A Model for Personal and Professional Support for Nurture Group Staff: To What Extent Can Group Process Consultation Be Used as a Resource to Meet the Challenges of Running a Nurture Group?

Autor/inn/en	Davison, Patricia; Duffy, Joseph
Titel	A Model for Personal and Professional Support for Nurture Group Staff: To What Extent Can Group Process Consultation Be Used as a Resource to Meet the Challenges of Running a Nurture Group?
Quelle	In: Educational Psychology in Practice, 33 (2017) 4, S.387-405 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2017.1336704
Schlagwörter	Foreign Countries; Consultation Programs; Student Behavior; Behavior Problems; Elementary School Teachers; Teacher Aides; Mixed Methods Research; Program Effectiveness; Self Esteem; Self Efficacy; Referral; Focus Groups; Intervention; Semi Structured Interviews; Questionnaires; Pretests Posttests; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Fachberatung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Fragebogen; Großbritannien
Abstract	This article details a mixed methods study designed to examine the impact of a group process consultation model in helping staff manage challenging behaviour in the nurture group setting. It relates to two geographical clusters of staff, including teachers and teaching assistants, running 11 nurture groups in a major metropolitan area in the UK, facilitated by an educational psychologist (EP). For 32 consultation referrals, teacher-rated levels of concern were compared before and after each session revealing a consistent drop, which was maintained throughout the intervention (p < 0.001). Measures of self-confidence and self-efficacy collected at the beginning of the group process consultation programme, and at the end of the first year of operation, revealed that teacher and teaching assistant self-confidence had improved significantly (p < 0.001) along with aspects of teacher self-efficacy (p = 0.023). A focus group, comprising eight teachers and teaching assistants, identified several themes and provided further elaboration on the outcomes of involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01