What Helps Children in a Pupil Referral Unit (PRU)? An Exploration into the Potential Protective Factors of a PRU as Identified by Children and Staff

Autor/in	Hart, Natalie
Titel	What Helps Children in a Pupil Referral Unit (PRU)? An Exploration into the Potential Protective Factors of a PRU as Identified by Children and Staff
Quelle	In: Emotional & Behavioural Difficulties, 18 (2013) 2, S.196-212 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2012.706905
Schlagwörter	Nontraditional Education; Foreign Countries; Resilience (Psychology); Behavior Problems; Emotional Problems; Semi Structured Interviews; Children; Early Adolescents; School Personnel; Interpersonal Relationship; Learning; Expectation; Educational Environment; Student Characteristics; At Risk Students; Program Effectiveness; Student Attitudes; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Ausland; Child; Kind; Kinder; Schulpersonal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernen; Expectancy; Erwartung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	Previous studies have focused on the views of excluded children or those finding themselves in Pupil Referral Units (PRUs). Few, however, have focused on exploring views from a resilience perspective. Studies linked to resilience have tended to focus on exploring factors through quantitative rather than qualitative measures. This piece of research aimed to explore the potential protective factors of one PRU through the valuable voices of children and staff. The views of six children aged between 9 and 13 years, all with varying forms of behavioural, emotional and social difficulties, and partway through a PRU placement, were explored through semi-structured interviews supported by the use of tools and techniques to facilitate discussion. The views of four staff members were also obtained. Findings reveal the powerful perspectives that children and young people can bring in relation to what might be helping them within a particular environment. A number of potential protective factors, both within the environment and within-child factors that may operate as mechanisms in fostering positive social and academic outcomes, are identified. Implications of these findings for professional practice, and for children finding themselves in PRU provision, are discussed, with a focus on reintegration and the potential impact of changing environments for these children. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10