‘He comes to talk to me about things’: supporting pupils experiencing social and emotional behavioural difficulties—a focus upon interpersonal relationships

Mowat, Joan

doi:10.1080/02643944.2010.504218

Cited by 14 publications

(8 citation statements)

References 15 publications

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“…While some might argue that the aims of SG work could be achieved through a wholeschool approach without recourse to group work, what is being missed is that it is that very environment that affords the construction of trustful, respectful relationships with pupils who may find it very difficult to establish positive relationships with adults (Wright 2009;Mowat 2010c), or even with each other, and which then affords the mediating and scaffolding of children's learning, promoting understanding, thinking skills and the transfer of learning to wider contexts. However, the values and principles that underlie the SG group approach would be very apt in developing a whole school ethos of caring and respect.…”

Section: Discussionmentioning

confidence: 99%

“…The study is built upon a previous case study (Bassey 1999) conducted within a single setting, which focused upon the evaluation of support groups (Mowat 2008(Mowat , 2009(Mowat , 2010a(Mowat , 2010b(Mowat , 2010c(Mowat , 2011. The aims of the study were to evaluate the efficacy of the approach and to identify variables that had impacted upon pupil outcomes as a means of fostering understanding of inclusive practice for pupils experiencing SEBD.…”

Section: Background To the Studymentioning

confidence: 99%

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‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Mowat

2014

Emotional and Behavioural Difficulties

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This paper explores issues around stigmatisation and labelling as they pertain to pupils with SEBD. The paper draws upon an evaluative case study, conducted in two Scottish local authorities, of the implementation of support groups, and examines how the approach was experienced by pupils who participated within the intervention, drawing from a range of accounts. The study was implemented in upper primary (aged 10-12) and lower secondary (aged 12-14). It is principally qualitative and draws upon data generated from open questionnaires, interviews and focus group discussions. Pupil responses to intervention were largely positive, but there was evidence that a minority of children had experienced the intervention as stigmatising. Variables relating to the establishment of trusting and respectful relationships within the group, partnerships with parents, professional development for staff and the adoption of a whole-school approach emerged as key variables in determining how pupils experienced the intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Background To the Studymentioning

confidence: 99%

‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Mowat

2014

Emotional and Behavioural Difficulties

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“…However, perceptions of relationships with teachers emerged as an area which distinguished children with SEBN most from their well-behaved peers in the initial study conducted in a secondary school (Mowat, 2010) and Aldridge, Fraser, and Fozdar (2016) established that the influence of teacher support on students' wellbeing was negative.…”

Section: Sense Of Belonging and Connectedness To Schoolmentioning

confidence: 99%

Supporting the socio-emotional aspects of the primary–secondary transition for pupils with social, emotional and behavioural needs: Affordances and constraints

Mowat

2019

Improving Schools

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The primary-secondary transition presents both opportunities and challenges for children. For some, it may represent a 'critical period' which impacts on their future mental health and wellbeing. This paper focuses on identifying the affordances and constraints of a group-work approach to support children with social, emotional and behavioural needs across the transition with a specific focus on the socio-emotional aspects of transition. This evaluative, mixed-methods case study took place in six clusters of primary/secondary schools in Scotland involving 63 pupils who participated within support groups for around 20 1hr sessions. It focuses on the accounts of Support Group Leaders, drawing from focus group discussions held within each cluster and a Likert scale questionnaire. A wide range of facilitators and barriers to implementation and to pupil progress were identified. Facilitators related principally to the quality of relationships and pedagogy which the support group afforded and the quality of support for the project. Barriers related principally to organisational and resource constraints and more general concerns around how behaviour support is perceived. The paper argues that supporting the transition for pupils with SEBN is complex and there is no 'magic bullet.' Building a supportive infrastructure from the outset is key to success.

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“…There is strong empirical support for the use of non‐coercive approaches. Trusting and respectful relationships between staff and pupils have also been shown to reduce sanctions in a manner that is significant (Mowat, ). The stronger the relationship between staff and pupils, the more significant the decline in school sanctions.…”

Section: The Seven Domainsmentioning

confidence: 99%

A domains‐based approach to meeting social, emotional and mental health needs

O’Brien¹,

Roberts²

2019

Support for Learning

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This article focuses on seven interacting research‐informed domains. These domains are grounded in the research literature and have been applied in real world contexts to provide insight into, and an analytical tool for, meeting social, emotional and mental health (SEMH) needs within educational settings. Practitioner researchers applied the domains in a ten‐month knowledge‐exchange programme known as SWERL. Each domain is described in relation to the lived experience of teachers, pupils and schools. The article closes with a case study of how a primary school changed SEMH provision in the areas of ‘planning transitions’ and ‘building relationships’ and illuminates the benefits for children, staff and school culture.

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‘He comes to talk to me about things’: supporting pupils experiencing social and emotional behavioural difficulties—a focus upon interpersonal relationships

Cited by 14 publications

References 15 publications

‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Supporting the socio-emotional aspects of the primary–secondary transition for pupils with social, emotional and behavioural needs: Affordances and constraints

A domains‐based approach to meeting social, emotional and mental health needs

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