Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718864
Title: An evaluation of a group consultation approach with mainstream primary school staff : are there positive outcomes for staff and for pupils considered to be at risk of exclusion?
Author: Wood, Suzie
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2016
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Abstract:
ild inclusive practice around issues related to social, emotional and behavioural needs. The Group Consultation model advocated by Hanko brings staff together in order to facilitate a deeper understanding of behaviour with proposed benefits including improved confidence, enhanced well-being and a shift in perceptions of pupils. The present research evaluates the introduction of Hanko’s Group Consultation approach with staff from 5 mainstream primary schools. A mixed method design is employed incorporating a pre-test, post-test, non-equivalent group quasi-experimental design and a Focus Group. Following from an initial pilot study, outcomes for 10 staff participants and 16 pupil participants were evaluated and compared with a control group of 10 staff and 19 pupils. Staff measures related to well­being, confidence, and attributions. Pupil outcomes focused on pupil perceptions of themselves as learners, school satisfaction, and sense of belonging. Pupil behaviour, as rated by staff, was also considered. Focus Group data suggests that staff perceived positive outcomes from participation in the intervention in all areas: staff well-being, staff confidence, staff attributions, pupil satisfaction with school, pupil belonging and inclusion, pupil perception of themselves as learners and pupil behaviour. Non- parametric statistical analysis of the intervention group alone revealed statistically significant positive effects for participants on 7 of the 17 measures. These related to staff confidence, staff attributions, pupil satisfaction with school, pupil sense of inclusion, pupil perception of themselves as learners and pupil behaviour. A statistically significant difference was found between the intervention and control group on 2 of the pupil measures: the Index for Inclusion and the Myself as A Learner Scale. The results do not fully support previous research and a complex picture emerges in relation to outcomes. Findings are discussed with reference to methodological limitations, implications for practice, and areas for future research are indicated.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.718864  DOI: Not available
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