Support For Pupils Research Articles

ОРГАНИЗАЦИЯ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГИЧЕСКИХ РАБОТНИКОВ ДЕТСКИХ ДОМОВ ПО ОБНОВЛЕНИЮ СОДЕРЖАНИЯ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ВОСПИТАННИКОВ

Problem and purpose. The article analyzes and formulates the problems of organizing professional activities of pedagogical workers in the process of psycho- pedagogical support for orphans. Among them the problem caused by the discrepancy between the content of the traditional practice of psychological and pedagogical support for pupils of orphanage and modern requirements defined in decree № 481 is particularly highlighted. The purpose of the article is to identify and substantiate the requirements for the activities of pedagogical workers that concern psychological and pedagogical support for orphans in solving the problem designated in the current legislation regulating the activities of orphanages. The research methodology consists in the analysis and generalization of regulatory documents specifying the activities of orphanages, research works of foreign and domestic scientists recognized by scientific community, and experience of work with orphanage children. Results. The requirements based on the psychological theory of attachment, the concept of psychological drive state, the foundations of contemporary management theories and regulatory documents governing the activities of psychological and pedagogical support for orphans were identified and substantiated. So they can be made use of in solving the problems of children’ houses regarding the current legislation regulating the operation of these educational institutions. Conclusion. Requirements guiding the activities of pedagogical workers as regards psychological and pedagogical support for orphans, specified by the author of the article, can be used by administrative teams to develop a management model of psychological and pedagogical support, to build a new educational practice of working with key factors of deviations in the behavior of children living in orphanages.

Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective.

BackgroundSchools are commonly asked to take on roles that support the emotional well‐being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students’ needs.AimsTo explore whether professionals in schools believe that their work supporting pupils’ emotional well‐being has changed as a consequence of the current period of austerity.SampleThis project reports the views of staff from three secondary schools in the North West of England. A purposive sample of 29 individuals, including members of the senior leadership team and newly qualified teachers, were involved.MethodsAll participants were interviewed about their perceptions of the impact of a sustained period of austerity upon their work. The transcripts of these interviews were analysed using thematic analysis.FindingsEducational professionals associated wider socio‐political factors with a perceived increase in the need for emotional support of pupils. They reported taking on new roles and responsibilities to accommodate this and noted they are doing so with fewer resources and limited governmental support.ConclusionsThis paper concludes that considering humanistic education theory alongside ecological theory helps to conceptualize how socio‐political factors can impact upon the emotional well‐being in schools. An ecologically informed humanistic framework is depicted based upon the findings of this project as a means of understanding how these two theories complement one another and interact.

FEATURES OF PSYCHOLOGICAL SUPPORT OF SELF-AFFIRMATION OF SENIOR PUPILS

The article reveals peculiarities of psychological support of self-affirmation of senior pupils.The prevention of a number of possible problems specific to senior pupils can be realized through competent organization of psychological support of personal development.It is determined that psychological support of senior pupils should be based on the following general principles: conformity with the existing personal achievements and natural human development at this age stage; provision of mediated influence through traditional forms of person՚s activity; creation of such an environment that would promote comprehensive development, satisfaction of basic needs and realization of creative potential.It is unacceptable for parents to use authoritarian methods of education, since this gives rise to a negative reaction of the senior pupil. Parents should be able to respond timely to the needs of boys and girls and discuss personal problems without condemning the children.School psychologists need to promote constructive communication between teens and adults; to teach senior pupils to show tolerant attitude to adults; to exercise self-control of own behavior, emotions, feelings; positively self-assert in the reference environment; adequately present themselves to others; self-overcome difficulties.Teachers in working with senior pupils are advised to apply such recommendations: to introduce senior pupils with the basics of personal self-affirmation, self-development (to create the awareness of how you can manifest and present yourself, etc.); to form their belief in socially significant motives; to deepen the ability of students to self-examination, self-education; help to master the skills of self-regulation of emotions and self-control of own behavior; to promote the disclosure of effective communication skills that activate the process of self-affirmation.

Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals

ABSTRACTA qualitative study conducted in four lower secondary schools in Norway explored teachers’ and school principals’ experiences of collaboration with a variety of extended services (ES). Particular attention was directed to the ways (if any) they perceived collaboration to be relevant to helping teachers support pupils with mental health problems through their everyday social and pedagogic practices. Findings of the study indicated that teachers valued initiatives that could help develop mutual understandings of teachers’ and ES professionals’ roles and responsibilities. Initiatives to build inter-professional relationships were perceived as laying the foundation for more productive collaboration. However, to be able to provide coherent, sustained support in the classroom, teachers needed guidance from ES professionals. This required a shift in collaborative processes away from a focus on individualized pupil support towards helping teachers support pupils through their classroom-based social and pedagogical practices. Implications for policy and practice are discussed.

