If key adults choose to cope in this way their anxieties are not managed and they will not feel contained and supported. This creates even more challenges to key adults working with children who exhibit extreme or challenging behaviour. Squires (2007) explores teachers’ feelings of hopelessness, stress and feeling overwhelmed in relation to the challenge of working with children whom he describes as having some ‘emotional and behavioural difficulties’. The notion of children described as having SEBD is important as Newton (1995) also makes the link that teaching and working with such children with these needs can have a profound and often debilitating impact on the teachers themselves. This concept of challenging or difficult pupil behaviour impacting on teachers is also explored by Leyden (2002), who states that teachers experience high levels of stress which are further compounded by teaching students described as having SEBD. Leyden (2002) advocates that schools address teacher stress as part of their behaviour action plan. Research by Araujo (2005), who conducted a small study on pupils and teachers’ experiences in an inner city, multi-ethnic comprehensive school on perceptions of discipline and behaviour, suggests that teacher stress and low morale was explained by teachers focusing on: ‘within-child’ or ‘outside walls’ explanations of indiscipline, rather than looking at their own relationship with the child and parents or carers. This supports the work of Avramadis and Bayliss (1998) who conducted a small study on teachers’ perceptions of emotional and behavioural difficulties. They also suggested that SEBD or teacher stress were explained more by teachers focusing on family factors and ‘within-child’ deficits, rather than looking at their own teaching styles or learning environments of pupils who have additional needs. Dunham’s (1984) work examines teachers who struggle with ‘raw emotions’ exhibited by pupils, which teachers find hard to manage and cope with. Bomber (2007) explores the difficulty school staff may have in working with
unique, privileged and enormously powerful position. (Dessent, 1992, p. 43) Bronfenbrenner’s (1994) work on ecological systems of child development highlights four interrelating contexts or systems: Microsystem- the settings in which the child directly interacts (e.g. family, school) at a moment in time. Mesosystem- connections between two or more Microsystems at a particular time or point in life (e.g. links between the school and family Microsystems). Exosystem- The connections with contexts that are external which have direct influence on the child’s development (e.g. parents may become stressed due to their job and this can impact on how they interact with their child) Macrosystems- the socio-cultural context (culture, politics, government). According to Bronfenbrenner (1994) this level influences interactions within the above levels of context. One way of thinking of these systems is like a set of ‘Russian Dolls’ nested within each other (Bronfenbrenner, 1994). The principles of Bronfenbrenner’s (1994) ecological systems theory highlights how the child’s development is influenced by interaction with the child’s contexts such as school and home. Bronfenbrenner’s work supports the notion of adopting a ‘systems’ rather than a ‘within child’ approach to supporting a child with SEBD. Souter (2001) offers Systems Theory as an alternative to the medical model for education staff working with children with SEBD, stating that problems are seen as a ‘dysfunction’ within the system and how intervention occurs within the context of the dysfunction. The notion of circular causality assumes that the problems are not located within the individual (the child with SEBD) but as part of the system. In using this theory, Souter (2001) argues:
concepts can be found in Appendix 1, Key Terms. I shall explore the main psychodynamic concepts of projection, containment, and transference in brief here. Hanko (2002a) asserts one way of supporting staff groups is through psychodynamic approaches, using collaborative problem solving processes which offer new ways for them to think and cope, work more effectively and with less anguish, enabling teachers to find their own strengths and expertise. (Mosse,1994, p.1). Markus, Cross, Halewski, Quallo, Smith, Sullivan, Sullivan & Tantilo’s (2003) work supports this idea in illustrating that peer supervision has been found to be beneficial with managing counter transference (see Appendix 1, Key Terms for definition). In contrast, Bomber’s (2007) work refers to projection (see Appendix 1, Key Terms for definition) in her discussion about school staff working with children who may be described as having some attachment difficulties explaining that, ‘Hurt children often unconsciously push out and displace their unwanted feelings by using particular actions and comments. This may give them a temporary sense of relief for their overwhelming feelings of distress’ (p.75). For Freud, projection was ‘a defence mechanism by which disturbing unconscious material is kept unconscious by experiencing it as if it belongs to another’. (p.33, Frosh, 2002). Within schools, key adults need to be aware of projection e.g. when a child disowns part of himself and pushes it onto or stirs feelings up within the adult e.g. of worthlessness. The key adult needs to be very aware of this projection so they can understand that the child is projecting their distress and feelings of worthlessness, unconsciously onto the key adult. The key adult needs to use these feelings as a means of understanding the child’s distress that the child is communicating rather than reacting to it e.g. by shouting at the child, further escalating the situation. For a key adult to be able to do this they need to be able to offer containment of the child’s difficult, unconscious feelings e.g. of worthlessness (see Appendix 1, Key Terms for definition). Containment refers to a process ‘whereby projections or projective identifications emitted
act upon these powerful feelings, we are communicating our own distress in the counter transference, and inevitably, escalating the tension of the situation (p.295). Frosh (2002) discusses how counter transference can be viewed as an opportunity for further containment using an example from a clinical setting which could be adapted to an educational setting with the child (as the patient) and the key adult (as the analyst). Frosh (2002) explains; The difference between analyst and patient is not, therefore, that one has transference feelings and the other has not, but that the analyst has the emotional calibration to be able to use the feelings stirred up inside her or him to understand the patient’s internal world... The patients projections – whether emotions or part of the self – become the central sources of feeling, reflection and interpretation; Despite Ainscow’s (1991) call for teachers to become ‘reflective practitioners’ Hanko (2002a) asserts Schon’s concept of ‘reflection-on-action’ illuminating past events can, as we have seen, enhance professional competence by aiding future ‘reflection-in-action’ so that we manage to do the ‘right thing’ on the spur of the moment when it may matter most (p.6). Researchers such as Jackson (2008) and Newton (1995) argue that for many adults working in schools, they are often exposed and do not have time to reflect on how they respond and react to specific pupils or what strategies to use in challenging situations. From a psychodynamic perspective, this could be viewed in terms of a lack of containment (see Appendix 1, Key Terms for definition). Work discussion groups
