Title:
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An exploration of EOTAS (education other than at school) response to providing a service to children and young people who display sexually harmful behaviour
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This case study explores the response of Education Other Than at School (EOTAS)
to providing a service to children who display sexually harmful behaviour.
Through participating in EOTAS panel meetings it became apparent to the
researcher that there was a cohort of children and young people referred to EOTAS
who generated much more discussion and concern about placement than other
referrals. This was the cohort of children and young people who had sexually
inappropriate behaviour identified on their referral form. This cohort were proving to
be more problematic to place in EOTAS provision than any other group of children
and young people referred, some of whom had committed other acts of interpersonal
violence such as physical violence towards teachers or support staff.
This research was designed to explore this phenomenon. A case study using mixed
methods was employed to answer six research questions and was conducted in five
phases. Phase 1 generated data from 174 referral forms. Phase 2 used a Delphi
survey to gain the views of panel members. Phase 3 investigated the services
available locally to support children families and schools. Phase 4 employed group
interviews to explore the views of teachers and support assistants. Phase 5 used
individual interviews to gain the views of children and their families (service users).
Data analysis was both quantitative and qualitative using thematic analysis.
The research highlighted that working with children who display sexually harmful
behaviour is professionally challenging and emotionally charged and this can
undermine timely and effective decision-making. However, when structured research
was undertaken, it became apparent that implementing the ideas and strategies
identified could mitigate this.
The research identified and prioritised areas for development. These included
informed and effective decision making and providing a range of services from the
informal and preventative to specialist assessment and treatment. Local services
were able identify priorities for developing their services which paid attention to the
rights of individuals and those around them. The priorities identified by teachers and
support staff reflected the local and national debate about teaching and learning
while service users identified fairness and transparency in service provision as a
dominant theme.
Finally, the role of the educational psychologist is discussed and how a
Structured, ecological response to the issues raised in the research could generate
awareness of the issues raised and how the EP could work with services identified in
the research to develop and enhance the services they provide.
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