Contemporary Approaches to Behaviour and Mental Health in the Classroom

Description

Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging. Emma Clarke provides guidance on how practitioners should most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in section one includes a focus on what informs the actions taken to support and manage behaviour in the classroom. In section two, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. The final section shares ethos-focused approaches to supporting behaviour including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools – a country often, and rightly, held up as a beacon on good practice. The book presents a range of research, policy and practice and, as such, aim to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented. Cover Half Title Series Page Title Page Copyright Page Table of Contents Introduction: New perspectives on classroom behaviour? Who the book is for? How to use this book My own experiences Where are we now? Review Practice-related take-away: Practitioner reading: References Part I: Framing the actions we take Chapter 1: Behaviour, well-being and mental health Foundations Building blocks Review Possible mental health and well-being implications: Practitioner-related take-away: Practitioner reading: References Chapter 2: Acronyms and attitudes Foundations Building blocks Review Practitioner-related take-away: Practitioner Reading: References Chapter 3: School policies: Possibilities and problems Foundations Building blocks Review Whole-school actions might include some or all of the following: Individual teacher actions might include some or all of the following: Possible mental health and well-being implications: Practitioner-related take-away: Practitioner reading: References Framing the actions we take: Conclusion References Part II: Introduction: Attitudes, beliefs and perspectives Chapter 4: Theory and the classroom Foundations Building blocks Psychological models – behavioural theories Possible strengths in the classroom Possible limitations in the classroom Cognitive-behavioural theories Possible strengths in the classroom Possible limitations in the classroom Sociocultural models Humanistic approaches Possible strengths in the classroom Possible limitations in the classroom Systemic approaches Possible strengths in the classroom Possible limitations in the classroom Medical and biopsychosocial models Possible strengths of these approaches in the classroom Possible limitations of these approaches in the classroom Review Possible mental health and well-being implications: Practitioner-related take-away: Practitioner reading: References Chapter 5: Restorative practice: Reconciliation and restitution Foundations Building blocks Possible advantages of this approach in the classroom Possible disadvantages of this approach in the classroom Review Practitioner-related take-away: Practitioner reading: References Chapter 6: Solution focused working: Celebrating success Foundations Building blocks The miracle question Scaling Possible advantages of this approach in the classroom Possible disadvantages of this approach in the classroom Review Possible mental health and well-being implications: Practice-related take-away: Practitioner reading: References Attitudes, beliefs and perspectives: Conclusion References Part III: Beyond strategies to embedded ethos Chapter 7: Philosophical inquiry as a tool for well-being Foundations Building blocks Starting up Preparing for a session Process for a session (approximately an hour) Experiences of behaviour and strengthening well-being Review Practitioner-related take-away: Practitioner Reading: References Chapter 8: Verities revisited: Keeping behaviour in perspective Classrooms and behaviour ‘Good behaviour’ and ‘misbehaviour’ What, then, should we do about behaviour? Systemic factors for successful interventions Verities What is an ‘eternal verity’? Eternal verities Behaviour can change: emotional needs can be met Intervention is second to prevention Instructional reactions Transparency in communications Empathy and equity Boundaries and challenge Building positive relationships Humour The range of eternal verities Review Practitioner-related take-away: Practitioner reading: References Chapter 9: International perspectives: Behaviour management in Finland Introduction Finnish school culture Schools, national core curriculum and transversal competence areas Learning environments Teacher training and teachers Pedagogy and pedagogical support Example of research on behavioural management Conclusions and critical viewpoint References Beyond strategies to embedded ethos: Conclusion References Final thoughts References Index