PurposeThis article outlines the experience of conducting Interpretative Phenomenological Analysi... more PurposeThis article outlines the experience of conducting Interpretative Phenomenological Analysis research into the chronic illness of Inflammatory Bowel Disease, an incurable condition of the gastro-intestinal tract which results in numerous physically and psychologically symptoms that are difficult to live with, by a researcher who shares the same condition. It considers the complex nature of researcher positioning from a nuanced, relational rather than binary insider/outsider position (Berger, 2015; Hayfield and Huxley, 2015). Additionally, the importance of reflexivity when conducting such personal, reciprocal qualitative research is brought to life, illustrating how such reflexivity deepens the relationship to the research, increases understanding of the interpretations and in turn its validity adds to the trustworthiness of both the endeavour and the written account (Etherington, 2007; Oakley, 2016).Design/methodology/approachConducting research into a medical condition that ...
Background and rationale 4 Methodology 6 The Client View 9 Pastoral Casework Pastoral Curriculum ... more Background and rationale 4 Methodology 6 The Client View 9 Pastoral Casework Pastoral Curriculum Control / discipline Pastoral Management A note on Ireland Some Observations and Conclusions A Map of the Field of Research in Pastoral Care and Personal-Social Education References-from Pastoral Care in Education References-from other sources NOTE Further discussion of the rationale for the five-fold classification used in this review and its problems is given on page 38 in the light of the constructed map of research in the field.
This chapter addresses personal, theoretical and professional practice issues guiding the authors... more This chapter addresses personal, theoretical and professional practice issues guiding the authors’ emotions’ research in education. Conversational extracts illuminate the influence of personal biography on epistemological and ontological positioning, and consider implications for the roles, responsibilities and ethical conduct of the researcher. It is argued that emotional experiences are situated within a nexus of complex, hierarchical relationships and systemic events. Therefore, researchers need to move beyond an individualist paradigm to understand how multiple, interconnected factors serve to co-create individual and collective experiences in specific environments, and how the research process itself impacts the totality of the situation. A commitment to honor participants’ realities and truth needs to permeate the whole research process. Dialogue with researchers from other traditions is advocated to create a more inclusive emotion-focused research community.
This chapter examines methodological issues and processes involved in conducting a scoping review... more This chapter examines methodological issues and processes involved in conducting a scoping review of school-based counselling funded by the UK Department of Health. The aim of this chapter is to illuminate the status and prevalence of school counselling in ten geographical regions across the globe. The resulting report http://www.bacp.co.uk/docs/pdf/15486_13854_harris_international.pdf also provided information on the work undertaken by school-based counsellors in different countries, their level of training and theoretical orientation. This chapter begins by clarifying the policy context for, and aims of, the research project, and the role of the scoping review in fulfilling the aims. This is followed by clarifying the relationship between a literature review, a systematic review and a scoping review before focusing on the processes involved in conducting the scoping review. The author charts how experiences of undertaking a scoping review resembled the role of ‘bricoleur’ (De Cert...
This capstone chapter summarizes the contributions of 32 chapters of the International Handbook f... more This capstone chapter summarizes the contributions of 32 chapters of the International Handbook for Policy Research in School-Based Counseling. Summaries of 13 chapters examining various aspects of policy research methodology are presented. Topics include research ethics, scoping reviews, comparative survey research, mixed methods evaluation, needs assessment, methodological reviews, outcome research, effectiveness research, large database mining, evaluation of state policies, qualitative methods, cost-benefit analysis, and comparative case study approaches. In addition, a global summary is presented based on the findings and conclusions of handbook chapters from Nigeria and neighboring countries; countries in Eastern and Southern Africa; the Chinese Mainland, Hong Kong, Taiwan, and Japan; South Korea; India; Bangladesh; Malaysia; the UK; Malta; Turkey and other Middle Eastern countries; the USA; Canada; Australia; New Zealand; and Costa Rica, Venezuela, and other South American cou...
