Literaturnachweis - Detailanzeige
Autor/inn/en | Facey, Danielle; Holliman, Andrew; Waldeck, Daniel; Wilson-Smith, Kevin |
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Titel | Exploring the Experience of Mainstream Education: Perspectives from Pupils in Alternative Provision Schooling with Social, Emotional or Mental Health Difficulties |
Quelle | In: Psychology of Education Review, 44 (2020) 2, S.99-101 (3 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1463-9807 |
Schlagwörter | Early Adolescents; Mainstreaming; Emotional Problems; Mental Disorders; Antisocial Behavior; Nontraditional Education; At Risk Students; Student Experience; Bullying; Violence; Coping; Student Adjustment; Special Schools; Foreign Countries; Social Influences; Interpersonal Relationship; Social Isolation; Secondary School Students; Student Attitudes; Behavior Problems; United Kingdom (England) Mental illness; Geisteskrankheit; Non-traditional education; Alternative Erziehung; Studienerfahrung; Mobbing; Gewalt; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Special school; Sonderschule; Ausland; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Isolation; Sekundarschüler; Schülerverhalten |
Abstract | This study explores the lived experience of mainstream education, as reported by three 13- to 14-year-old pupils with social, emotional or mental health difficulties (SEMHD), who currently attend alternative provision schooling (APS). Taking a qualitative epistemological approach, the methodology chosen for this study was an interpretative phenomenological analysis (IPA). The results of this IPA suggest that the transition from primary to, and through, secondary education, is a significant and inherently social process in which bullying and violence feature significantly. Furthermore, themes of isolation and desperation reflected SEMHD pupils' maladaptive coping mechanisms during periods of change and instability. The findings have important implications for the way that educational transitions are managed for pupils with SEMHD. (As Provided). |
Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |