Lessons learned: Student voice at a school for pupils experiencing social, emotional and behavioural difficulties

Emotional and Behavioural Difficulties

Volumn 14, Issue 1, 2009, Pages 33-48

  Sellman, Edward ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

Communication; Physical restraint; Power; Relationships; Reward systems; SEBD; Student voice; Students as researchers

Indexed keywords

ARTICLE; BEHAVIOR DISORDER; CHILD CARE; CURRICULUM DEVELOPMENT; EDUCATION PROGRAM; EMOTIONAL DISORDER; HUMAN; HUMAN RIGHTS; LEARNING ENVIRONMENT; PARENTAL ATTITUDE; PRIMARY SCHOOL; PRIORITY JOURNAL; PROFESSIONAL STUDENT RELATION; PSYCHOSOCIAL DISORDER; QUALITATIVE ANALYSIS; REWARD; SCHOOL STRESS; SPECIAL EDUCATION; STUDENT ATTITUDE;

EID: 60749126324     PISSN: 13632752     EISSN: 17412692     Source Type: Journal    
DOI: 10.1080/13632750802655687     Document Type: Article

References (51)

1. Alderson, P. (2008) Children as researchers: Participation rights and research methods. Research with children: Perspectives & practices, Routledge, London
2. Bridgeland, M. (1971) Pioneer work with maladjusted children, Staples, London
3. (2008) Research with children: Perspectives & Practices, Routledge, London
4. Cole, T., Visser, J. and Upton, G. (1998) Effective schooling for pupils with emotional and behavioural difficulties, David Fulton Publishers, London
5. Cooper, P. (1993) Learning from pupils' perspectives. British Journal of Special Education, 20:4, pp. 129-133.
6. Cooper, P. (2006) John's story: Episode 1-Understanding SEBD from the inside: The importance of listening to young people. The handbook of social, emotional and behavioural difficulties, Continuum International Publishing Group, London
7. Cooper, P. and Shea, T. (1998) Pupils' perceptions of Ad/HD. Emotional and Behavioural Difficulties, 3:3, pp. 36-48.
8. Daniels, H., Visser, J., Cole, T. and de Reybekill, N. (1998) Emotional and behavioural difficulties in the mainstream: Research Report RR90, DfEE, London
9. Daniels, H., Cole, T., Sellman, E., Sutton, J., Visser, J. and Bedward, J. (2003) Study of young people permanently excluded from school, DfES, London
10. Davie, R. and Galloway, D. (1996) Listening to children in education, David Fulton, London
11. Davies, J. D. (2005) Voices from the margins: The perceptions of pupils with emotional and behavioural difficulties about their educational experiences. Handbook of emotional behavioural difficulties, Sage, London
12. DfES (2001) Learning to listen: Core principles for the involvement of children and young people, DfES, London
13. DfES (2001) Special educational needs: Code of practice, DfES, London
14. Faupel, A. (2003) Emotional literacy: Assessment and intervention, Southampton City Council/NFER Nelson, Southampton
15. Fielding, M. and Bragg, S. (2003) Students as researchers: Making a difference, Pearson Publishing, Cambridge
16. Flutter, J. and Rudduck, J. (2004) Consulting pupils: What's in it for schools?, RoutledgeFalmer, London
17. France, A., Bendelow, G. and Williams, S. (2000) A 'risky' business: Researching the health beliefs of children and young people. Researching children's perspectives, Open University Press, Buckingham
18. (1999) Beyond behaviourism: Changing the classroom management paradigm, Allyn & Bacon, Boston
19. Garner, P. (1993) What disruptive students say about the school curriculum and the way it is taught. Therapeutic Care and Education, 2:2, pp. 404-415.
20. Hamill, P. and Boyd, B. (2002) Equality, fairness and rights - the young person's voice. British Journal of Special Education, 29:3, pp. 111-117.
21. Harris, B., Vincent, K., Thomson, P. and Toalster, R. (2006) Does every child know they matter? Pupils' views of one alternative to exclusion. Pastoral Care, pp. 28-38.
22. Harris, N., Eden, K. and Blair, A. (2000) Challenges to school exclusion, Routledge, London
