The Compassionate Schools Framework: Exploring a Values-Driven, Hope-Filled, Relational Approach with School Leaders

Autor/inn/en	Quinn, Kirsty; Mollet, Nicola; Dawson, Fiona
Titel	The Compassionate Schools Framework: Exploring a Values-Driven, Hope-Filled, Relational Approach with School Leaders
Quelle	In: Educational & Child Psychology, 38 (2021) 1, S.24-36 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Altruism; Guidelines; Instructional Leadership; Well Being; Administrator Attitudes; Program Evaluation; Reflection; Mental Health; Educational Environment; Educational Practices; Stress Variables; Trauma; Psychology; Futures (of Society); Barriers; Agency Cooperation; Communities of Practice; Networks; Holistic Approach; Caring; School Safety; Metacognition; Family School Relationship; Parent Teacher Cooperation; Teacher Student Relationship; School Personnel; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Richtlinien; Instruction; Leadership; Bildung; Erziehung; Führung; Well-being; Wellness; Wohlbefinden; Programme evaluation; Programmevaluation; Psychohygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Psychologie; Future; Society; Zukunft; Community; Holistischer Ansatz; Care; Pflege; Sorge; Betreuung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulpersonal; Ausland; Großbritannien
Abstract	Aims: This paper details the evaluation of a reflective learning programme developed by educational psychologists for school leaders in exploring the implementation of compassionate, relational approaches in schools, using an integrated whole school framework. Rationale: Whole school approaches have been highlighted as central to improving the mental health and wellbeing of children and young people. The Compassionate Schools Framework (CSF) brings together current research and thinking in promoting wellbeing into an integrated and coherent whole school approach. It is based on an understanding of the power of attuned relationships, the potential impact of prolonged and unpredictable stress and trauma, and the role of positive psychology in building psychological resources through embracing strengths and hopeful futures. Findings: The evaluation highlighted key themes in relation to nine areas of school practice detailed in the CSF. School leaders shared insights into current strengths, newly developing approaches and challenges, highlighting the complexity of building on compassionate, relational approaches across school systems. A number of research priorities are identified. Limitations: Findings capture the reflections of school leaders during the initial phase of developing thinking and planning in relation to the CSF and longer term follow up is needed to gain insight into issues related to implementation and impact over time. Conclusions: The paper highlights the value of a research-informed integrated framework where school leaders can reflect collaboratively on areas of strength and school development as part of a coherent whole school approach. There is need for ongoing collaboration through a multi-agency community of practice to continue to deepen understanding and share learning on implementation and impact within a supportive network. (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: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01