A longitudinal study of children’s outcomes in a residential special school

Gutman, Leslie Morrison; Vorhaus, John; Burrows, Ray; Onions, Caryn

doi:10.1080/02650533.2018.1503162

Cited by 4 publications

(6 citation statements)

References 5 publications

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“…Four studies reported the efficacy of frameworks of provision (Castro, Grande, and Palikara, 2019; Gutman, Vorhaus, Burrows, et al., 2018; Rees, Tully, and Ferguson, 2017; Stelmaszczyk, 2018). The risk elements related to lack of detail of the researcher's relationship with participants and of the recruitment strategy.…”

Section: Resultsmentioning

confidence: 99%

“…One study produced overall low‐risk and good‐quality evidence for practice (Castro, et al., 2019), yet improved rigour could have been achieved by collating evidence beyond a single city's local authorities. One study showed risk of other bias as it was funded by the school from which the sample was taken (Gutman, et al., 2018). However, the results of the framework evidence were positive with moderate to large effect sizes and could be influential for other organisations.…”

Section: Resultsmentioning

confidence: 99%

“…The remaining studies all detailed development or efficacy of specific frameworks. Gutman, et al (2018) evaluated the framework of a residential, therapeutic, specialist school. In a longitudinal study, the researchers reviewed the progress of four cohorts of children over 3 years.…”

Section: Outcomes Of Intervention Studiesmentioning

confidence: 99%

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Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Clarry

Wood

Long

2022

Research in Spec Educ Needs

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Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4-22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Clarry

Wood

Long

2022

Research in Spec Educ Needs

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“…The children go to school on site and the support for learning consistently takes into account their social and emotional needs. Teaching plays a key part in the therapeutic milieu and pupils make as much progress as would be expected of children in mainstream schools (Gutman, et al., 2018). The school has had an ‘outstanding’ inspection (Ofsted) rating since 2004.…”

Section: The Research Studymentioning

confidence: 99%

Retaining foster carers during challenging times: the benefits of embedding reflective practice into the foster care role

Onions¹

2018

Adoption & Fostering

Self Cite

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Retaining high quality foster carers and helping them to manage the intense emotional impact of caring for young traumatised children is still a major challenge. While foster carer training helps in the short term, international findings suggest that training and support structures alone may not sustain foster carers when times get tough. This article considers the benefits of embedding reflective practice into the role of foster carers. It draws on a qualitative study of five foster carers and two birth mothers receiving specialist help whose children have experienced severe trauma, early neglect and/or abuse and who attend a residential special school for primary-aged children where staff reflective practice is at the core of its work. The carers of all new pupils during a 12-month period were interviewed at the start of placement and one year later and the emerging themes were identified. All of the foster carers reported that after the first year children were less violent and aggressive and more able to verbalise their feelings. Some also began to change their perception of their child’s difficulties. The birth parents also reported improvements but the focus of their concerns and details of the benefits were different. The article argues that in addition to training, all carers who look after severely traumatised children would benefit from regular opportunities to genuinely reflect on the impact that their caring role has on them and that their children’s development will be enhanced by the reduction in challenging behaviour and the risk of placement disruption. However, within the reflective process, different groups of carers will have their own particular concerns.

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“…The qualitative research study based at the University of East London was commissioned by MBS as a complement to University College, London Institute of Education's quantitative research study, also discussed in this special issue (Gutman, Vorhaus, Burrows & Onions, 2018). Whereas the Institute of Education's study focussed on outcomes, the UEL study considered process.…”

Section: Researching the Mulberry Bush Schoolmentioning

confidence: 99%

Between love and behaviour management: the psychodynamic reflective milieu at the Mulberry Bush School

Price

Jones

Herd³

et al. 2018

Journal of Social Work Practice

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This article presents findings from a qualitative research study of the Mulberry Bush School (MBS), a therapeutic residential primary school caring for children with severe social, emotional and behavioural difficulties. The article notes the challenges of working with children who have experienced traumatic relationship breakdown, and reviews ideas and practices developed at MBS to support the children's development. There is a discussion of the research study's methodology and main findings. The researchers argue that the therapeutic milieu at MBS maintains a creative tension between a secure, playful context and one where emotional disorder and disturbance are not suppressed. The study describes how a particular psychodynamic model of reflective practice has been successfully instituted at MBS to create a 'staff therapeutic milieu' supporting the group living and group learning 2 through which therapy principally occurs. The article closes with comments on the applicability of this model to residential child care practice generally.

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A longitudinal study of children’s outcomes in a residential special school

Cited by 4 publications

References 5 publications

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Retaining foster carers during challenging times: the benefits of embedding reflective practice into the foster care role

Between love and behaviour management: the psychodynamic reflective milieu at the Mulberry Bush School

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