Personalised learning for young people with social,emotional and behavioural difficulties

Limited research evidence pertains to the inter-related themes of personalised learning and curricular reform with young people who are disaffected with school or experience social, emotional and behavioural difficulties (SEBD). The Extended New Directions (END) project aimed to provide flexible and individualised education to help re-engage secondary school-aged young people. A mixed method research design evaluated the project. Quantitative data were gathered in respect of attendance, exclusion and achievement for the entire cohort of 30 young people. Self-report measures (focus group, semi-structured interviews and questionnaires) were used with randomly selected young people, parents and all stakeholders (n = 52). Analysis suggested that END was generally achieving its aims, and implications for future research, policy and practice are discussed.     

Drug prevention for young people with social,emotional and behavioural difficulties attending special education provision

The levels of drug use amongst school‐aged young people have risen over the past decade. Prevention initiatives have been developed using empirical evidence obtained from school‐based surveys. The empirical evidence base of drug use amongst young people with social, emotional and behavioural difficulties (SEBD) attending special education provision is very limited. The implications of this knowledge gap for addressing drug use amongst these young people are explored in this paper. Proposals for the way forward are suggested, for developing a framework for targeted evidence‐based interventions for young people attending emotional and behavioural difficulty units.     

The relationship between math anxiety and math achievement in young children is mediated through working memory,not by number sense,and it is not direct

Math anxiety is considered a predictor of math achievement, although the cognitive mechanism whereby math anxiety impairs math achievement is unclear. The paper presents the results of cross-sectional (N = 241) and longitudinal (N = 369) studies conducted among early school-aged children on the cognitive mechanism whereby math anxiety impairs math achievement. The following hypotheses were tested: (1) math anxiety directly affects math achievement; (2) in accordance with processing efficiency and attentional cognitive theories, math anxiety indirectly affects math achievement through working memory; (3) in accordance with the cognitive deficit model, math anxiety indirectly affects math achievement through number sense. The results mostly confirm the mediating role of working memory and undermine the mediating role of number sense and the direct path in the relationship between math anxiety and math achievement. Because previous studies undertaken in adults show the direct path from math anxiety to math achievement and the role of symbolic number processing in explaining the relationship between the two, the methodological and developmental aspects of the obtained results are discussed in the paper.     

Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social,emotional and behavioural difficulties (SEBD)

ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.     

Attribution style of adolescents with school-reported social,emotional and behavioural difficulties

The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.     

Reaching the hard to reach: quantitative and qualitative evaluation of school-based arts therapies with young people with social,emotional and behavioural difficulties

The arts therapies are becoming more commonplace as psychotherapeutic interventions for young people with social, emotional and behavioural difficulties (SEBD) and associated mental health conditions in educational settings and are now used in many educational provisions. The justification for their use would seem to be largely based on the subjective experience of education managers and anecdotal evidence as empirical evidence for their effectiveness with this client group is scarce. This research article is an attempt to fill that gap. A sample of 52 young people receiving an arts therapy and a control sample of 29 young people on a waiting list for an arts therapy were assessed over a year-long period in two SEBD schools in London using staff-rated Goodman’s Strengths and Difficulties Questionnaires (SDQ) and a self-rated scoring system. SDQ results showed a significant difference in improvement of levels of SEBD compared to the control group across all measures with emotional and conduct difficulties showing a large effect. Three out of four self-rated score categories also showed significant difference in improvement compared to the control group. The quantitative data were supplemented with qualitative data obtained via interviews with six young people who had received an arts therapy. The data were analysed using Interpretative Phenomenological Analysis (IPA). Themes emerging from this data suggested that young people felt that the arts brought various benefits to their therapy that augmented the verbal side and helped them to engage in therapy.     

The social,emotional and behavioural difficulties of primary school children with poor attendance records

Two complementary studies of poor and better attenders are presented. To measure emotional and behavioural difficulties (EBD) different teacher-completed rating scales were employed, and to determine social difficulties, the studies used sociometry and some items from the scales. One study had a longitudinal design. It revealed that, after controlling for social class, gender and EBD in Year 2, poor attendance between Years 2 and 6 had the effect of significantly increasing EBD in Year 6. Both studies also had a cross-sectional design element which gave an indication of some of the poor attenders’ social difficulties and confirmed the longitudinal findings. The rating scales also provided measurements of “neurotic” and “antisocial” disorders. These suggested that a “neurotic” disorder may have played a bigger part than an “antisocial” disorder in the poor attenders’ EBD. The article ends with a list of recent references dealing with intervention issues.     

