Nurturing the Wellbeing of Students in Difficulty : The Legacy of Paul Cooper.

Format:

Book

Author/Creator:

Cefai, Carmel.

Language:

English

Subjects (All):

biopsychosocial perspective.

Carmel.

Cefai.

Cooper.

difficulty.

emotional and behaviour difficulties.

inclusion.

learning.

legacy.

Mason.

nurture groups.

Nurturing.

Paul.

students.

students' voices.

Tony.

wellbeing.

Local Subjects:

biopsychosocial perspective.

Carmel.

Cefai.

Cooper.

difficulty.

emotional and behaviour difficulties.

inclusion.

learning.

legacy.

Mason.

nurture groups.

Nurturing.

Paul.

students.

students' voices.

Tony.

wellbeing.

Physical Description:

1 online resource (268 pages)

Edition:

1st ed.

Place of Publication:

Oxford : Peter Lang Ltd. International Academic Publishers, 2024.

Summary:

«This book is an opportunity to pay tribute to Professor Paul Cooper, whose long career in the field of young people with emotional and behavioral difficulties has made it possible to greatly influence the understanding of the difficulties of these children and the interventions that are implemented to them. I have never seen, in the same book, such a diverse collection of topics, but which nevertheless offers a very coherent and relevant whole.» (Caroline Couture, Tenured Professor, Department of Psychoeducation and Social Work, Université du Québec à Trois-Rivières) «The originality of this book lies in bringing together a set of mature reflections by international authors on the understanding of the nature of SEBD and the challenges of equitable inclusive education in relation to students with SEBD.» (Paul Bartolo, Department of Psychology, Faculty for Social Wellbeing, University of Malta) Paul Cooper dedicated his academic life researching and writing to advance theory and practice to nurture and enhance the wellbeing of marginalised and disadvantaged children, at a time when such children were not only voiceless and disenfranchised but frequently at the receiving end of punitive and exclusionary practices. In this book various colleagues share their work and insights into how Paul Cooper's pioneering work was instrumental in advancing the field they were working on and inspired them to further extend and develop the area themselves through their research and publications. Social, emotional and behaviour difficulties, the perspectives of students, nurture groups, the biopsychosocial perspective to special educational needs and disability, the wellbeing of students, especially those most marginalised, these have become keywords endemically attached to Paul Cooper.

Contents:

Cover

HalfTitle

Title Page

Copyright Page

Contents

Figures

Tables

Foreword

part i Introducing Paul Cooper

1 Introduction

2 A Brief and Incomplete Account of Some Early Adventures in Education

In the Beginning

Learning to Study Education

Becoming a Teacher

Becoming an Education Academic and Researcher

Beyond Schools

Thanks

Finally …

part ii Diversity and Inclusion

3 Identity as Difference: On Distinctiveness, Cool and Inclusion

Introduction

Interactionism: Identity as the Embedment of the 'other' in the Construction of Self

Aborting the Dualism and Doubting about the 'I'

Group Discussions

Some Implications

Conclusion

4 The Biopsychosocial Model and What It Means for Understanding Inclusion in Education

A Critical Discussion of Education, ADHD and the Biopsychosocial (BPS) Perspective

A Crucial Difference between the Social and BPS Models

Inclusion as a Buzzword

5 Reframing Cooper's Emotional-Relational, Commodification and Biopsychosocial Concerns as a Spatial Turn towards Concentric Systems of Inclusion

A Cross-Cultural Framework of Contrasting Concentric and Diametric Spatial Systems

Relative Differences between Diametric and Concentric Spatial Systems: Mirror Image Symmetry, Closure/Openness and Assumed Separation/Connection

Reconstructing Diametric Spatial Mirror Image Symmetries in a Shift towards Concentric Spaces of Inclusion: Beyond Good/Bad Blame and Above/Below Hierarchy and Splitting Cultures in Education

Spatial Concerns with Diametric Top-Down Hierarchy and Blank Space Monistic Reduction in Curricular Reform

Diametric Space as a Precondition for Reification in Systems: Concerns for Commodification of Social and Emotional Education.