3. Factors associated with the individual pupil’s psychology and physiology (e.g. identity and feeling different, self blame, lack of control over impulses, labelling behaviour and the value of support). Wise’s (2000) work identifies that the children she interviewed described their behaviours and motives in various ways including fight or flight (related to fear), avoidance of school work, the need to have a laugh, being bored, seeking excitement, showing off, escaping reality, expectations of behaviour, having learning difficulties and their relationship with their class teacher. It appears that Wise’s (2000) work illustrates that some children are aware of their own behaviour and can offer insights into their experiences which might help explain their behaviour. Wise’s (2000) work supports the work of Montgomery (1989) in acknowledging that for some children, family circumstances and particularly stress and change within the family home can cause disturbance and influence their behaviour within a school setting. The Circle of Adults intervention allows the adults to think about the wider system around the child including their family, community and significant relationships. Humour and the need for fun and laughter appears to play an important role in research exploring the views of children described as having SEBD. Tattum’s (1989) work explores how some children offered reasons such a ‘just messing about’ and ‘only having a laugh’. O’Connor, Hodkinson, Burton & Torstensson’s (2011) work suggest that some children with SEBD offered simple reasons for their behaviour within the classroom including a lack of interest in their work, being bored and generally disliking school. Motivation and engagement appears to matter to such pupils. Interestingly, Miller’s (1996) work explored how such children described the importance of being able to socialise with their peers. Peers appear to play an important role in these children’s school experience and some research indicates that some children took on the role of the ‘class clown’ as a mechanism of ‘survival’ (Measor & Woods, 1984). Such research offers an interesting alternative to the ‘within child’ views that some adults may hold
Ontology is the study of being and existence in the world. It is the attempt to discover the fundamental categories of what exists in the world. (Burr, 1995, p.92) My ontological position is that a person’s experience is real to the person experiencing it, although I acknowledge the subjective nature of this and that one person’s experience of a situation may differ completely to another person. ‘...different people can, and do, perceive and experience (what appears to be) the ‘same’ environment in radically different ways’ (Willig, 2008, p.53). This experience is subject to interpretation and my interpretation is constructed and flexible based on the person’s subjective experience. Within my research, my focus is on, What do the informant’s statements reveal about his feelings and perceptions and what inferences can be made from them about the actual environment or events he has experienced? (Dean & Foote Whyte, 2006, p.100). My ontology fits with Langdridge’s, (2007) description of an interpretative phenomenological ontology. Epistemology Epistemology is concerned with the ‘theory of knowledge’ and asks ‘How can we know?’ (Willig, 2008, p.13) or what we think can be known and how. ‘This involves thinking about the nature of knowledge itself, about its scope and about the validity and reliability of claims to knowledge’. (Willig, 2008, p.2) According to Madill, Jordan & Shirley (2000), epistemological positions within qualitative research can range from ‘radical relativist’ to ‘naive realist’. Relativism assumes there is no such thing as reality, or a ‘pure experience’ as all knowledge is constantly changing and relative. Realism assumes that we can access people’s true experiences within their world. I adopt an interpretative phenomenological epistemology or position which
Braun and Clark (2006) argue that thematic analysis should be viewed as a qualitative method in its own right. In some ways thematic analysis can be seen to be similar to IPA, in that initially as a researcher you are advised to immerse yourself within the data. Thematic analysis can be viewed as a systematic way of analysing and reporting of patterns (themes within a range of data). Thematic analysis seeks to capture something important from the data that relates to the original research questions. One advantage of thematic analysis is that it can be used with a large sample of participants and across a wide variety of data e.g. surveys, interviews and focus groups. However, like IPA, thematic analysis can be used with a small number of participants, so I could have used thematic analysis in analysing the data from the children’s interviews and the key adults’ reflective accounts. However, I chose not to use thematic analysis as Braun and Clark (2006) assert thematic analysis is not dependent on a specific theoretical framework and ‘lacks a clearly specified series of procedures’ (Bryman, 2008, p.555). Without a rigorous, transparent framework and methodology of generating and analysing the data I do not feel this is an appropriate method for me to use in my research. In comparison, IPA relies on a series of steps and a highly rigorous systematic analytic procedure which must be closely adhered to. In following this method I feel in some ways this reduces researcher subjectivity that ‘may’ be apparent within thematic analysis, which is a largely simpler inductive approach, relying on the interpretation of the researcher. Also with thematic analysis in looking at generated themes, one could ignore the individual voices or experiences which could get lost in amalgamated themes. In using thematic analysis, the researcher has to be clear whether they are identifying themes that are in their view representative of the ‘reality’ from the data. In my research I wanted to investigate my chosen phenomenon - school experience and the relationship between two children and their key adults,
prepared to do the most sensitive and responsive job we can, given our inherent epistemological and methodological limitations (Larkin et al, 2006, p.108). Inattention to the social, political and cultural context Another common criticism of IPA which Kaptein (2011) makes reference to is that by focusing on the individual and the individuals experience, IPA ignores the social, political and structural perspective. However, Todorova (2011) argues that Todorova & Kotzeva’s (2006) work on infertility using IPA was able to offer: ... an analysis which is sensitive to the social and cultural local worlds and thus we maintain an acute awareness of the language and meanings surrounding infertility (Todorova, 2011, p.7). Smith (2011b) has responded to Kaptein’s (2011) criticisms that the main focus of IPA is on individuals’ lived experience rather than social context. However, Smith (2011b) discusses how an individual’s lived experience is a vital component of IPA simply stating ‘Without a centring in individual lived experience, there is not IPA’ (Smith, 2011b, p.3) but also acknowledges Clearly individuals do not live in hermetically sealed bubbles. Their experience takes place in a context and is influenced by the social, historical linguistic milieu into which they are thrown (Smith, 2011b, p.3) I believe that in my research I have acknowledged the current social, historical, political and educational context for my participants. I have explored previous and current literature and legislation into supporting children with SEBD and the historical and current difficulties key adults face within the educational profession. Indeed, Smith (2011b) identifies that after doing an IPA analysis it is the researcher’s responsibility to relate it to existing literature.
