'I Have Got Too Much Stuff Wrong with Me' -- An Exploration of How Young People Experience the Social, Emotional and Behavioural Difficulties (SEBD) Label within the Confines of the UK Education System

Autor/in	Caslin, Marie
Titel	'I Have Got Too Much Stuff Wrong with Me' -- An Exploration of How Young People Experience the Social, Emotional and Behavioural Difficulties (SEBD) Label within the Confines of the UK Education System
Quelle	In: Emotional & Behavioural Difficulties, 24 (2019) 2, S.167-180 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caslin, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2019.1587899
Schlagwörter	Emotional Disturbances; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Labeling (of Persons); Foreign Countries; Student Attitudes; Student Experience; Adolescents; Early Adolescents; Nontraditional Education; Student Behavior; United Kingdom + Suchen Sie Ihr Suchwort? Gefühlsstörung; Labeling-Ansatz; Ausland; Schülerverhalten; Studienerfahrung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Non-traditional education; Alternative Erziehung; Student behaviour; Großbritannien
Abstract	Young people whose behaviour does not conform to our expectations of how pupils should behave within an educational context have had a variety of labels attached to them including: Social, Emotional and Behavioural Difficulties (SEBD), and Attention Deficit Hyperactivity Disorder (ADHD). The employment of such labels will shape how the young person is perceived by the adults surrounding them. This will not only have an impact on the relationships that are developed between the pupil and the educator but also how the young people see themselves in terms of their own identity. This paper seeks to give voice and explore the position of young people within the confines of their educational experiences. The paper draws on 13 in-depth case studies to reflect on how young people experience the SEBD labels attached to them by others and what pupils consider to be the main antecedents leading them to display behaviour which is deemed unacceptable in the classroom. The paper highlights the importance of providing opportunities for young people to have their voice heard to fill the gap between professional perceptions and those of the pupil. In order to truly understand why young people display behaviour that is considered difficult and how they experience the labels we attach to them we have to speak to young people themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01