23. Jahnukainen, M. (2001) Experiencing special education: Former students of classes for the emotionally and behaviourally disordered talk about their schooling. Emotional and Behavioural Difficulties, 6:3, pp. 150-166.
24. Jones, A. (2004) Involving children and young people as researcher. Doing research with children and young people, Sage, London
25. Kitzinger, J. (1995) Qualitative research: Introducing focus groups. British Medical Journal, 311, pp. 299-302.
26. Lewis, R. and Burman, E. (2008) Providing for student voice in classroom management: Teachers' views. International Journal of Inclusive Education, 12:2, pp. 151-167.
27. MacBeath, J. (2006) Finding a voice, finding self. Educational Review, 58:2, pp. 195-207.
28. MacBeath, J., Demetriou, H., Rudduck, J. and Myers, K. (2003) Consulting pupils: A toolkit for teachers, Pearson Publishing, Cambridge
29. MacGrath, M. (1998) The art of teaching peacefully, David Fulton, London
30. Mitra, D. L. (2008) Balancing power in communities of practice: An examination of increasing student voice through school-based youth-adult partnerships. Journal of Educational Change, 9, pp. 221-242.
31. Morgan, D. L. (1997) Focus groups as qualitative research, Sage, London
32. Morgan, R. (2004) Children's views on restraint, CSCI, Newcastle upon Tyne
33. Pear, S. De. (1997) Excluded pupils' views of their educational needs and experiences. Support for Learning, 12:1, pp. 19-22.
34. Pear, S. De. and Garner, P. (1996) Tales from the exclusion zone: The views of teachers and pupils. Exclusion from school, Routledge, London
35. Polat, F. and Farrell, P. (2002) What was it like for you? Former pupils' reflections on their placement at a residential school for pupils with emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 7:2, pp. 97-108.
36. Pomeroy, E. (2000) Experiencing exclusion, Trentham Books, Stoke on Trent
37. Roberts, H. (2008) Listening to children: And hearing them. Research with children: Perspectives & practices, Routledge, London
38. Roderick, C., Pitchford, M. and Miller, A. (1997) Reducing aggressive playground behaviour by means of a school-wide 'raffle'. Educational Psychology in Practice, 13:1, pp. 57-63.
39. Sellman, E. (2003) The processes and outcomes of implementing peer mediation services in schools: A cultural-historical activity theory approach.
40. Taylor, A. S. (2000) The UN Convention on the Rights of the Child: Giving children a voice. Researching children's perspectives, Open University Press, Buckingham
41. (2008) Doing visual research with children and young people, Routledge, London
42. Tyrrell, J. (2002) Peer mediation: A process for primary schools, Souvenir Press Ltd, London
43. Visser, J. (2005) Working with children and young people with social and emotional behavioural difficulties: What makes what works, work?. Handbook of emotional behavioural difficulties, Sage, London
44. Warren, S. (2000) Let's do it properly: Inviting children to be researchers. Researching children's perspectives, Open University Press, Buckingham
45. Webster-Stratton, C. (1999) How to promote children's social and emotional competence, Paul Chapman Publishing, London
46. Willis, P. (1977) Learning to labour: How working class kids get working class jobs, Saxon House, Farnborough
47. Wise, S. F. (1999) Improving success in the mainstream setting for pupils with emotional and behavioural difficulties. Pastoral Care, pp. 14-20.
48. Wise, S. (2000) Listen to me: The voices of pupils with emotional and behavioural difficulties, Lucky Duck Publishing, Bristol
49. Wright, C., Weekes, D. and McGlaughlin, A. (2000) 'Race', class and gender in exclusion from school, Falmer Press, London
50. Wright, D. (1994) Boys' thoughts and talk about sex in a working class locality of Glasgow. Sociological Review, 42, pp. 702-737.
51. Wyness, M. (2006) Children, young people and civic participation: Regulation and local diversity. Educational Review, 58:2, pp. 209-218.