Understanding behaviour Each superordinate theme will be discussed in turn. Children POST Intervention Superordinate themes Superordinate theme 1 – Attention/security needs Attention/security needs ANT (PRE) Subordinate themes CASTLETON (PRE) Subordinate themes Help me Listen to me Notice me Type of teacher matters Security Ant’s subordinate theme- Help me Ant discussed the importance of help with his learning, within lessons. Ant’s account revealed that he often had difficulty completing work within school (particularly written work) and relied on help from adults: I: You like all your lessons? A: Pretty much. I: That’s nice isn’t it? Are there any that you find a bit hard? A: Literacy. I: Right... and what is that reading... or writing that’s trickier? A: The writing. I: What is it about the writing? A: Shrugs. I: Is it that you sometimes have the ideas in your head but can’t get them down? Or you don’t know what to put? A: Sometimes both. (p. 3 line 68-82) Ant also emphasised the support from trusted adults around his emotional well being, particularly when something has happened leading to confrontation with his peers.
Self reflection Identity Ant’s subordinate theme - Starting to take control Ant demonstrates that he has an awareness of what he needs to do within school to improve in some areas. However, it is not clear whether Ant feels he has the control in order to apply himself to improve, but he is accepting targets set by his teacher. A: Cos... erm... I’ve got to do... lots of reading... so I can get up... cos we’ve got target levels and I need to get to my target level in reading. I: Yeah... How do you feel about that? A: (shrugs)... plus I have finished two books while I’ve been in school and that only took me about 2 or 3 weeks. I: Wow, so you’re a quick reader? A: (nods head) I’m still reading ...erm... a book that I’ve started reading and I’m about chapter 3 / 4. I: Yeah A: No, I’m not I’m about chapter 7 or something I: Wow A: It’s about, it’s about the middle of the book. I: Right... so do you think you’ll reach your target then? A: (nods) I: Yeah? A: Definitely in reading. I: Yeah A: Dunno about maths and literacy though. (p.7-8 line 216-240) Help is needed and valued by Ant and following the intervention it seems he feels supported/ gets enough help within school. Ant’s subordinate theme - Listen to me
Mr P clearly acknowledges that working together, sharing ideas and strategies enabled him to change his own thinking and behaviour towards Ant, enabling Ant’s behaviour to change. Mr S’s reflective account describes the positive impact of introducing additional adult support within the classroom resulting in a change in Castleton’s behaviour and Mr S’s perception of his behaviour of him ‘being easier to handle’. Mr S: Some occasional additional support was available for a while after the circle, which helped. Castleton responded well to this initially. Generally, he seemed easier to handle and there were some afternoons where he actually managed the whole afternoon in class. (p.2 line 51-57) Mr S seems more hopeful and optimistic about Castleton and his behaviour within the classroom, and their relationship which seems to be more positive. Mrs K’s account describes the relief she felt following the intervention and the optimism she felt that together the school staff could effect change for Castleton: Immediately after the circle I felt relief. Everyone wanted the same support for the child. It gave me a sense that as a united voice we could make sure this child got the support required which made me feel much more optimistic. (p.1 lines 21-26) Key adults superordinate themes post intervention Superordinate theme 2 – Awareness Awareness MR P POST Subordinate themes MR S POST Subordinate themes MRS K POST Subordinate themes Realisation Reflection Understanding Understanding Understanding
Stability Shared thinking Guidance needed Mr P’s subordinate theme - Security Mr P describes the security he felt once a plan was put in place following collaboration to support Ant within school. After the circle my relationship with the child improved. I felt I had a plan in place to improve the child’s behaviour and that with time it should lead to a pleasant end to the year. (p.2 line 46-50) It appears that the intervention may have helped contain his anxieties and frustration about Ant’s behaviour and also the anxieties of other adults within school, as Mr P reveals some members of staff felt more confident following the intervention. As Mr P chose to speak with Ant and gain his views on the behaviour system, this may have helped contain some of Ant’s anxieties, so he knew how he was expected to behave and rewards were negotiated and meaningful to him. Mr P’s and Mrs K’s subordinate theme - New systems Ant’s class teacher (Mr P) describes a systemic change within the school and the staff who support Ant. Mr P clearly acknowledges that working
Master theme 2 – Self reflection/awareness Master theme 2 – Self reflection/awareness SELF REFLECTION/AWARENESS CHILDREN’S POST Superordinate themes KEY ADULTS’ POST Superordinate themes Self awareness Awareness Post intervention the children appeared to have an increased ‘Self awareness’. The key adults appeared to be more aware of their own needs and the needs of the children depicting a general overall increased sense of ‘Awareness’. The subordinate themes of ‘Self awareness’ and ‘Awareness’ have created an over-arching master theme ‘Self reflection/awareness. These master themes will be discussed in chapter 5.
