Children's language and behavioural,social and emotional difficulties and prosocial behaviour during the toddler years and at school entry

The ability of young children to manage their emotions and behaviours is an important prerequisite for social adjustment and school readiness. With an increase in early‐onset behavioural difficulties in children, understanding changes in child behaviour during the preschool years and the factors that influence it is a priority for policy and practice. Despite much evidence on the association between language and behavioural difficulties in children, few studies have examined longitudinally language and problem/prosocial behaviour in early years. Using a UK community‐based sample, Dimitra Hartas, from the University of Warwick, examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. The findings showed a moderate decline in behavioural and social difficulties during preschool, and stability in emotional difficulties. Moderate associations were found between vocabulary and problem behaviour but not prosocial behaviour, with literacy‐based language emerging as a substantive predictor of teacher‐rated behaviour. These findings have important implications for early years provision.     

Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints

This paper takes as its principal theme barriers to the inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) and how these might be overcome. It draws upon an evaluative case study of an initiative, devised by the author, to support pupils – the Support Group Initiative (SGI) – which was conducted over a five‐year period in a Scottish Secondary School situated in an area of multiple deprivation. The central focus of the discussion is the range of variables that impacted upon pupil outcomes, illustrating the ways in which these variables acted as affordances or constraints in the pursuit of inclusive practice. The paper takes as its starting point the contested nature of inclusion and introduces, briefly, the Scottish policy context as it pertains to inclusion before exploring the nature of the problem – the barriers to the inclusion of and the difficulties presented by the inclusion of pupils perceived as having SEBD, as discussed in the literature. The findings of the study are discussed in relation to central themes – the ethos of the Support Group; the process of re‐signification through which pupils are enabled to effect improvement; the classroom context; and wider variables relating to school policy, practice, ethos and the management of change. The paper concludes by exploring what inclusion has meant to the pupils involved within the intervention, summarising the affordances and constraints to its realisation, before reflecting upon the significance of the study.     

Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants

During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties (SEBD). This paper reports on the ways in which the role of the teaching assistant in supporting pupils with SEBD has been developed in schools for pupils aged 7–11 years in one English Local Education Authority (LEA). It suggests that there are several models of support emerging and that the role of the teaching assistant is perceived as crucial to the effective inclusion of pupils with SEBD in mainstream classrooms.     

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.     

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.     

Early intervention in emotional and behavioural difficulties: the role of Nurture Groups

ABSTRACT

This paper reports on the use of Nurture Groups (NGs) in mainstream infant schools as a promising example of an approach to early intervention for children with emotional and behavioural difficulties. The paper describes the philosophy and nature of NGs and offers empirical evidence supporting their effectiveness. It also describes a diagnostic tool designed to assist in the identification and monitoring of children requiring placement in NGs. In addition, the paper provides a brief account of an empirical study of staff attitudes towards and beliefs about NGs.     

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.     

Peer groups and behaviour problems

Abstract

The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme.     

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.     

A whole-school approach to positive behaviour in a girls' secondary school

This article discusses the first cycle of a whole-school behaviour initiative at a girls' secondary school in Malta. The aim of the project was to develop, implement and evaluate a whole-school plan of action which promoted good behaviour and effectively responded to challenging behaviour. A three-day in-service programme at the school led to the development of a plan reached by consensus amongst the whole staff. Once it was negotiated with the students, it was put into practice, with regular and continuous monitoring by the staff and students. An evaluation half-way through the scholastic year, showed a decline in the number of exclusions from school and an overall improvement in students' behaviour. Feedback from staff, senior management and students suggested that there was more positive behaviour at the school following the introduction of the behaviour project. The article examines both the process and the outcome of the first phase of the project and concludes with at attempt to delineate the key processes which made this initiative work.     

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi‐structured interviews and non‐participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem‐solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.     

Utilising the Boxall Profile within the Scallywags service for children with emotional and behavioural difficulties

In this article, Moira Broadhead, Roy Chilton and Victoria Stephens offer an in‐depth analysis of a targeted intervention, Scallywags, aimed at children with emotional and behavioural difficulties. Scallywags, based in Cornwall, offers an early intervention package for children and their families based upon an initial Boxall Profile analysis. Moira Broadhead is a senior educational psychologist for the Scallywags service and both Roy Chilton and Victoria Stephens held split posts as assistant psychologists and support workers within the intervention service. Moira, Roy and Victoria offer practitioners new to the Boxall Profile a compelling account of how it can be used to inform practice for learners with emotional and/or behavioural difficulties and conclude with a series of insightful questions about the use of the Boxall Profile and the role of interventions of this nature.     

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = ?0.17 (95%CI: ?0.32, ?0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.     

Are the needs of children and young people with social,emotional and behavioural needs being served within a multi‐agency framework?

This article discusses the effect that recent policy and legislation has had on services for children and young people with social, emotional and behavioural needs (SEBN), particularly ‘Looked After Children.’ The article highlights the Government's overarching plan to promote social inclusion and effective multi‐agency collaboration and discusses the confusions arising from the use of ‘multi‐agency’ terminology. Two case studies of individual children then illustrate the manner in which collaborative working is either supportive of, or hinders, positive intervention. Finally the article discusses how general policy issues impact on practice with children with SEBN.     

The role of vignettes in the research of emotional and behavioural difficulties

Abstract

The study of teachers’ perceptions, attributions and feel-KEYW ORDS ings could be best served by the use of the vignette technique. This follows from a methodological review of educational research, comparison of the vignette with other techniques and consideration of both the advantages and the pitfalls of the technique. A presentation to teachers of brief hypothetical scenarios, which constitute unobtrusive approximations of realistic situations, could elicit useful information about their thought processes, relevant to aspects of educating children with emotional and behavioural difficulties and to professional and educational development generally.     

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision‐making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.     

Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?

While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.     

School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.     

‘A clash of two worlds’; disjuncture between the norms and values held by educational practitioners and parents of children with behavioural,emotional and social difficulties

This article, by Karen Broomhead of Liverpool John Moores University, discusses an exploration of the clashing norms, values and expectations of parenting behaviours between parents of children with behavioural, emotional and social difficulties (BESD) and practitioners. Semi‐structured interviews with 15 education professionals, employed in both mainstream and BESD schools, highlighted how parents of children with BESD were deemed to experience chaotic, dysfunctional home circumstances, with no boundaries in place for their children. This contrasted with the structure, routine and stability that educational practitioners perceived themselves to provide for pupils with BESD. Practitioners employed in BESD schools elaborated on the perceived norms of chaos and dysfunction held by these parents, and suggested that these were evident due to an intergenerational continuity of ineffective parenting. Problematically, educational practitioners displayed a tacit acceptance of parental norms. This questioned whether advocating for pupils with BESD was at the top of the agenda for professionals, or whether a conflict‐avoidance strategy was adopted instead.