社会性につまずきのある小学校低学年児童への支援の試み ―小学校内でのソーシャルスキル・トレーニング実践―

社会性につまずきのある小学校低学年児童への支援の試み ―小学校内でのソーシャルスキル・トレーニング実践―

Psychological support of younger pupils With neurotic disorder

Psychological support of younger pupils With neurotic disorder

Problems of material and technical support of the first military schools in the early 18th century

This article deals with the problem of organisation of activities and provision of the educational process in the first military special schools (military schools), created in the Russian state in the early 18th century. Special attention is paid to the financial support of Moscow school of engineering and artillery and the maintenance of its students at the state expense. The work analyses the work of state and military administration bodies and their leaders on the organisation of systematic provision of all kinds of allowances for the successful activity of military special schools. The author comes to the conclusion that the material support of pupils and activity of the Moscow engineering and artillery school in comparison with the school of mathematical and navigation sciences was much worse. A significant number of previously unpublished sources are being introduced into scientific circulation.

Features of pedagogic support pupils’ individual educational activities in a different age group

The article highlights and reveals the features of the technology of pedagogic support of individual educational activities of pupils in different age groups, the main of which is that the object of support is not only the individual educational activity of the pupil, but also the development of educational interaction of children of different ages, which causes the simultaneous use of two groups of principles: the principles of support of individual educational activities of pupils and the principles of development of educational interaction of children of different ages. The article reveals the tasks of pedagogic support of individual educational activities of children of different age groups studying in different age groups (7-11 years – primary school age; 12-16 years – adolescence; 17-18 years – early youth). Pedagogic support of individual educational activities of pupils in different age groups is considered as a subject-oriented technology of individualisation of the educational process and includes the following stages: diagnostic, design, practical and reflexive-analytical. In conclusion, the article draws conclusions about the state of the problem and the ways of its development.

Green Breaks: The Restorative Effect of the School Environment's Green Areas on Children's Cognitive Performance.

Restoration involves individuals’ physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils’ cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children’s psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils’ attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature’s role both for the school ground design or redesign and for the organization of the school’s activities.

A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development

Although learning scientific language is crucial for learning science, many primary school teachers lack the knowledge and skills to support this. The present case study reports on a primary school teacher who learned to use a repertoire of scaffolding strategies for stimulating pupils’ scientific language development in inquiry-based science lessons (14 pupils; grade 4). Teacher support included an instructional sequence, participation in interviews and writing reflective reports. The aim of this study is to identify how the teacher used the scaffolding strategies in a classroom with native speakers and which challenges she experienced during the process. Analysis of lesson transcripts showed that the teacher applied all scaffolding strategies suggested to her. Analysis of interview transcripts gave insight into five categories of challenges the teacher experienced while using scaffolding strategies, including her expectations regarding pupils’ scientific language level and dealing with differentiation in the classroom. The findings show that a teacher can learn to apply multiple scaffolding strategies for stimulating scientific language development. Patterns in the use of scaffolding strategies arose related to the aim of the strategy, the situation (i.e., phase of the empirical cycle and teaching approach) and the required pedagogical content knowledge (and skill) of the teacher.

Achieving full potential

Special educational needs specialist Isla Ross explains how an established training model in Scotland is increasing school support for pupils with Down Syndrome.

Do you measure up?

Support pupils to practise using a range of measuring equipment and give them experience of recording measurements taken in a variety of different ways.

Supporting pupils’ mental health through everyday practices: a qualitative study of teachers and head teachers

This study aimed to explore teachers’ and head teachers’ understandings of how they work to support pupils’ mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers’ and head teachers’ everyday practices in supporting pupils’ mental health are presented in two main themes: working with individual pupils through teaching and learning, and working with the school context. Taken together, these themes illustrate the different ways teachers and head teachers (proactively and reactively) support young people’s mental health as a core aspect of their educational role, as well as some of the challenges therein. Implications for policy and practice are discussed.

The impact and the implications of policy regarding the organisation of support for pupils with dyslexia in Irish primary mainstream schools

There have been vast changes in relation to the way educational teaching support provision is organised for pupils with dyslexia in Ireland. A qualitative research approach was utilised to examine the impact and implications of the General Allocation Model (GAM) regarding the organisation of support for pupils with dyslexia in Irish Primary mainstream schools. At the time of the research, GAM was the model of resourcing which allowed autonomy at school level in terms of organising support for pupils with dyslexia. Since then, a new model of resourcing [Department of Education and Skills (DES). (2017). SP ED 13.17: Circular to the Management Authorities of all Mainstream Primary Schools Special Education Teaching Allocation. Dublin: Stationery Office] has been implemented which also generates autonomy at school level albeit using a different allocation process. This paper raises concerns that the needs of pupils with dyslexia were not always met by the GAM model. Issues around the effectiveness of whole school approaches, the intensity of support for pupils with severe dyslexia, group size for this support, the application of differentiated approaches, and teacher expertise may have implications for how the new model for allocating resources is organised in schools. In conclusion, it is proposed that schools require further guidance and support in operationalising resourcing models to effectively meet the needs of pupils with dyslexia.