highlights the need to help children appear ‘cool’ in front of their peers. Castleton’s behaviour might be his way of trying to ensure this. It must be exhausting for Castleton to present himself as feeling happy and being funny with all the other challenging emotions he is experiencing and his difficult circumstances at home. Castleton also expresses his need to have fun in school and for his class teacher to entertain him. He prefers his other class teacher (Mr G) with whom he can have a joke with. He describes a more positive relationship with Mrs K whom he finds funny and whom he believes finds him funny in return. Castleton expresses his desire to have a nicer teacher to replace Mr S. Stone (1990) examines children’s opinions on what makes a good teacher. Such factors include ‘give interesting lessons, always have things for the children to do... ask the children what they think... deal with bad behaviour quietly (do not shout)’ p. 15. It appears that Mrs K is a fun, happy adult and Castleton appears to rely on her to improve his school experience Ant and Castleton’s school experience and relationship with key adults post intervention Acceptance Following the intervention both boys’ experiences appear to present a feeling of acceptance and being more settled within their school environment. Also both boys seem more able to reflect on what they feel they need. For Ant, it appears he now has an awareness of what he needs to do in order to improve his learning. He has better relationships with the adults that support him within school describing them as ‘funny’ and ‘helping him’. Interestingly though, it is not clear whether Ant feels he has the control in order to apply himself to his learning and improve. Ant’s account still reflects a sense of powerlessness. I shall discuss this in greater detail under the Master theme 2 (self reflection/awareness).
Mrs K describes feeling frustrated, but unlike Mr P and Mr S her frustration is not with the child (Castleton) but with the adults in the system and the systems used within school. She depicts that it is these systems that are preventing change occurring and support for Castleton to meet his needs and help him achieve his full potential. It is apparent that Mr P and Mr S do not feel capable of maintaining control and their accounts contain a sense of feeling demoralised which supports the work of Pratt (1978) who explores the impact of children’s disruptive and challenging behaviour on teachers (like Mr P and Mr S). Mr P recognises that Ant has difficulties regulating his emotions, accepting blame and managing shame. Gerdhardt (2004) asserts that shame, although usually an uncomfortable feeling is developmentally important and part of a child’s socialisation. However, Hughes (2004) work identifies difficulties in managing shame in children with poor attachments; The poorly attached child habitually experiences pervasive shame that is intensified by discipline. When discipline is given without empathy, his shame is likely to intensify and trigger outbursts of rage (p.203) Unlike Mr P, Mr S does not seem to have an awareness of Castleton experiencing difficulties managing powerful emotions. Mr S describes his frustration with Castleton’s behaviour, despite the ‘allowances’ he made for him. Mr S views Castleton’s behaviour as defiant and describes how irritating Castleton is, particularly when he ‘chooses’ not to do his work. Mr S has not recognised Castleton’s ‘self handicapping behaviours’. James (1998) found this was not uncommon and that only a significant minority of teachers in her research were able to recognise such ‘self-handicapping behaviours’ and the importance some young people felt in the image they project. Mrs K, unlike Mr S can recognise Castleton’s potential and feels frustrated and powerless that current systems are preventing him from achieving his best. Mrs K acknowledges that Mr S is responsible for maintaining some of these systems (e.g. through his behaviour management techniques).
development of trust in a non-persecutory environment as well as a capacity to own one’s own envious feelings. (p.105, Frosh, 2002) Counter transference A term from psycho therapy used here to describe a process in which we – as educational staff – might feel as if we are almost compelled to respond to a child in a way that is unusual or out of character – as if we were behaving like someone else. For example, I might feel that I want to scream and shout at a child, (although I know that I won’t, since this is not how I treat children). I recall that screaming and shouting would be very much how the child’s birth parent was said to have behaved. From the world of psychotherapy comes the insight that for me to shout at the child would be ‘acting out the counter-transference’- acting on my response to the feelings that the child’s behaviour is stirring up in me, as people from his past acted, and not as myself. (p.295, Bomber, 2007). Like transference, counter transference is an everyday experience augmented in the analytic situation, but perhaps not so very different in kind from things that happen all the time. One way of thinking about it is to consider the feelings one might have in another’s presence. Especially when these feelings seem inexplicably strong – for example, excessive hostility to someone whom one has never met before, or overwhelming tiredness in the presence of someone else – there must always be a suspicion that these feelings derive from one’s own unconscious. If one is a psychoanalyst or psychotherapist and these feelings are experienced in the presence of a patient, the question becomes that of whether they are in some way unconscious responses to that patient. This could be either because the patient reminds the analyst of something unconscious and personal, so producing a kind of transference response in the analyst, or because something very specific about the patient has ‘got into’ the analyst and elicited a set of feelings (thus boredom or anger might be a very specific response to a patient’s depression). (Frosh, 2002, p.99)
Can you tell me what is not so good about this school? (Prompts - class, friends, teachers, lessons, building, equipment) Can you tell me a bit about your class teacher? What is he /she like? (Words to describe them, relationship with child and other pupils in class) How might your class teacher describe you? Can you tell me a bit about the other adults that support you? What are they like? (Prompts - Words to describe them, relationship with child and other pupils in class) Can you tell me about the other children in your class? Do you get on with them? How might they describe you? (Prompts - Friends/ argue) Can you tell me about the work that you do at school? (Prompts - difficult/ easy/ enough support/ boring) Can you tell me if you ever get into trouble at school? (Prompts - behaviour/ incidents/ examples/ consequences) If you could change something about your experience at school what would it be? (Prompts - Teacher/ class/ subjects) Can you tell me if anything has changed in school from when I last came to see you? Appendix 7: Key adult reflective account
Main things not like in school certain lessons Different views of class teachers Different teachers treat him differently Likes teachers how are fun and happy Class teachers presentation more fun loving with Castleton Some teachers are generally miserable Different teachers/ different attitudes/ personalities/ impact on school enjoyment Different teachers have different views of him How he is perceived is very important to him Funny/ playful identity in school Notion of control over behaviour and emotions Notion of choice over behaviour 26. funny. 27. I: OK. Are there any lessons that you think 28. are good? 29. CASTLETON: Maths. 30. I: Anything else that’s good about school? 31. CASTLETON: No 32. I: Can you tell me what’s not so good 33. about this school? 34. CASTLETON: RE... and Literacy. 35. I: So you’re not keen on the lesson? The 36. teacher? 37. CASTLETON: The lesson. 38. I: Why are you not so keen on Literacy? 39. CASTLETON: Cos I don’t like writing. 40. I: OK. So you’re not so keen on writing. Is 41. there anything else that’s not so good 42. about this school? 43. CASTLETON: No. 44. I: OK. Can you tell me a bit about your 45. class teacher? Which one are you going 46. to start with? 47. CASTLETON: Mr G... he’s happy and 48. funny and cheerful. Mr S is grumpy... 49. sometimes happy and ... strict. 50. I: OK. And what is Mr G like with the other 51. children in your class? 52. CASTLETON: Playful and cheerful. Relationships are key to him ‘Anything else that’s good about school? CASTLETON: No’ Dislike RE and Literacy ‘Cos I don’t like writing’ Dislike of teacher who is less happy, and fun. Does he think he has a better relationship with his class teacher who he sees as fun and who Castleton believes sees him as fun (the idea of being seen as funny appears to be very important to Castleton). ‘Mr S is grumpy... sometimes happy and ...
