Uncertainty, emotional suppression, and sense-making: teaching assistants’ experiences of challenging behaviour in special education

Teaching assistants have a very important role in physics education as they interact with students and guide them in different contexts. A multitude of research has focused on how to prepare teaching assistants to implement high-quality, research-based teaching techniques. Video clubs, i.e., working with a group of teachers to watch and discuss excerpts of videos recorded from their own teaching, is a novel approach to teaching assistant training that draws from teacher education. This study reports on the experiences of five physics teaching assistants as they participated in a semester long series of video clubs as a part of the implementation of a new introductory lab course. Data were collected through interviews (N=5). The interview data were analyzed through reflexive thematic analysis. Five themes for the experiences were constructed from the data. Participation in the video clubs enabled the teaching assistants to uptake teaching practices from each other and spurred a wish for more coplanning of teaching. There was tension in the experiences as some teaching assistants appreciated the positive feedback but others would have preferred more constructive feedback. As the teaching assistants’ experiences were positive, the use of video clubs in teaching assistant training warrants more research. This research could focus on, e.g., the type of feedback the teaching assistants receive in the video clubs. Published by the American Physical Society 2024

The paradox of care: Navigating emotional demands in Faroese nursing practice.

Background: Reflexive thematic analysis is widely used in qualitative research published in Palliative Medicine, and in the broader field of health research. However, this approach is often not used well. Common problems in published reflexive thematic analysis in general include assuming thematic analysis is a singular approach, rather than a family of methods, confusing themes and topics, and treating and reporting reflexive thematic analysis as if it is atheoretical. Purpose: We reviewed 20 papers published in Palliative Medicine between 2014 and 2022 that cited Braun and Clarke, identified using the search term ‘thematic analysis’ and the default ‘relevance’ setting on the journal webpage. The aim of the review was to identify common problems and instances of good practice. Problems centred around a lack of methodological coherence, and a lack of reflexive openness, clarity and detail in reporting. We considered contributors to these common problems, including the use of reporting checklists that are not coherent with the values of reflexive thematic analysis. To support qualitative researchers in producing coherent and reflexively open reports of reflexive thematic analysis we have developed the Reflexive Thematic Analysis Reporting Guidelines (the RTARG; in Supplemental Materials) informed by this review, other reviews we have done and our values and experience as qualitative researchers. The RTARG is also intended for use by peer reviewers to encourage methodologically coherent reviewing. Key learning points: Methodological incoherence and a lack of transparency are common problems in reflexive thematic analysis research published in Palliative Medicine. Coherence can be facilitated by researchers and reviewers striving to be knowing – thoughtful, deliberative, reflexive and theoretically aware – practitioners and appraisers of reflexive thematic analysis and developing an understanding of the diversity within the thematic analysis family of methods.

ABSTRACTThe current research focused on examining the self‐efficacy of one‐to‐one assistants working with students with disabilities who study in regular schools, compared to the self‐efficacy of in‐class teaching assistants working in special education classes in regular schools or in the special education system. The main goal of the research was to examine whether there are differences in the sense of self‐efficacy between these teaching assistants and to understand the nature of the differences. Furthermore, the correlation between the sense of self‐efficacy and background variables of the teaching assistants was examined: age, experience, participation in training and the kind of disability of the students they were working with have (Breyer et al. 2019; Higgins and Gulliford 2014). The sample included 291 teaching assistants in both elementary schools and high schools in Israel; 110 one‐ to‐ one assistants to students with disabilities integrated in regular classes, and 181 in‐class assistants in special education. The assistants' ages range from 21 to over 51 years old and their years of work experience range from 1 year to over 11 years. A quantitative study was conducted. The data was collected using a Gibson & Dembo structured questionnaire (Gibson and Dembo, 1984), and was evaluated referring to four criteria: personal efficacy, academic efficacy, social efficacy, and emotional efficacy. The results of the research showed that there are significant differences between the two research groups. On all four self‐efficacy parameters, the one‐to‐one assistants reported a higher sense of self‐efficacy than the in‐class teaching assistants. One‐to‐one assistants feel that they can influence a student's emotional, social, and academic performance to a greater degree than in‐class teaching assistants. Furthermore, they associate the student's achievements with their own performance as teaching assistants to a greater degree than the in‐class assistants. In reference to the type of disability, we found that one‐to‐one assistants to students with mental or behavioural disabilities reported a higher level of personal sense of self‐efficacy as well as a higher level in the personal and emotional domains than those reported by in‐class assistants, who work with students with the same disabilities in special education classes. A similar result was found according to social efficacy in their work with students with sensory or physical disabilities. The results of the research are important both for theory and practice. This research is preliminary, exposes us to the function of different types of teaching assistants, and presents the needs for developing systemic awareness for focusing and establishing the assistant's role, and for making it essential to involve the assistants in the educational work with children with disabilities.

