Understanding school responses to students’ challenging behaviour: A review of literature

Michail, Samia

doi:10.1177/1365480211407764

Cited by 43 publications

(27 citation statements)

References 27 publications

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“…peer victimization, poverty, divorce) because of the substantive evidence suggesting that they too significantly influence psychopathology. Similarly, Michail (2011) has prompted a pluralist and multifactorial approach to the mental wellbeing of youth, and its deterioration, by referring to the 'whole ecology of the child'. These viewpoints are important for prevention and early intervention because they accommodate the multiplicity of adult roles played by carers, teachers, school counsellor 1 and general practitioners (GPs), and their impact on a child's life.…”

mentioning

confidence: 99%

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives

Wlodarczyk

Lawn

2016

Emotional and Behavioural Difficulties

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Victimisation is a traumatic experience linked to development of Borderline Personality Disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD asked what they noticed during the person's infancy, childhood and adolescence, and their experiences of seeking help during that time. Sensitivity was most noticeable during infancy; difficulty making friends, school refusal/truancy and being bullied were prominent concerns once the child was at school; and concerns about anger, moodiness and impulsivity were the strongest prompts to seek help during adolescence, though doctor or teacher recommendation to do so was uncommon. BPD family carers' experiences suggest that improved focus on addressing bullying and communication is needed.

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mentioning

confidence: 99%

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives

Wlodarczyk

Lawn

2016

Emotional and Behavioural Difficulties

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“…311-354). More recently, research by Michail (2011) has supported such earlier research findings in stating that a large volume of the literature supports a multi-sector approach to working with students with challenging behaviour. Strong links between school, community, and family are unmistakably one of the most fundamental and vital elements of the most promising programs (Collin & Law, 2001;Cowling, 2009;Massey et al, 2007;Partington, 2001) regardless of other strategies that are being utilised (Riordan, 2006).…”

Section: Australian and International Supports To Help Schools Managementioning

confidence: 68%

Policy in Practice: Enabling and inhibiting factors for the success of suspension centres

Moore

2014

AJTE

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Suspension centres are a government initiative to help address disruptive student beahviour in NSW government schools. The centres are for students on long suspension from school and have not been formally evaluated. Stakeholders were asked their opinions regarding: what are the best things happening with suspension centres or what should be maintained with suspension centres?; what needs to be improved with suspension centres?; and what evidence is there that suspension centres are meeting the Purpose and Goals as outlined in the Guidelines? Responses revealed that the best things happening or things that should be maintained included that: students were learning skills related to academic activities and behaviour and that suspension centre staff were using appropriate approaches and had good skills in managing students with disruptive behaviour. Things that needed to be improved included: communication and use of suspension centres and that students' schools needed to provide ongoing support for students who were referred to the centres.

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“…There are numerous detrimental consequences to excluding CYP from school (Michail, 2011) and the implications can be long lasting (Sellman et al, 2002). The effects not only impact the individual but their family, who must also deal with the stigma and negative consequences (Daniels, 2011).…”

Section: School Exclusionmentioning

confidence: 99%

A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools

Messeter

Soni

2017

Emotional and Behavioural Difficulties

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Understanding school responses to students’ challenging behaviour: A review of literature

Cited by 43 publications

References 27 publications

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives

Policy in Practice: Enabling and inhibiting factors for the success of suspension centres

A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools

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