Unpredictable Unable to accept blame/ consequences of actions Fluctuations in behaviour Difficulties with transition times Difficulty managing powerful emotions/ anger/ shame Difficulties with unfamiliar staff The child has a reputation within the school of having behaviour problems, and before he was in my class I had a few run ins with the child where he would refuse to come into the school from the playground. (p.1 line 5-10) His behaviour however improved at the very end of Year 4, which continued at the start of year 5. Gradually his behaviour slackened, he started to talk more in class and the more he got told off the more he got aggravated and would complain, become noisy and reluctant to do any work. His noise level and presence would distract and sometimes upset, occasionally to tears, some of the other children. This brought my relationship with the child to the lowest point as I would be quick to stop him talking, further upsetting him and it quickly escalating. (p.1 line 10-23) He has a problem with accepting blame, and would never admit he was wrong literally to the point once where he got angry and kicked a chair because another child got upset that he had called them a name. (p.1 line 23-28). Superordinate Theme 2 Subordinate Themes Emerging Themes Evidence from transcripts Annoyance Irritation Frustration Irritates staff Lost cause Time waster For my teaching I felt that I had wasted a lot of time in this child’s behaviour and others were now more deserving (p.4 line 111-114) Frustration with current systems New strategies systems needed Unmotivated by current rewards/ systems Telling him off didn’t work Vicious circle I was at the point where he was affecting others education and this had to stop. I empathised with his situations and understood where he was coming from on most things (he did get told off the most, but he was louder, would continue arguments and not accept blame) but for me it was more about rebuilding a working relationship with this child where he would respect classroom rules. (p.2 line 35-45)
Reflection Helpful collaboration Systemic view/ background/ see bigger picture Teacher recognition of wider system around the child Challenged assumptions/ within child notions Working together Collaboration Group problem solving helpful Discussion with colleagues Empathy Shift in thinking/ attitudes Information sharing I know that one teacher is feeling more confident about teaching the child because of the intervention and my comments to her during. (p.3-4 line 103-106). The most helpful thing about the intervention was having others to discuss the ideas with for possible strategies on improving and understanding the child’s behaviour. (p.4 line 107-111) His improvement in behaviour led to an improvement in being able to teach the whole class as he was less of a distraction. It was no longer an issue where he was sitting, as he was no longer upsetting or distracting the children on his table (on the whole, it occasionally happened, but not as regularly as before).(p.3 line 87-94) Understanding Peers views matter Improved behaviour/ understanding Set him up to succeed Non shaming/ how viewed by peers matters Increased understanding Listen to child’s views/ voice The most helpful thing about the intervention was having others to discuss the ideas with for possible strategies on improving and understanding the child’s behaviour. (p.4 line 107-111) I know that I had made wrong assumptions about the child. Although I was right that the child would dislike having special attention paid to him, if the special attention was done out of sight he was happy. It took others to help me see that. (p.4 line 122-128)
I: And do they actually help you with your work? A: Nods I: Do you need them to help you? A: Nods I: What do you need them to help you do? A: shrugs (p.5 line 137 – 152) I: Who or what calms you down? A: Mr P would make me sit down for ages until I calmed down. I: Do you calm down then? A: ... eventually I: So Mr P... does he know what to do then... when you’re angry? A: ... yeah (p.11 line 331 -338) Listen to me Most adults persecute/ don’t like him/ blame him Don’t listen to him Pupil voice for topic/lessons is important Pupil voice/power Wants to talk, attention needing Enjoys talking/ communicating Children’s views are sought/ respected Motivated when he is given choice/ power/ control Enjoys group work/ whole class discussion Attention needing A: part from I get blamed for things. I: What sort of things? A: Things I didn’t do. I: can you give me an example? A: Shakes head. I: Who blames you for things? Which teachers? A: Most of them. I: How do you get blamed, what do they do? A: They tell me off. I: Right... and what do you do?... when they tell you off? A:... say it wasn’t me. (p. 2 line 52 -64) I: So some of its boring? What’s boring? A: Sometimes topic. I: Is that like History and Geography? Or when you do a topic in the school? A: In the whole class. I: What’s your topic at the moment? A: The old testament I: Ah ... OK... in the bible.