Introduction Self-Awareness and the Leader Self-Awareness and Understanding Caring for Yourself a... more Introduction Self-Awareness and the Leader Self-Awareness and Understanding Caring for Yourself and the Organization Values and Moral Purpose Developing Effective Interpersonal Relationships Communicating Effectively Communicating to Empower Building a Professional Community Teacher Leadership and Development for School Improvement Emotional Alchemy
This scoping review was designed to identify where and how school-based counselling services are ... more This scoping review was designed to identify where and how school-based counselling services are delivered in state schools across the globe. More specifically, the study sought to create an overview of the provision of school-based counselling across different geographical regions, and to ascertain basic information about the nature of this provision. This included a focus on the status and prevalence of school-based counselling, the nature of the school counsellor’s work, the qualifications and experience required to become a school counsellor, and the therapeutic orientation guiding this work. As such, the scoping study did not attempt to undertake an in-depth account of school-based counselling internationally, but rather to focus on the range of school-based counselling provision across the globe.
This chapter introduces the reader to Gestalt theory and practice, beginning with key concepts an... more This chapter introduces the reader to Gestalt theory and practice, beginning with key concepts and relational processes that inform a Gestalt understanding of human development. This is followed by an overview of the development of Gestalt theory, and significant influences on its formulation and evolution. The next section examines key features of and relational processes involved in Gestalt practice, illustrated by thickly disguised case vignettes. Specific attention is paid to Gestalt as a brief therapy and to research evidence for Gestalt practice with children and young people. Finally, the reader is invited to engage with the material through a series of activities and reflective questions.
ABSTRACT This article considers leadership as an emotional process and provides an account of the... more ABSTRACT This article considers leadership as an emotional process and provides an account of the emotions of change experienced at one school. It examines the complexity of change and development from a relational and affective perspective by exploring the emotional experience of staff involved in a developmental project. The article is deliberately descriptive, aiming to illuminate the feelings, fears and experiences of those involved in the process of change. It highlights the importance of trust, autonomy and 'no blame' innovation in securing and sustaining cultural change. It identifies how trust impacts both positively and negatively on the change process. The article concludes by theorizing three stages of emotional or 'heart' conditions necessary to successfully implement and sustain change at the individual and school levels.
... 0122.2006.00362.x Belinda Harris a , Kerry Vincent a , Pat Thomson a & Richard Toalst... more ... 0122.2006.00362.x Belinda Harris a , Kerry Vincent a , Pat Thomson a & Richard Toalster a pages 28-38. ... Researching Children's Experience: Methods and Methodological Issues. In Researching Children's Experience , Edited by: Greene, S. and Hogan, D. London: Sage. ...
This brief summary of key aspects of Every Child Matters (2003) and the Children Act (2004) is in... more This brief summary of key aspects of Every Child Matters (2003) and the Children Act (2004) is intended to facilitate readers' understanding of the articles in this Special Edition. 1 It is probabl...
This special edition is broadly contextualized by the British Government’s Green Paper, ‘Every Ch... more This special edition is broadly contextualized by the British Government’s Green Paper, ‘Every Child Matters’, and its legislative spine, the Children Act 2004. This edition includes five empirically grounded papers, together with three reflective accounts of personal and professional experience of pastoral issues within the UK context. The voices of counsellors, leaders, teachers and students offer an insight into the complexities and gaps that shape and reflect the lives of those in the educational community directly affected by the new legislation.
Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to man... more Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to many readers. There is a recognition that the current curriculum is not an adequate preparation for life and there is now an emphasis on lifelong learning and a wider view of development. Such a move has significant implications for the development of attitudes and skills amongst teachers. The issues that surround such educational reform in Hong Kong are analysed. This is followed by the detailed description of a study which involved a group of Hong Kong teachers in a structured experiential learning activity. It was found that though the teachers concerned acknowledged the value of their experience, they felt that given the culture and ethos of their own schools it would not be possible for them to undertake similar work with pupils. On the basis of these outcomes the writer suggests that there will need to be considerable emphasis on teacher development in Hong Kong if the reforms are to succeed.