Diametric and Concentric Spaces of Experience as System Interactions

Key Spatial Conditions for Agency in a Biopsychosocial Framework for Psychological Development

6 Exploring Pre-service Special Education Teachers' Self-Perceptions in Addressing Students' Academic, Social, and Emotional Needs

Background

Method

Participants

Procedure

Data Collection and Data Analysis Strategy

Results

Theme 1: Nurturing Presence

Theme 2: Leaders Providing Guidance and Protection

Theme 3: Joyful Engagement and Playful Interaction

Theme 4: Professional Integrity and Ethical Practice

Theme 5: Supportive Catalysts for Thriving

Theme 6: Self-Doubt and Emerging Growth

Discussion

7 The Curriculum Reforms of Special Education in the Context of Inclusive Education in China

The Curriculum Reforms of Special Education from 1949 to 2021

The Curriculum Reforms before the Market-oriented Reform (1949-1978)

The Local Exploration (1979-2000)

The Formation of Modern Curriculum System of Special Education in China (2001 until Now)

The Challenges in Implementing Inclusive-Oriented Curriculum Reforms in the Dual-Track Education System in China

The Problems of Reforming a Curriculum Based on Disability Categories

The Integration of the General Curriculum and Special Curriculum

Curriculum Authority and Autonomy

The Challenge of Curriculum Implementation

Professional Development

Recommendations

part iii Nurture Groups

8 From Nurture Groups to Nurturing Cities: The Impact of Evidence-Based Research

The Emergence of Nurture Groups in the UK

An Evidence-Based and Innovative Approach to Nurture Groups: The Scottish Experience

From Nurturing Groups to Nurturing Cities.

A Career Long Commitment to Nurture

9 Returning from Educational Exile: The School of Barbiana and Emancipatory Nurture Groups as Projects of Hope and Possibility

A Chance Beginning

'I Care' - A Nurture Group with a Transformative Ethos

A Nurture Group Where the Pedagogical Experience Is Content

No Reading of the World without Writing the World

The Strategic Importance of Transformative Educators

10 Developmental Effects on the Daughters of Absent Fathers: The Need for Nurture

Father-Child Attachment

The Impact of Father Absence on Girls' Self Esteem

Methodology

What Impact Does Early Father Absence Have on Girls' Social and Emotional Development?

What Impact Does Early Father Absence Have on Adolescent/Young Adult Relationships?

What Can Be Done to Support Fatherless Girls in Overcoming the Emotional and Social Impact of Having an Absent Father?

Limitations of the Study

part iv Engaging Students with Social, Emotional and Behavioural Difficulties

11 Overcoming Disengagement of Students through an Arts-Based Programme

Student Engagement

Social-emotional Learning

Arts-Based Pedagogy

Creativity

Arts-Based Research

Fair Go Program (FGP)

Conceptual Framework

Data Collection

Research Sites

Lesson Procedure

High Cognitive Engagement

High Affective Engagement

High Operative Engagement

The Interplay between High-cognitive, -affective and -operative Levels of Student Engagement

Focus on Learning Not Behaviour

Engaging Messages

Emotional Connection to Learning

12 Looking the Wrong Way

Inclusion in School.

Rising Exclusions for Certain Groups

Ghost Children

Mental Health and Schools

Mental Health, School and Young People

Where to Look and at What

13 From Students 'without voices' to Students with … 'low voices'

Educational Policies and Practices on Students' Voices

Research on the Voices of Students with SEBD

Why the Voices of Students with SEBD Are Low?

What Do Studies with Students with SEBD Say

Why Do We Need to Make the Voices of Students with SEBD Louder?

Conclusions

14 Exploring the Experiences of Mothers of Children with ADHD in the Caribbean

Data Analysis

Ethical Considerations

Results and Discussion

Difficulty in Managing Their Child with ADHD's Behaviour

Impact on Relationships with Family Members and Others

ADHD Child's School Experience: Teachers' Knowledge, Attitudes and Behaviour

Physical, Emotional and Social Impact on Mothers

Community Views on Children's Behaviour and Mothers' Parenting Skills

Support Received in Caring for the Child with ADHD

Support Mothers Needed for Better Outcomes

Mothers' Advice to Other Parents and the Community

Notes on Contributors.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9781803743431