adults Good relationship with class teacher/key adults Notion of good teacher Respect for personality/ relationship Different standards of teaching Teachers who are funny = good Fun/ good sense of humour matters Notion of what makes a ‘good teacher’ I: Oh is that Steve the quite tall guy? A: yeah. I: What’s Steve do then? A: (shrugs) I: Is he a class teacher? A: (shakes head) I: Just helps out? A: (nods head) (p.1-2 line 24-40) I: No... can you tell me a bit about your class teacher? What’s he like?... Mr P. A: .... I: I only met him about ten minutes ago. What’s he like, is he alright? A: (silence) I: What kinda teacher is he? A:..... funny I: he’s funny... yeah. Does he make you laugh or everyone laugh? A: everyone. I: OK... so he’s funny, what else? A: (silence) I: So he’s just funny? A: ... and a good teacher. I: he’s a good teacher cos he? A: (silence) I: helps you learn? A: (nods head)(p.3-4 line 90-108) Superordinate Theme 2 Subordinate Themes Emerging Themes Evidence from transcripts
A: Shakes head. I: Who or what calms you down? A: Mr P would make me sit down for ages until I calmed down. I: Do you calm down then? A: ... eventually I: So Mr P... does he know what to do then... when you’re angry? A: ... yeah (p.8-11 line 252-338) Behaviour as communication Need to protect /mates/peers Can describe problematic behaviour Reasons for emotions Does it serve a purpose for Ant? Getting into trouble can also be good I: No. Do you think you get like that angry where you can’t control it? What’s that like? A: Once I didn’t get angry for ages and then one... and then this person started to bully one of my mates and I went MENTAL. I: Did you? What did you do that was mental? A: I’d run up and started shouting at them. I: Did you do anything else? A: Shakes head. I: Who or what calms you down? A: Mr P would make me sit down for ages until I calmed down. I: Do you calm down then? A: ... eventually I: So Mr P... does he know what to do then... when you’re angry? A: ... yeah (p.10-11 line 321-338) I: Do you like getting into trouble? A: sometimes (p.12-13 line 394-395) Superordinate Theme 3 Subordinate Themes Emerging Themes Evidence from transcripts Identity difficulties Scapegoated Gets into trouble easily Difference between peers important – he’s not that bad Other children start fights Getting into trouble at A: part from I get blamed for things. I: What sort of things? A: Things I didn’t do. I: can you give me an example? A: Shakes head. I: Who blames you for things? Which teachers?
I: OK... and how do you feel when he tells you off? A: (Shrugs) I: Does it bother you? A: (shrugs) I: Does it work? A: ... sometimes I: When do you get into trouble? A: (shrugs) I: break or lunchtimes? A: Sometimes I: yeah... what would you get into trouble for then? What would you have done? A: ... been naughty... I: yeah?... so what’s being naughty? I dunno? A: ... erm...when someone starts a fight with me... yeah fighting I: So like fighting back? A: yeah I: Do you ever start fights? A: Not very often (p.8-10 line 252-306) Identity issues Friends with boys in class Peers know about each other’s families Identity within class Computers matter/ possessions matter Believes gets on with most peers Unable to think how others would perceive him (staff, head teacher and peers) Similarities with peers matters Aligns self with peers that I: You can’t tell me anything good about school? A: (nods head). Friends. I: have you got friends in different classes? Or your class? A: Mostly my class (whispers). Mostly mine. I: And are they boys... girls? A: Boys (p.1 line 10-17) I: Are there some children in your class that are like you? A: There’s one that’s like me. I: yeah what’s he like? A: The same as me. I: Well I’ve only just met you.... what’s the other child like in your class that’s similar to you? A: He lives with his Dad
I: Are your mates important to you? A: yeah (p.11-12 line 347-385) Engagement and motivation matters Nonchalance Lack of enjoyment being at school Learning needs to be on topics/ activities that interest Ant Enjoys more practical problem solving lessons Likes spontaneity/ coming off plan Desire to go on computers/ not write Not interested in all topics Sense of humour important/ impresses Ant Only get enjoyment from learning with certain members of staff Some lessons are boring Motivated/ excited by certain things Enjoyment of practical/ real life/ issues Work at school can be boring topic/ whole class work is enjoyable I: A, do you want to carry on doing this, cos your not really talking. Are you comfortable doing this? A: (nods). I: Do you want me to carry on asking you the questions? A: If you want. I: Well it’s what you want. A: Don’t mind. I: OK... so if I was to say to him... what’s this A like then? A: (shrugs) I: What would another teacher say about you? What would the head say about you? A: (shrugs) I: have you got any other adults that help you in school? A: (nods) I: What are they like? A: (shrugs) I: Are they like Mr P or different. A: Nods I: Which. A: Funny, pretty much. I: And do they actually help you with your work? A: Nods I: Do you need them to help you? A: Nods I: What do you need them to help you do? A: shrugs (p.4-5 line 122-152) I: How about any lessons that you think are good? Or that you enjoy? A: Maths I: Maths, yeah A: And science.