This paper presents two case studies from a small-scale qualitative study which the writers have ... more This paper presents two case studies from a small-scale qualitative study which the writers have undertaken. In each case, a participant from a number of years ago reflects on their memories of and feelings about the small group training component of an MA in Human Relations programme in which they had been involved. They go on to consider how they feel these experiences affected their subsequent professional practices. The writers conclude by discussing the implications of what these former students say. Watkins (1999) argues that the implementation of the 1988 Education Reform Act has had a deleterious effect on school culture, teaching and learning styles, and staff morale. This state of affairs has had a negative effect on schools' capacity to offer a climate conducive to the personal and social development of staff and pupils: 9
Government guidance in the United Kingdom encourages groups of schools to take collective respons... more Government guidance in the United Kingdom encourages groups of schools to take collective responsibility for supporting and making provision for excluded pupils and those at risk of exclusion. Managed-moves are one way that some schools and authorities are enacting such guidance. This paper presents the results of an evaluation of one such scheme. The scheme, involving seven neighbouring secondary schools, was nearing its first year of completion. The paper draws primarily on interview data with pupils, parents and school staff to describe a number of positive outcomes associated with the scheme and to explore how these were achieved. We found that while some of these could be attributed directly to the managed-move, others arose from the more inclusive ethos and practices of particular schools. The concepts of tailored support, care and commitment emerged as strong themes that underpinned the various practical ways in which some schools in the cluster were able to re-engage 'at-risk' pupils. As managedmoves become more widely practiced it will be important to remember that it is how the move proceeds and develops rather than the move itself that will ultimately make the difference for troubled and troublesome pupils. Practice. London: DfES. Department for Education and Skills (2003a) Every Child Matters. London: DfES. Department for Education and Skills (2003b) The National Strategy. London: DfES. Department for Education and Skills (2004a) Removing Barriers to Achievement. The Government's Strategy for SEN. London: DfES.
PurposeThis article outlines the experience of conducting Interpretative Phenomenological Analysi... more PurposeThis article outlines the experience of conducting Interpretative Phenomenological Analysis research into the chronic illness of Inflammatory Bowel Disease, an incurable condition of the gastro-intestinal tract which results in numerous physically and psychologically symptoms that are difficult to live with, by a researcher who shares the same condition. It considers the complex nature of researcher positioning from a nuanced, relational rather than binary insider/outsider position (Berger, 2015; Hayfield and Huxley, 2015). Additionally, the importance of reflexivity when conducting such personal, reciprocal qualitative research is brought to life, illustrating how such reflexivity deepens the relationship to the research, increases understanding of the interpretations and in turn its validity adds to the trustworthiness of both the endeavour and the written account (Etherington, 2007; Oakley, 2016).Design/methodology/approachConducting research into a medical condition that ...
Background and rationale 4 Methodology 6 The Client View 9 Pastoral Casework Pastoral Curriculum ... more Background and rationale 4 Methodology 6 The Client View 9 Pastoral Casework Pastoral Curriculum Control / discipline Pastoral Management A note on Ireland Some Observations and Conclusions A Map of the Field of Research in Pastoral Care and Personal-Social Education References-from Pastoral Care in Education References-from other sources NOTE Further discussion of the rationale for the five-fold classification used in this review and its problems is given on page 38 in the light of the constructed map of research in the field.
This chapter addresses personal, theoretical and professional practice issues guiding the authors... more This chapter addresses personal, theoretical and professional practice issues guiding the authors’ emotions’ research in education. Conversational extracts illuminate the influence of personal biography on epistemological and ontological positioning, and consider implications for the roles, responsibilities and ethical conduct of the researcher. It is argued that emotional experiences are situated within a nexus of complex, hierarchical relationships and systemic events. Therefore, researchers need to move beyond an individualist paradigm to understand how multiple, interconnected factors serve to co-create individual and collective experiences in specific environments, and how the research process itself impacts the totality of the situation. A commitment to honor participants’ realities and truth needs to permeate the whole research process. Dialogue with researchers from other traditions is advocated to create a more inclusive emotion-focused research community.
