Dynamic views of education

Cofer, Lynette Friedrich

doi:10.1017/cbo9780511489693.015

Cited by 2 publications

(2 citation statements)

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“…Although it represents a fruitful interdisciplinary approach and has garnered support within education and other disciplines (e.g. Cofer, 2008;Evans, 2008), it does not offer a distinctly educational or pedagogical focus. Any meaningful attempt to discuss mental health in schools must draw on theoretical frameworks that speak to both fields (i.e.…”

Section: Conceptualising Child and Youth Mental Healthmentioning

confidence: 99%

“…It remains to be seen whether dynamic systems perspectives can be meaningfully integrated with critical pedagogies, and whether the confluence of these two approaches might offer fruitful avenues for research and practice. However, some authors are already suggesting valuable possibilities (Cofer, 2008;Evans, 2008;Haggis, 2008;Stirling and McGloin, 2015). Indeed, it is the central theme of this paper that a philosophical and theoretical convergence, together with an openness to learning from each other, has much to offer for the future of school-based mental health.…”

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Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

O'Toole

2017

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Purpose -The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach -The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, "expert-driven" psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children's development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings -Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children's dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children's distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children's development, as well as committed to correcting inequalities. Originality/value -The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

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Section: Conceptualising Child and Youth Mental Healthmentioning

confidence: 99%

mentioning

confidence: 99%

Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

O'Toole

2017

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Model of Imposed Adaptation in Childhood Learning Environments — Application to Autism. A precarious game of developmental Jenga

Spielmann

Porter

2019

Autism and Developmental Disorders

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Academic and social expectations place ever-increasing stressors on young children. The failings of our academic system to address these concerns greatly impact the general population but may be even more harmful for children on the autism spectrum, who are shown to have significantly higher rates of anxiety, depression, and suicide in later life. The relational and ecological demands indiscriminately placed on autistic children to achieve one-size-fits-all academic learning goals is examined in this paper, along with current evidence exploring the risks faced by autistic youth. Sensory Integration theory posits that brain development and function are driven by actions of the environment upon an organism, and correspondingly the reactions of that same organism on the environment. This notion, an important principle of pediatric occupational therapy, fits within a dynamic systems approach to child development, where environment, relationship, neurobiology and genetics co-act and self-organize through dynamically sustained states. An idea foundational to the proposed model in this paper. We will explore this model using the analogy of Jenga towers to discuss some of the hazards that a reductionist approach to education pose to child development. Finally, questions are asked regarding the implications of these adaptive responses from the perspective of dynamic systems theory.

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Dynamic views of education

Cited by 2 publications

References 1 publication

Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

Model of Imposed Adaptation in Childhood Learning Environments — Application to Autism. A precarious game of developmental Jenga

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