Despite their crucial global importance in the daily work within classrooms, teacher assistants are barely addressed in early childhood education (ECE) teaching policy and research. In this context, little is known about features of their role – more commonly studied in the case of lead teachers – such as their professional dispositions. This paper analyses the discourses of a group of Chilean ECE teacher assistants about their dispositions, exploring possible intersections and dissonances of an ethics of care and mainstream technical practice approaches in ECE. Sixteen assistants from two ECE centres located in an urban suburb of Santiago de Chile took part in focus groups and interviews, and their discourses were analysed through a Reflexive Thematic Analysis. Findings show that teacher assistants address their role by producing a discourse informed by an ethics of care, but also drawing marginally on a mainstream technical perspective. The findings may help inform future ECE teaching policy in Chile, embracing new approaches to ECE professionalism that foreground caring practices and acknowledge the diversity of the workforce.

Ethics, Equity, and English-Language Learners: A Decision-Making Framework

The constitution of Bangladesh aims to ensure quality education for all children. Attending school regularly and completing the cycle is a pre-condition of quality education. This qualitative research was conducted to obtain insights into current practice on community involvement for regular student attendance and reducing dropout in rural Government Primary Schools (GPS) in Bangladesh as well as challenges and possible initiatives. Data were analyzed thematically after conducting five semi-structured interviews with Upazila Education Officers, Assistant Upazila Education Officers, head teachers, and School Managing Committee chairmen; two focus group discussions with assistant teachers and community members of two rural GPS; and school observation. We find that various local and school committees and associations were not performing their assigned and defined roles. Physical home visits were effective but not performed on a regular basis. Mother gatherings were to some extent helpful with the possibility of broadening their scope, but uthan boithok (local gatherings in common spaces) were totally absent. Poverty and lack of awareness about formal education, the tendency of educated families to live in cities and town, negative perceptions of communities about government organizations, the unexpected attitudes of teachers towards rural guardians, and a lack of about the importance of community involvement were the main challenges hindering community contribution to regular student attendance and reducing dropout. To mitigate these challenges, we recommend robust educational leadership, where head teachers as leaders take the required initiatives by raising awareness through collaborations with the local community. This research contributes to ensuring quality education by discussing possible initiatives involving the community to promote regular student attendance and reducing dropout in rural GPS. Keywords: Community, Rural Government Primary Schools, Attendance, Drop-out DOI: 10.7176/JEP/12-1-03 Publication date: January 31 st 2021

To explore the experiences of qualified nurses who have lived experience of self-harm (with or without suicidal intent) during nursing training or practice. Specifically, to examine characteristics and contributing factors and ideas for tailored suicide prevention interventions. Exploratory qualitative study. Individual semi-structured interviews were conducted with eight qualified female nurses who had self-harmed during nursing training or practice. Participants were recruited from three NHS hospital Trusts. Data were collected between June and September 2023 and analysed using reflexive thematic analysis. Four themes were generated: (1) 'I don't think work triggered it, but I don't think it helped': characteristics and contributors to self-harm, (2) 'You're a nurse now you can't talk about that': nursing culture and barriers to workplace support seeking, (3) 'Are you a nurse or are you a lived experience practitioner - can you be both?': navigating a dual identity as a nurse with lived experience and (4) 'We need the permission that it's ok to put us first': workplace support and suggestions for suicide prevention. Participants described their experiences of self-harm, including citing a range of contributory factors, with occupational issues being particularly salient. Cultural expectations and stigma prevented help-seeking and unique challenges regarding being both a clinician and an individual who has self-harmed were described. Reflections and perspectives on workplace and independent mental health support for nurses were shared. Potential avenues for suicide prevention interventions tailored for the nursing profession may include challenging nursing culture and promoting help-seeking, peer support opportunities and implementation of education surrounding mental health and well-being in nursing curricula. Reporting complied with the COREQ. The topic guide and participant information sheet were developed in consultation with a group of qualified and student nurses with lived experience of suicidal thoughts and behaviours.

Friendships are important for well-being, but scant research has focused on the friendships of those with complex communication needs (CCN). This study explored how parents and teachers facilitate the friendships of students with CCN in and outside of special school settings. Eight parents and six teachers [teaching assistants] of six students with CCN took part in the phase of the research reported here, which involved semi-structured interviews. Data were analysed using reflexive thematic analysis. The four themes generated highlight barriers to friendship development including; communication limitations and overprotectiveness of parents, that parents facilitate friendships through dedication to their children’s social lives and community involvement, and teachers facilitate friendships via structured and incidental opportunities within an inclusive school ethos. Implications for parents, schools, and educational psychologists are discussed so that they can continue to support these students’ inclusion in wider society by shaping goals of education that are meaningful to them.

