth's focus on the critical importance of human interaction (relationships) for personal and social recognition. Given recognition theory has its roots in critical theory, with evident links to social justice, its practical application as a theoretical and analytical tool within human service and social work settings is gathering momentum (Graham, Powell, & Truscott, 2016;Rossiter, 2014;Niemi, 2015).…”

Section: Linking Interpersonal and Institutionally Mediated Recognitionmentioning

confidence: 99%

Impact of organisational practices on the relationships between young people with disabilities and paid social support workers

Fisher

Robinson

Neale

et al. 2020

Journal of Social Work

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Summary This article uses Ikäheimo’s concept of institutionally mediated recognition to explore how organisational norms and rules facilitate and constrain interpersonal recognition between a young person with disabilities and their paid support worker. The experience of recognition is important because it reflects the quality of this relationship and shapes the identity of both people in the paid support relationship. To understand the relationships between the pairs, Honneth’s interpersonal modes of recognition were applied as the theoretical lens. The data were generated from photovoice, social mapping, interviews and workshops with 42 pairs of young people and their support workers in six organisations. These data were then analysed for the ways institutional practices mediated the interpersonal relationships. Findings The findings revealed four practices in which the organisational context mediated interpersonal recognition: the support sites, application of organisation policies, practices to manage staff and practices to organise young people’s support. Some organisational practices facilitated recognition within the relationships, whereas others were viewed by the pair or managers as constraints on conditions for recognition. Some young people and support workers also exercised initiative or resisted the organisational constraints in the way they conducted their relationship. Applications The findings imply that to promote quality relationships, organisations must create the practice conditions for recognition, respond to misrecognition, and encourage practices that make room for initiative and change within the paid relationship. This requires supervision and training for and by support workers and people with disability.

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Facilitating student well-being: relationships do matter

Cited by 89 publications

References 19 publications

Longitudinal changes among adolescents`well-being at school and the importance of gender and overweight

Longitudinal changes among adolescents`well-being at school and the importance of gender and overweight

Understanding paid support relationships: possibilities for mutual recognition between young people with disability and their support workers

Impact of organisational practices on the relationships between young people with disabilities and paid social support workers

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