This chapter examines methodological issues and processes involved in conducting a scoping review... more This chapter examines methodological issues and processes involved in conducting a scoping review of school-based counselling funded by the UK Department of Health. The aim of this chapter is to illuminate the status and prevalence of school counselling in ten geographical regions across the globe. The resulting report http://www.bacp.co.uk/docs/pdf/15486_13854_harris_international.pdf also provided information on the work undertaken by school-based counsellors in different countries, their level of training and theoretical orientation. This chapter begins by clarifying the policy context for, and aims of, the research project, and the role of the scoping review in fulfilling the aims. This is followed by clarifying the relationship between a literature review, a systematic review and a scoping review before focusing on the processes involved in conducting the scoping review. The author charts how experiences of undertaking a scoping review resembled the role of ‘bricoleur’ (De Cert...
This capstone chapter summarizes the contributions of 32 chapters of the International Handbook f... more This capstone chapter summarizes the contributions of 32 chapters of the International Handbook for Policy Research in School-Based Counseling. Summaries of 13 chapters examining various aspects of policy research methodology are presented. Topics include research ethics, scoping reviews, comparative survey research, mixed methods evaluation, needs assessment, methodological reviews, outcome research, effectiveness research, large database mining, evaluation of state policies, qualitative methods, cost-benefit analysis, and comparative case study approaches. In addition, a global summary is presented based on the findings and conclusions of handbook chapters from Nigeria and neighboring countries; countries in Eastern and Southern Africa; the Chinese Mainland, Hong Kong, Taiwan, and Japan; South Korea; India; Bangladesh; Malaysia; the UK; Malta; Turkey and other Middle Eastern countries; the USA; Canada; Australia; New Zealand; and Costa Rica, Venezuela, and other South American cou...
Introduction Self-Awareness and the Leader Self-Awareness and Understanding Caring for Yourself a... more Introduction Self-Awareness and the Leader Self-Awareness and Understanding Caring for Yourself and the Organization Values and Moral Purpose Developing Effective Interpersonal Relationships Communicating Effectively Communicating to Empower Building a Professional Community Teacher Leadership and Development for School Improvement Emotional Alchemy
This scoping review was designed to identify where and how school-based counselling services are ... more This scoping review was designed to identify where and how school-based counselling services are delivered in state schools across the globe. More specifically, the study sought to create an overview of the provision of school-based counselling across different geographical regions, and to ascertain basic information about the nature of this provision. This included a focus on the status and prevalence of school-based counselling, the nature of the school counsellor’s work, the qualifications and experience required to become a school counsellor, and the therapeutic orientation guiding this work. As such, the scoping study did not attempt to undertake an in-depth account of school-based counselling internationally, but rather to focus on the range of school-based counselling provision across the globe.
This chapter introduces the reader to Gestalt theory and practice, beginning with key concepts an... more This chapter introduces the reader to Gestalt theory and practice, beginning with key concepts and relational processes that inform a Gestalt understanding of human development. This is followed by an overview of the development of Gestalt theory, and significant influences on its formulation and evolution. The next section examines key features of and relational processes involved in Gestalt practice, illustrated by thickly disguised case vignettes. Specific attention is paid to Gestalt as a brief therapy and to research evidence for Gestalt practice with children and young people. Finally, the reader is invited to engage with the material through a series of activities and reflective questions.
ABSTRACT This article considers leadership as an emotional process and provides an account of the... more ABSTRACT This article considers leadership as an emotional process and provides an account of the emotions of change experienced at one school. It examines the complexity of change and development from a relational and affective perspective by exploring the emotional experience of staff involved in a developmental project. The article is deliberately descriptive, aiming to illuminate the feelings, fears and experiences of those involved in the process of change. It highlights the importance of trust, autonomy and 'no blame' innovation in securing and sustaining cultural change. It identifies how trust impacts both positively and negatively on the change process. The article concludes by theorizing three stages of emotional or 'heart' conditions necessary to successfully implement and sustain change at the individual and school levels.
