The professional in ‘professional curiosity’; exploring the experiences of school-based pastoral staff and their use of curiosity with and about parents. An interpretative phenomenological analysis

Maynard, Emma; Cramphorn, Katie

doi:10.1080/02643944.2021.1977989

Cited by 4 publications

(3 citation statements)

References 57 publications

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“…We are so lucky here Our data indicated a very firm belief among participants that they were 'lucky' in their immediate teams and school ethos. In fact, every participant referred to 'luck', (see also Cramphorn & Maynard, 2021). This appeared to frame the rest of the data with repeated emphasis on the camaraderie of the team, a secure ethos and identity and refrain that we always do the best for our students/ families.…”

Section: Analysis and Discussionmentioning

confidence: 99%

“…HIS ARTICLE reports on one part of the Family Stories project, carried out with schools during the Covid-19 pandemic with headteachers, senior teachers, and pastoral leads across schools and early years settings in England. The inquiry focused on the typical experience of senior teachers and school leaders in early years, primary, and secondary in managing safeguarding risks and expectations (see Cramphorn & Maynard, 2021) and, as a subsidiary question, how the Covid-19 pandemic had impacted schools, children, and families, as perceived by our participants (Maynard et al, 2022). This was first presented at the Psychology of Education Section conference in 2021, and here I report on three key themes regarding the emotional labour of participants in their roles beyond teaching.…”

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confidence: 99%

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We are so lucky here; emotional labour and safeguarding in school

Maynard¹

2022

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This paper was first presented at the Psychology of Education Section conference in 2021. It has resulted from a collection of works under the moniker Family Stories, which investigates lived experiences of, and support for, families with complex social care and health needs. This specific piece of work looked at school responses to those families using reflexive thematic analysis to investigate the perspectives of school leaders and pastoral staff, through an inductive approach leading to the interpretation of data into themes. At focus here are the three themes which relate specifically to the emotional labour of school staff in engaging with safeguarding issues: We are so lucky here; School never closes a case; and Your life, consumed. Amid a very strong finding that participants reflected a strong, mutually supportive environment on which they indicated their co-dependence, there also appears to be a distinct lack of reflective support for headteachers, in particular, in managing safeguarding decisions and supporting staff with the emotional impact of that work.

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Section: Analysis and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

We are so lucky here; emotional labour and safeguarding in school

Maynard¹

2022

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“…One example is the "good mother" which policy and practice actively encourages parents to enact, and by which professional agencies determine levels of risk to a child (Cramphorn & Maynard, 2021). However, even harmful behaviours can be normalised through acceptance, repetition and social congruence by people and systems that matter, with the potential to re-traumatise.…”

Section: Family Changementioning

confidence: 99%

Family stories: investigating trauma-informed narratives, change behaviours and environments in complex family experiences

Maynard

Sims‐Schouten

Fairchild

et al. 2023

Families, Relationships and Societies

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This article presents our Family Stories model identifying self-reported change behaviours and environments by families developed from our two-phase research in an inner-city area in the south of England. The research focused on parents whose families had experienced complex issues affecting the behaviour, wellbeing, learning and/or safety of children, and who had received social care support from services that had broadly adopted a trauma-informed approach. We identified parents’ self-reported change behaviours and environments, in the context of the high rate of families relapsing and returning for multiple episodes of support. We also identify key challenges to securing long-term positive change, including the barriers to nurturing a strong and successful parenting identity, in which parents are more able to sustain positive change. Our model identifies four enablers, evident in the self-reported change behaviours narrated by our participants: community, allyship, strategy and mastery.

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