I: What’s your topic at the moment? A: The old testament I: Ah ... OK... in the bible. A: My favourite one was the World War 2. I: Oh right! What did you do for that? A: I don’t know.. we were meant to be doing a topic lesson on World war 2, but we ended up turning it into a ... whole lesson... conversation about 9:11. I: Oh right! A: But we weren’t meant to. I: So who was teaching you? A: Mr P. I: He lets you talk about stuff? A: No, one of my mates brought it up. I: Oh... OK. A: Cos he was born around the same time that 9:11 happened. I: Was he?... wow I remember that but I was a lot older than you then... So some topics you like. Do the other children in your class like doing about the old testament? A: Some of em. (p.5-6 line 157-191) I: So ... what work do you find easy at school? A: ... None. I: None, none of its easy? A: ...well, guided reading is. I: Do you like reading? A: So long as it’s one of my books. I: Right and which books do you like? A:... I’m in the middle of reading the skull duggery pleasant book.... there’s seven of em... and the 7th ones being released in September. I: Ah... OK, so its like a series? A: I’ve got the preview to it. I: are you excited then about that one coming out? A: (nods)... ive only got two... (someone else enters the room and leaves). (p.7-8
Enjoys practical/ kinaesthetic activities/ lessons in school Fun sense of humour matters Finds lessons hard he doesn’t enjoy School enjoyment linked to certain lessons Lesson enjoyment/ motivation Inclusion in lesson is key Some lessons/ subjects are boring Enjoyment of some lessons in school A: Cos I’m not a Christian. I: yeah... do you learn about different religions as well? A: (nods)... I don’t have religion. I: OK. Do you enjoy learning about religion? A: Sort of... if I wanted to learn about Christian, I should just ask my Nan. I: Oh, is your Nan a Christian? A: yeah... half her rooms full of stuff... like bibles and stuff. I: So RE is something that you find difficult? A: Not too difficult... it’s just a bit hard. (p.5-6 line 147-166) A:... Literacy’s hard. I: Right... how come Literacy’s hard? A: I just don’t like it. I: Right... what don’t you like about it? A: Most of the things. I: Mhhhh... do you have to do a lot of writing in Literacy? A: Ermmm... yeah I: Do you mind writing? A: You’re not allowed to talk. I: Hmmm... so you’re not allowed to talk, you’ve gotta do quite a lot of writing... and you find that hard? A: Yeah I: Are there any lessons that you think are easy?... Or that you don’t find hard? A: (shakes head) I: So you’re shaking your head, does that mean there’s no lessons you find easy?... A: Some of em , are alright. There not too hard...but not too easy. (p.6 line 167-187) I: Yeah. Which lessons are alright? Are there any that you enjoy? A: Maths.
A: I dunno. I: Can you guess what he might say? Ant is....? A: Dunno (p.3 3 line 83-88) I: What about the work that you do at school A. What do you think about it? A: It’s alright. I: Yeah... is there any of it that you find really difficult? A: (yawns) not really... probably hardest for me is... probably RE or something. I: Right... why’s that so hard? A: Cos I’m not a Christian. I: yeah... do you learn about different religions as well? A: (nods)... I don’t have religion. I: OK. Do you enjoy learning about religion? A: Sort of... if I wanted to learn about Christian, I should just ask my Nan. I: Oh, is your Nan a Christian? A: yeah... half her rooms full of stuff... like bibles and stuff. I: So RE is something that you find difficult? A: Not too difficult... it’s just a bit hard. (p. 5-6 line 147-166) A: People annoy me and I get into trouble. I : Is that a lot? Does it happen everyday? A: At least once a day. I: Once a day. OK. So they’re annoying you. What are they doing to annoy you? A: Ermmm... ermm... just annoy me. I: Right... what calling you names? ... Or? A: I don’t know, they just.... annoying. I: OK. And it gets you into trouble. How does it get you into trouble?
trouble for? A: Not really I: No? ... so it’s mainly talking, when you’re not allowed to talk, and then talking when you should be doing your work? A: Yeah I: what happens when you get in trouble? A: I get told off I: Does anyone at home find out if you’ve been in trouble at school? A: (nods head)... my dad. (p.8-9 line 252-277) Reflection Home and school talk Play is very important Hopeful Different reasons why find certain lessons hard Mood not got worse Awareness of what needs to do within school to improve with regard to some aspects of learning Reading is a strength, able to say what he is good at Self awareness/ reflection Some aspects of school experience have stayed the same Optimistic Self reflection/ acknowledges there are different levels to I: What do you get into trouble for? A: Being naughty? I: Yeah, what’s being naughty? In this school, cos it’s different in every school. A: Talking... when you‘re not supposed to. I: Right A: Ermm...not... just talking... not doing your work. I: Right...Anything else that you get into trouble for? A: Not really I: No? ... so it’s mainly talking, when you’re not allowed to talk, and then talking when you should be doing your work? A: Yeah I: what happens when you get in trouble? A: I get told off I: Does anyone at home find out if you’ve been in trouble at school? A: (nods head)... my dad. (p.8-9 line 258-277) I: Are there any lessons that you find boring? A: Literacy. I: Yeah... so you find it hard and you find it boring? A: ...Well it depends what subject were doing. I: Right
home time. I: Yeah... so if you had a longer lunchtime that would give you more time to do what? A: Play I: And quicker home time so then you could?. ... A: Go home quicker I: And what would you do when you’re at home? A: What I usually do I: What’s that? A: Play.... play on my play station mostly. I: OK. So that’s what you’d change. Would you change anything else... about school? A: (yawns)... I might put chemistry... so I can use BUNSEN BURNERS I: Yeah A: And burn wotsits to a FRIGGING CINDER!!! I: OK... so you’d be doing more hands on stuff? A: YEAH! (p.9-10 line 278-301) A: People annoy me and I get into trouble. I : Is that a lot? Does it happen everyday? A: At least once a day. I: Once a day. OK. So they’re annoying you. What are they doing to annoy you? A: Ermmm... ermm... just annoy me. I: Right... what calling you names? ... Or? A: I don’t know, they just.... annoying. I: OK. And it gets you into trouble. How does it get you into trouble? A: Teachers tell me off. I: Right... and when you get annoyed, what do you do? A: Don’t really know. I: Do you shout, do you hit? A: It depends on how much they annoy me. I: What if they REALLY annoyed you?