... 0122.2006.00362.x Belinda Harris a , Kerry Vincent a , Pat Thomson a & Richard Toalst... more ... 0122.2006.00362.x Belinda Harris a , Kerry Vincent a , Pat Thomson a & Richard Toalster a pages 28-38. ... Researching Children's Experience: Methods and Methodological Issues. In Researching Children's Experience , Edited by: Greene, S. and Hogan, D. London: Sage. ...
This brief summary of key aspects of Every Child Matters (2003) and the Children Act (2004) is in... more This brief summary of key aspects of Every Child Matters (2003) and the Children Act (2004) is intended to facilitate readers' understanding of the articles in this Special Edition. 1 It is probabl...
This special edition is broadly contextualized by the British Government’s Green Paper, ‘Every Ch... more This special edition is broadly contextualized by the British Government’s Green Paper, ‘Every Child Matters’, and its legislative spine, the Children Act 2004. This edition includes five empirically grounded papers, together with three reflective accounts of personal and professional experience of pastoral issues within the UK context. The voices of counsellors, leaders, teachers and students offer an insight into the complexities and gaps that shape and reflect the lives of those in the educational community directly affected by the new legislation.
Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to man... more Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to many readers. There is a recognition that the current curriculum is not an adequate preparation for life and there is now an emphasis on lifelong learning and a wider view of development. Such a move has significant implications for the development of attitudes and skills amongst teachers. The issues that surround such educational reform in Hong Kong are analysed. This is followed by the detailed description of a study which involved a group of Hong Kong teachers in a structured experiential learning activity. It was found that though the teachers concerned acknowledged the value of their experience, they felt that given the culture and ethos of their own schools it would not be possible for them to undertake similar work with pupils. On the basis of these outcomes the writer suggests that there will need to be considerable emphasis on teacher development in Hong Kong if the reforms are to succeed.
This paper presents two case studies from a small-scale qualitative study which the writers have ... more This paper presents two case studies from a small-scale qualitative study which the writers have undertaken. In each case, a participant from a number of years ago reflects on their memories of and feelings about the small group training component of an MA in Human Relations programme in which they had been involved. They go on to consider how they feel these experiences affected their subsequent professional practices. The writers conclude by discussing the implications of what these former students say. Watkins (1999) argues that the implementation of the 1988 Education Reform Act has had a deleterious effect on school culture, teaching and learning styles, and staff morale. This state of affairs has had a negative effect on schools' capacity to offer a climate conducive to the personal and social development of staff and pupils: 9
Government guidance in the United Kingdom encourages groups of schools to take collective respons... more Government guidance in the United Kingdom encourages groups of schools to take collective responsibility for supporting and making provision for excluded pupils and those at risk of exclusion. Managed-moves are one way that some schools and authorities are enacting such guidance. This paper presents the results of an evaluation of one such scheme. The scheme, involving seven neighbouring secondary schools, was nearing its first year of completion. The paper draws primarily on interview data with pupils, parents and school staff to describe a number of positive outcomes associated with the scheme and to explore how these were achieved. We found that while some of these could be attributed directly to the managed-move, others arose from the more inclusive ethos and practices of particular schools. The concepts of tailored support, care and commitment emerged as strong themes that underpinned the various practical ways in which some schools in the cluster were able to re-engage 'at-risk' pupils. As managedmoves become more widely practiced it will be important to remember that it is how the move proceeds and develops rather than the move itself that will ultimately make the difference for troubled and troublesome pupils. Practice. London: DfES. Department for Education and Skills (2003a) Every Child Matters. London: DfES. Department for Education and Skills (2003b) The National Strategy. London: DfES. Department for Education and Skills (2004a) Removing Barriers to Achievement. The Government's Strategy for SEN. London: DfES.
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