Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617083
Title: An interpretative phenomenological analysis of primary school teachers' experiences of work discussion groups in their work with children with social, emotional and behavioural difficulties
Author: Maggs , P. C.
ISNI:       0000 0004 5348 7035
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
The planned reforms to schools funding (Children and Families Bill, 20 l3) and the rapid extension of the academies programme (Academies Act 2010) illustrate the likelihood that Local Authorities will play a smaller role in the provision of school services over the next few years. There will be increasing expectations of primary schools to work effectively with children with social, emotional and behavioural difficulties (SEBD) within the context of reduced centralised behaviour support services. Work discussion groups (WDGs) have been proposed as a model of intervention for supporting teachers in their work (Jacks on, 2008). In order to extend the limited evidence base on the evaluation of the use of WDGs, this research explores the experiences of a group of primary school teachers from two south London mainstream schools who have attended work discussion groups focusing in particular on their work with children with SEBD. The study uses the qualitative research method of Interpretive Phenomenological Analysis (IPA; Smith, Larkin & Flowers, 2009) to elicit the experiences of teachers with regard to the support that they have perceived in their work with children with SEBD and their experiences of WDGs to promote insights in this area. The findings indicate that teachers have felt generally unsupported in working with children with SEBD and have welcomed the use of WDGs as a reflective professional space. Themes obtained from semi-structured interviews reveal the positive qualities of WDGs and provide indications as to how the future implementation of WDGs may be enhanced. Research findings suggest that educational psychologists might promote the use of WDGs in schools and how their practice can be assisted by an awareness of psychodynamic and systemic theories regarding group processes and containment.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.617083  DOI: Not available
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