This article explores two aspects of special needs education (SNE) for pupils in compulsory schools in Finland and Norway, who according to official procedures, have been granted SNE. The two aspects are educational settings for the implementation of SNE and formal competence among those who implement the SNE to which the pupils have a right. The results are based on explorative studies of official laws and regulations, available statistical data and earlier research from both countries. The results indicate that a majority of the target pupil group in Finland receive their SNE, whether full or part time, in a special class, whereas in Norway, most of these pupils receive part-time SNE, provided in regular classes or smaller groups in mainstream school. Furthermore, the results indicate that in Finland, highly qualified special education teachers are frequently engaged in the implementation of SNE, while in Norway, teacher assistants – guided by a general teacher – often seem to have greater responsibility for implementing SNE. To conclude, a redirection of SNE in both countries is needed towards working methods that are more inclusive. In Finland, educational settings need a stronger focus, and in Norway, there is a need to invest more in teachers’ competence in SNE.

A transparent analytical process contributes to the methodological rigor of reflexive thematic analysis. To enhance such transparency in reflexive thematic analysis, novice researchers need to document and present the analytical processes of theme development. In this article, we showcase how qualitative comparative analysis can be integrated into reflexive thematic analysis as a strategy for novice researchers. We demonstrate how novice researchers can develop codes and categories, use qualitative comparative analysis to facilitate the exploration of the complex causal relationships between categories, and construct candidate themes based on these analyses. We then show how novice researchers can continue developing these themes by creating relationships between codes and categories on the basis of qualitative data and existing literature. Such integration of methods not only facilitates theme development, but also assists researchers in justifying the decisions made in a reflexive thematic analysis process. The analytical procedures presented in this article may thus help novice researchers engaged in reflexive thematic analysis to enhance the transparency of their analytical process.

Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher’s idea of minimizing the contacts between students and assistants to increase students’ opportunities to optimize interaction and learning. This was to happen by strengthening commitment to their activities and taking responsibility. The data include video excerpts, which originate from video recordings from a special education class, and transcripts of three stimulated recall-type interviews with the teacher of this class. In this article, the experimental development process is described as presenting an unorthodox approach to teaching assistants and their position in special education.

Behaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting children’s behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAs’ role definition. Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter. This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools.

Challenging behaviours are distressing sequelae for people with acquired brain injury (ABI) and their families. Positive Behaviour Support (PBS) is a collaborative approach focussing on improving quality of life for individuals with ABI presenting with challenging behaviours. This qualitative study explored clinicians’ experiences of a 12-month intervention (PBS+PLUS) for adults with ABI and their family/carers. Semi-structured interviews were conducted with eight clinicians trained in neuropsychology (n = 5), occupational therapy (n = 3), speech pathology (n = 2), with two clinicians trained in two of these disciplines. Interviews were analysed through reflexive thematic analysis. Three themes were identified: Shifting clinical identity; Working as equals; Adapting to the environment. Participants experienced PBS+PLUS as a difficult approach to learn but one which enhanced overt client communication and comfort with their clinical fallibility. PBS+PLUS involved giving clients equal status in the clinician–client relationship which for some clients and families was challenging. Finally, PBS+PLUS was perceived as problematic to implement in some work settings (e.g., involving high staff turnover). Clinicians’ recommendations for future implementation included thorough training and supervision and early setting of client expectations. With increasing interest in PBS to address challenging behaviours after ABI, these findings will guide PBS+PLUS translation for community clinicians.

BackgroundInequitable maternity care provision in high-income countries contributes to ongoing poor outcomes for women of refugee backgrounds. To address barriers to quality maternity care and improve health equity, a co-designed maternity service incorporating community-based group antenatal care, onsite social worker and interpreters, continuity of midwifery carer through a caseload design with 24/7 phone access was implemented for women of refugee background. ObjectiveTo explore and describe women’s experiences and perceptions of care from a dedicated Refugee Midwifery Group Practice service. DesignQualitative exploratory descriptive study using focus group discussions and interpreters. SettingThe study was conducted at a community-based Refugee Midwifery Group Practice service in a tertiary maternity hospital in Brisbane, Australia. MethodsWe conducted three focus group discussions (June - December 2020) with 16 women, born in six different countries, in three language groups: Sudanese Arabic, Somali, and English. We used reflexive thematic analysis to interpret women’s perspectives and generate informed meanings of experiences of care. ResultsWe generated four themes 1) accessibility of care, 2) women feeling accepted, 3) value of relationality, and 4), service expansion and promotion. Results demonstrate positive experiences and acceptability due to easy access, strong woman-midwife relationships, and culturally safe care. ConclusionThe service addressed concerns raised in an early evaluation and provides evidence that redesigning maternity services to meet the needs of women with a refugee background speaking multiple languages from many countries is possible and promotes access, use, and satisfaction with care, contributing to improved health equity and perinatal outcomes.