Outdoor learning spaces: The case of forest school

This paper contributes to the growing body of research concerning use of outdoor spaces by educators, and the increased use of informal and outdoor learning spaces when teaching primary school children. The research takes the example of forest school, a form of regular and repeated outdoor learning increasingly common in primary schools. This research focuses on how the learning space at forest school shapes the experience of children and forest school leaders as they engage in learning outside the classroom. The learning space is considered as a physical space, and also in a more metaphorical way as a space where different behaviours are permitted, and a space set apart from the national curriculum. Through semi‐structured interviews with members of the community of practice of forest school leaders, the paper seeks to determine the significance of being outdoors on the forest school experience. How does this learning space differ from the classroom environment? What aspects of the forest school learning space support pupils’ experiences? How does the outdoor learning space affect teaching, and the dynamics of learning while at forest school? The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co‐create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning. Forest school practitioners see forest school as a separate learning space that is removed from the physical constraints of the classroom and pedagogical constraints of the national curriculum to provide a more flexible and responsive learning environment.

Wizerunek dziecka z zaburzeniami rozwoju w poglądach nauczycieli szkół masowych

Analysing social attitudes is necessary in a situation of total educational integration of disabled children into mass school. The article presents the results of research into stereotypes of children with abnormalities in development. Theoretical basis of my resolving are derived from social psychology and sociology. Teacher’s opinions were analysed according to the Bogardus idea and to the semantic meaning of words. Biological determinism, stereotypes are still present in the concept of this group. “Everywhere but not with me in my leisure time, not in my home”. In official declaration we observe a conventional sympathy, whereas the in area of behavior we perceive distance and anxiety. Why? Because health is still one of the most important values. Disability is not wanted. This tendency is still actual. Additional factor which leads to dislike of children with disability is present organisation of education which does not provide an effective support for teachers and pupils.

Why school funding reforms will hit support for vulnerable pupils

Why school funding reforms will hit support for vulnerable pupils

ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ВЗАИМОДЕЙСТВИЯ СТАРШЕКЛАССНИКОВ, ОБУЧАЮЩИХСЯ НА ДОМУ

The article deals with the data of theoretical and empirical research of psychological features of interaction of high school students tutored at home. The empirical study involved 80 high school students aged 15-17 years living in Moscow: 40 students studying in a secondary school, 40 subjects tutored at home, using psychodiagnostic methods: methods of “Self-attitude research by V.V. Stolin and S.R. Panteleeva”; “Evaluation of the level of sociability” method (V.F. Ryakhovskiy); diagnostics methods for communication attitude (V.V. Boiko); the method of “Personal Differential”. In the course of the study we found pronounced differences in the psychological features of interaction in high school students studying in a secondary school and tutored at home. The high school students tutored at home showed low communicative interaction skills, unlike their peers who are studying in a secondary school. Also a difference in the manifestation of the specific components of the self-attitude: inwardness, self-confidence, self-affection, internal conflict, self-blame was found. The results of the study confirm the proposed hypothesis put forward that the frequent and prolonged isolation from society leads to disruption of communication skills and can negatively affect personality development. The practical aspect of the problem under study allows defining and developing a program of psychological support for pupils tutored at home, for the development of communicative interaction skills and personal growth.

Challenging behaviour in school – special education teachers’ perceptions

This article explores the challenges that special education teachers encounter during their daily work in Finnish schools. The main focus is in those challenges which cause worry among teachers, especially aggressive behavior in class rooms and school area. This article scrutinizes the reasons and consequences of a problem from the perspective of special education teachers. The research shows, how problems are mainly caused by delays in assessments, treatments and rehabilitation for pupils with mental or behavioral disorders. The analysis shows how on teachers’ opinion, challenging situations, which induce great worry occur when pupil has a need for psychiatric treatment but had not received it in time. In these kind of situations teachers feel frustrated and partly helpless as their professional skills and knowledge is not enough to provide the support pupil needs. When the neediest pupils do not receive support and treatment in time, it leads to situation where special education teachers have to provide support and face pupils’ challenging behavior even if they may not have measures for it.

Improving Pupil Support Delivery in Schools by Promoting Inclusive Education

The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
 Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
 Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
 The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
 Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
 The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.