The Professional in 'Professional Curiosity'; Exploring the Experiences of School-Based Pastoral Staff and Their Use of Curiosity with and about Parents. An Interpretative Phenomenological Analysis

Autor/inn/en	Cramphorn, Katie; Maynard, Emma
Titel	The Professional in 'Professional Curiosity'; Exploring the Experiences of School-Based Pastoral Staff and Their Use of Curiosity with and about Parents. An Interpretative Phenomenological Analysis
Quelle	In: Pastoral Care in Education, 41 (2023) 1, S.84-104 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cramphorn, Katie) ORCID (Maynard, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2021.1977989
Schlagwörter	Foreign Countries; Professionalism; Personality Traits; Early Intervention; Parent School Relationship; Emotional Response; Professional Identity; Reflection; Caring; Child Safety; School Personnel; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Professionalität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Emotionales Verhalten; Care; Pflege; Sorge; Betreuung; Schulpersonal
Abstract	Professional curiosity is vital in early intervention and in keeping children safe from abuse and neglect, its significance has been a recurrent theme in inquiries into child abuse and neglect in the UK over the last decade. However, there is a notable lack of research into the lived experience of practitioners in being professionally curious with parents and carers, perhaps particularly so regarding practitioners in schools, who hold significant safeguarding responsibilities, as part of a wider landscape of services responsible for keeping children safe. We present a qualitative empirical study into the lived experience of practitioners in pastoral support roles in schools across two local authorities in England. We found that professional curiosity was a highly emotive concept for participants, characterised by a myriad of emotional responses, support which appears inconsistent, expressed as a question of 'luck'. Professional identity was found to be deeply significant in enacting curious practice, but this existed in a spectrum from determined and compassionate, to rejection of the need for curiosity and in these examples we also found othering, and less compassion for families. Overall, we call for consistent support for practitioners required to employ professional curiosity, both in terms of the emotional labour in this work, and the transition to seeing family orientated practice as part of the key function of their role. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01