Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 12/09/2019, available online:https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1664410
Accepted author manuscript, 472 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)
AU - Hibbin, Rebecca
AU - Warin, Jo
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 12/09/2019, available online:https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1664410
PY - 2020/4/2
Y1 - 2020/4/2
N2 - Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their ‘challenging’ behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.
AB - Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their ‘challenging’ behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.
U2 - 10.1080/03004279.2019.1664410
DO - 10.1080/03004279.2019.1664410
M3 - Journal article
VL - 48
SP - 316
EP - 331
JO - Education 3-13
JF - Education 3-13
SN - 0300-4279
IS - 3
ER -