The development of intrapersonal intelligence in pupils experiencing social,emotional and behavioural difficulties

This article draws from an evaluative case study of a group work approach – Support Groups – designed by the author to support pupils perceived as having Social and Emotional Behavioural Difficulties within a Secondary school situated in an area of multiple deprivation in Scotland. The study, which is principally qualitative, draws from the accounts of 69 pupils who participated within the intervention during its first four years of inception and from a range of stakeholder accounts – parents, Support Group Leaders, class teachers and senior managers. The intervention focused upon collaborative, discussion-based activities designed to foster reflection, understanding and thinking skills. The study utilises data drawn from attendance, attainment and discipline statistics, comparing the Support Group population to wider comparator groups, in addition to questionnaires (open and closed), scheduled interviews and focus group discussion. This article focuses specifically upon the extent to which pupils developed intrapersonal intelligence. The findings indicate that the majority of pupils had, to at least an extent, developed greater understanding of their behaviour and that these outcomes were still in evidence up to two years after intervention.     

Short-term memory and working memory in children as a function of language-specific knowledge in English and Spanish

This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in Spanish and English vocabulary. We tested whether the memory processes in a sample of English language learners found in Grade 1 also emerged in Grade 2. For the total sample (N = 90), Grade 1 English STM measures shared a common construct with Spanish STM, whereas Grade 2 STM measures were language dependent. In contrast, WM measures were language independent across grades 1 and 2. When vocabulary subgroups were analyzed, a subgroup × type of memory task emerged. The results showed that performance on Spanish and English STM tasks were a function of high and low Spanish and English vocabulary knowledge, whereas WM was not. The relationship between language-specific processes in memory was discussed.     

The impact of extrafamilial victimization and poly-victimization on the psychological well-being of English young people

Childhood victimization impacts on the well-being of children and young people, particularly those experiencing an extreme amount of different types of victimization (i.e., poly-victims). However, limited attention has been given to the impact of different categories of extrafamilial victimization (experienced outside of the family), particularly in the UK. The intricacies of the significant detrimental impact poly-victimization has on victims are also poorly understood. In this study, 730 young people, aged 13 to 16 years (mean 13.8 years), from one county in the UK, were surveyed about their lifetime and past year experiences of extrafamilial victimization, the locations in which these occurred, and current trauma symptoms. The results showed that interpersonal forms of extrafamilial victimization (e.g., sexual victimization) were significant predictors of trauma, whilst more indirect forms of extrafamilial victimization (e.g., witnessing the victimization of others) were not. When extrafamilial poly-victimization and number of extrafamilial victim locations were accounted for within regression models, however, this impact was reduced. Poly-victimization within the past year was the strongest predictor of trauma symptoms. Number of victim locations did not significantly predict trauma symptoms above and beyond the impact of poly-victimization, although it was a contributory predictor. These findings suggest that a holistic exploration of a young person's extrafamilial victim experiences is needed in any clinical assessment or research into its psychological impact. Specifically, attention should be given to the experiencing of extreme levels of victimization (e.g., poly-victimization). Further longitudinal research is needed to understand why poly-victimization has the greatest impact on psychological well-being.     

The role of materialism on social,emotional and behavioural difficulties for British adolescents

The relationship between materialism and social-emotional behavioural difficulties (SEBDs) was assessed by comparing a sample of adolescents receiving in-school behavioural support with adolescents not receiving any support. All participants completed the Youth Materialism Scale and the Strengths and Difficulties Questionnaire. Binary logistic regression indicated that adolescents who reported higher levels of materialism were more likely to be classified into a group considered ‘at-risk’ for developing conduct and peer problems. Hierarchical logistic regression assessed the moderation of behavioural support and indicated that adolescents in receipt of behavioural support who reported higher levels of materialism were at a greater risk of hyperactivity in comparison to those who receive support but reported lower levels of materialism. For adolescents not receiving behavioural support, less materialistic attitudes placed them at a greater risk of hyperactivity. These findings highlight the importance of distinguishing between different SEBD typologies and the potential effects of materialism during adolescence.     

Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children

The link between mathematics anxiety and mathematical performance in young children remains inconclusive. The present study examined the longitudinal associations between mathematics anxiety and mathematical performance (calculation and story problem solving) in 246 Chinese children followed from second to third grade. Multiple regression analyses showed that mathematics anxiety made independent contributions to mathematical performance beyond non-verbal intelligence, working memory, number skills, general and test anxieties. However, mathematics anxiety does not affect all children and all kinds of mathematical performance equally. Mathematics anxiety has a more pronounced impact on mathematical problems that require more processing resources, as opposed to simple arithmetic problems and straightforward story problems and children who are higher in working memory are more vulnerable to its deleterious impacts.     

Perceived social support and domain-specific adjustment of children with emotional and behavioural difficulties

The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family, friends and teachers on domain-specific adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD completed questionnaires on perceived social support and behavioural, emotional and social functioning. Results suggest a pattern of intercorrelations between indices of child-rated social support and behavioural, emotional and social indicators of adjustment. Specifically, domain-specific social support was found to predict domain-specific adjustment outcomes for children with E/BD, once demographic variables were held constant. Interventions that are child-centred and domain-specific are suggested.     

Working memory,cognitive style,and behavioural predictors of GCSE exam success

This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate of School Education (GCSE) achievement. Assessment included Riding's cognitive style dimensions, working memory capacity, and a profile of school behaviour. A stepwise multiple regression analysis indicated that behaviour, working memory, verbal–imagery style by working memory, wholist–analytic style by working memory, and verbal–imagery style by wholist–analytic style predicted GCSE outcome, accounting for 58% of the variance. Generally, poor GCSE grade points were predicted by low behaviour scores, and by low working memory capacity in analytics and verbalisers. The results are discussed in terms of possible interventions that may improve student GCSE performance.     

Introducing consultancy supervision in a primary school for children with social,emotional and behavioural difficulties

This article describes a pilot study where consultancy supervision was introduced into a primary school for pupils with SEBD in England. School staff engaged with supervision and evaluated their experience through a quantitative and qualitative methodology. The paper explores the nature of supervision, the qualities of the supervisory relationship and the areas of school staff lives to which supervision can be relevant. The project is set in context through reviewing current literature and professional guidelines on supervision. The positive results of the project are described and recommendations and conclusions drawn from the findings.     

The impact of exposure to domestic violence on children and young people: a review of the literature

OBJECTIVE: This article reviews the literature concerning the impact of exposure to domestic violence on the health and developmental well-being of children and young people. Impact is explored across four separate yet inter-related domains (domestic violence exposure and child abuse; impact on parental capacity; impact on child and adolescent development; and exposure to additional adversities), with potential outcomes and key messages concerning best practice responses to children's needs highlighted. METHOD: A comprehensive search of identified databases was conducted within an 11-year framework (1995-2006). This yielded a vast literature which was selectively organized and analyzed according to the four domains identified above. RESULTS: This review finds that children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioral problems and of increased exposure to the presence of other adversities in their lives. It also highlights a range of protective factors that can mitigate against this impact, in particular a strong relationship with and attachment to a caring adult, usually the mother. CONCLUSION: Children and young people may be significantly affected by living with domestic violence, and impact can endure even after measures have been taken to secure their safety. It also concludes that there is rarely a direct causal pathway leading to a particular outcome and that children are active in constructing their own social world. Implications for interventions suggest that timely, appropriate and individually tailored responses need to build on the resilient blocks in the child's life. PRACTICE IMPLICATIONS: This study illustrate the links between exposure to domestic violence, various forms of child abuse and other related adversities, concluding that such exposure may have a differential yet potentially deleterious impact for children and young people. From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child. This review advocates for a holistic and child-centered approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience, and responsive to their individual needs.