treats other children the same Able to discuss changes/ likes to be involved/ prepared / know what’s going on in future I: Yeah... how many grown ups do you have working with you?... Do you know? A: A few... one or two work with the class. I: what are they like? A; Most of em are funny. I: Mhhh. What about the ones that aren’t funny. What are they like? A: Not funny. I: Do they help you? A: Nods (p.3-4 line 89-103) I: What can you tell me about the other children in your class? Do you get on with them? A: nods. I: What... all of em? A: Most of em I: yeah... are there any of them that you’re really good friends with? A: I and J I: Right A: And a few other ones... but one of em’s left I: Oh... was that recently. A: yeah... he left... just after... after we ran the sport relief mile. I: Oh... did you know he was going... A: yeah (p.4 line 104-120) I: Are there any lessons that you find boring? A: Literacy. I: Yeah... so you find it hard and you find it boring? A: ...Well it depends what subject were doing. I: Right A: Cos... erm... I’ve got to do... lots of reading... so I can get up... cos we’ve got target levels and I need to get
I: or how about with your teachers? Or other adults? A: I get on the same. I: What’s your mood like in school since I last came to see you? A: The same, not worse. (p.11 line 337-349) Environmental differences Change in school room/ classroom Physical changes to furniture Some aspects of school experience changed linked to school environment Change in school structure/ classes/ year groups I: Has anything changed from when I last came to see you ? A: (shakes head)... not really I: Is there anything that’s changed a little? A: We got new tables I: New tables, OK. A: In the lunch hall. I: What’s different about them? A: There better... they stop people swinging on their chairs... cos one of my mates fell over swinging on his chair. I: Oh gosh... so new tables have helped stop that? A: Yeah.. because there like not on chairs, were on like little stools that are attached to the table.... safer I: Has there been any other changes? In your class? A: (yawns)... and also were using a different room, cos were gonna ... be... be having year 325. 3 year 3 /4 year 4 / 5 I think.... cos there’s gonna be year 3, year 4... erm but I think there’s gonna be two year 4 classes or 4 /5 classes I: Oh A: One there one the.... NO! That’s 3/ thats 3 /4 (pointing) that’s 4 /5 I think and that’s 5 and then were gonna have to use the little spare room as for year 6. I: So there’s been some changes in classes and the way you’re using the school? A: Yeah (p.10-11 line 305-336)
Appendix 14: Table of participant superordinate and subordinate themes Children’s pre and post superordinate themes and subordinate themes Ant pre intervention experience of school Castleton pre intervention experience of school Ant post intervention experience of school Castleton post intervention experience of school Superordinate theme Attention/security needs Subordinate themes Help me Listen to me Type of teacher matters Superordinate theme Attention/ security needs Subordinate themes Notice me Security Superordinate theme Acceptance Subordinate themes Starting to take control Listen to me Superordinate theme Acceptance Subordinate themes Self reflection Identity Superordinate theme Confusing feelings Subordinate themes Lack of control Behaviour as communication Superordinate theme Confusing feelings Subordinate themes Power and control What’s the point System’s ineffective Superordinate theme Self awareness Subordinate themes Reflection Identity matters Unable to verbalise feelings Superordinate theme Self awareness Subordinate themes Reflection Understanding Superordinate theme Learning environment Subordinate themes Needs to experience success Engagement and Superordinate theme Learning environment Subordinate themes Motivate/ inspire me Entertain me Identity Superordinate theme Safe environment/ community Subordinate themes I need friends Give me stability and Superordinate theme Safe environment/ security Subordinate themes Systems Choice
Key adults pre and post superordinate themes and subordinate themes Mr P pre intervention experience of school Mr S pre intervention experience of School Mrs K pre intervention experience of school Mr P post intervention experience of School Mr S post intervention experience of school Mrs K post intervention experience of school Superordinate theme Lack of control Subordinate themes Feelings of powerlessness Unpredictable Superordinate theme Lack of control Subordinate themes No control Frustration Defiance Superordinate theme Lack of control Subordinate themes Powerlessness Hopelessness Superordinate theme Confidence Subordinate themes Empowerment Hope/ optimism Superordinate theme Confidence Subordinate themes Empowerment Optimism Superordinate theme Confidence Subordinate themes Empowerment Optimism Superordinate theme Annoyance Subordinate themes Irritation Frustration with current systems Superordinate theme Annoyance Subordinate themes Blame/ scapegoating Frustration with current systems Superordinate theme Awareness Subordinate themes Realisation Reflection Understanding Superordinate theme Awareness Subordinate themes Empathy Liking each other Understanding Superordinate theme Awareness Subordinate themes Acknowledgement/ recognition Understanding Liking each other Improvement for child Superordinate theme Reputation Superordinate theme Ignorance Superordinate theme Containment Superordinate theme Containment
Appendix 15: Visual maps of children’s and key adult superordinate and master themes pre and post intervention Blue = pre superordinate themes linked to PRE master theme Red= post superordinate themes linked to POST master theme RESEARCH QUESTION 1 CHILDREN PRE – Superordinate themes CHILDREN POST – Superordinate themes (BOTH CHILDREN) Attention/ security needs Confusing feelings Learning environment (CASTLETON) Lack of control Realisation (ANT) Identity difficulties (BOTH CHILDREN) Acceptance Self awareness Safe environment/ security Understanding behaviour RESEARCH QUESTION 2 KEY ADULTS PRE – Superordinate themes KEY ADULTS POST – Superordinate themes (ALL KEY ADULTS) Lack of control (MR P AND MRS K) Annoyance (MR P) Reputation (MRS K) Ignorance (ALL KEY ADULTS) Confidence Awareness (MR P AND MRS K) Containment RESEARCH QUESTION 3 CHILDREN AND TEACHERS PRE- Master theme CHILDREN AND TEACHERS POST- Master theme Uncomfortable feelings Self reflection/awareness
0 1 2 3 4 5 6 7 8 9 10 If you could change something about your school experience what would it be? TOTAL SCORE PRE Childs name__________________________ D.O.B __________________ Class Teacher ____________________________ Circle of Adults Information gathering – Children (POST)