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Nurture groups in practice: children; classes; schools

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Nurture groups in practice: children; classes; schools. / Warin, Joanna; Hibbin, Rebecca Alison.
Lancaster: Nurture Group Network, 2016. 39 p.

Research output: Book/Report/Proceedings › Other report

Harvard

Warin, J & Hibbin, RA 2016, Nurture groups in practice: children; classes; schools. Nurture Group Network, Lancaster. https://doi.org/10.13140/RG.2.1.3477.1609

APA

Warin, J., & Hibbin, R. A. (2016). Nurture groups in practice: children; classes; schools. Nurture Group Network. https://doi.org/10.13140/RG.2.1.3477.1609

Vancouver

Warin J, Hibbin RA. Nurture groups in practice: children; classes; schools. Lancaster: Nurture Group Network, 2016. 39 p. doi: 10.13140/RG.2.1.3477.1609

Author

Warin, Joanna ; Hibbin, Rebecca Alison. / Nurture groups in practice : children; classes; schools. Lancaster : Nurture Group Network, 2016. 39 p.

Bibtex

@book{1b3f899ea4344b0db74470dffb474a6b,
title = "Nurture groups in practice: children; classes; schools",
abstract = "This report provides a comparative analysis of Nurture Groups in seven school settings across the North West of England: five with traditional Nurture Groups in school, and two {\textquoteleft}alternative provisions{\textquoteright} pursing either {\textquoteleft}integrated nurture{\textquoteright}, or practice based upon attachment principles but without specialised Nurture Group provision. The broad aims of the report centre upon uncovering the principles of nurture-in-practice in relation to: the impact of the Nurture Group as a psychosocial intervention for vulnerable children; the influence of school leadership; the preconditions for effective communication; and lessons for mainstream primary classrooms.Overall, this report concludes that a commitment to the creation and maintenance of ongoing relationships; an understanding of behaviour as communication which naturally leads to less punitive, more restorative, forms of behaviour management; and a commitment to the support and training of the whole staff-base are essential elements in the promotion of successful nurture practice in school. It is suggested that these principles are most effectively implemented through the simultaneous provision of specialised Nurture Groups as well as through an integrated nurturing philosophy that runs across the whole school.",
keywords = "Social, emotional, nurture, practice, schools",
author = "Joanna Warin and Hibbin, {Rebecca Alison}",
note = "Final report of comparative study of nurture groups and alternative provisions for children with social, emotional and behavioural difficulties",
year = "2016",
month = mar,
doi = "10.13140/RG.2.1.3477.1609",
language = "English",
publisher = "Nurture Group Network",

}

RIS

TY - BOOK

T1 - Nurture groups in practice

T2 - children; classes; schools

AU - Warin, Joanna

AU - Hibbin, Rebecca Alison

N1 - Final report of comparative study of nurture groups and alternative provisions for children with social, emotional and behavioural difficulties

PY - 2016/3

Y1 - 2016/3

N2 - This report provides a comparative analysis of Nurture Groups in seven school settings across the North West of England: five with traditional Nurture Groups in school, and two ‘alternative provisions’ pursing either ‘integrated nurture’, or practice based upon attachment principles but without specialised Nurture Group provision. The broad aims of the report centre upon uncovering the principles of nurture-in-practice in relation to: the impact of the Nurture Group as a psychosocial intervention for vulnerable children; the influence of school leadership; the preconditions for effective communication; and lessons for mainstream primary classrooms.Overall, this report concludes that a commitment to the creation and maintenance of ongoing relationships; an understanding of behaviour as communication which naturally leads to less punitive, more restorative, forms of behaviour management; and a commitment to the support and training of the whole staff-base are essential elements in the promotion of successful nurture practice in school. It is suggested that these principles are most effectively implemented through the simultaneous provision of specialised Nurture Groups as well as through an integrated nurturing philosophy that runs across the whole school.

AB - This report provides a comparative analysis of Nurture Groups in seven school settings across the North West of England: five with traditional Nurture Groups in school, and two ‘alternative provisions’ pursing either ‘integrated nurture’, or practice based upon attachment principles but without specialised Nurture Group provision. The broad aims of the report centre upon uncovering the principles of nurture-in-practice in relation to: the impact of the Nurture Group as a psychosocial intervention for vulnerable children; the influence of school leadership; the preconditions for effective communication; and lessons for mainstream primary classrooms.Overall, this report concludes that a commitment to the creation and maintenance of ongoing relationships; an understanding of behaviour as communication which naturally leads to less punitive, more restorative, forms of behaviour management; and a commitment to the support and training of the whole staff-base are essential elements in the promotion of successful nurture practice in school. It is suggested that these principles are most effectively implemented through the simultaneous provision of specialised Nurture Groups as well as through an integrated nurturing philosophy that runs across the whole school.

KW - Social, emotional, nurture, practice, schools

U2 - 10.13140/RG.2.1.3477.1609

DO - 10.13140/RG.2.1.3477.1609

M3 - Other report

BT - Nurture groups in practice

PB - Nurture Group Network

CY - Lancaster

ER -