Respite, relationships and re-signification : a study of the effects of residential schooling on children with emotional and behavioural difficulties, with particular reference to the pupils' perspective

1473 19 3500 4 5050 document 3500 Cooper90PhD.pdf application/pdf f9509d96e012980345aa0b071b70ef1a MD5 19044915 2011-07-19 16:36:54 http://etheses.bham.ac.uk//id/eprint/1473/1/Cooper90PhD.pdf 1473 1 1 application/pdf application/pdf en public

Cooper90PhD.pdf

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3500 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3500 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/3500 archive 4031 disk0/00/00/14/73 2011-03-30 15:08:53 2019-01-23 09:54:15 2011-07-19 16:36:54 thesis show 0 Cooper Paul William Smith Colin Meighan Roland Laslett Robert ftp://ubira.bham.ac.uk/eTheses/1473_Cooper/ University of Birmingham Respite, relationships and re-signification : a study of the effects of residential schooling on children with emotional and behavioural difficulties, with particular reference to the pupils' perspective unpub LC HV 30sch_educ EBD; emotional, and behavioural difficulties; residential schools; effective intervention; student perceptions Further work based on this research is published in Cooper, Paul Effective Schools for Disaffected Students: Integration and Segregation Routledge, 1993, ISBN: 978-0-415-06483-5 and 978-0-203-03244-2 http://www.routledge.com/books/details/9780415064835/ This thesis explores the effects of residential schools on EBD pupils I two residential schools. Major sources of data for this interactionist study are the transcripts of interviews with pupils attending the schools, questionnaires and observation. After examining the social and psychological correlates of EBD and the therapeutic approaches of pioneer workers in the residential field, the claimed ‘institutionalizing’ effects of residential care are considered. Data from this study are analyzed with reference to these conflicting viewpoints. The study supports the view that the residential experience can benefit pupils by providing: * respite from negative influences in the family, home based peer school and peer group * opportunities for positive pupil achievement * encouragement to form rewarding interpersonal relationships with adults and fellow pupils at the schools Negative effects of stigma and loss of family contact are also noted. The concept of ‘re-signification’ is introduced to describe the process whereby the schools, through organizational and interpersonal means, promote improvements in pupils’ self images and the development of non-deviant identities, in contrast with the negative labelling effects of mainstream schools as reported in this and other research. 1990 1989-10 graduation 551792 eng blscanned This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 515 University of Birmingham School of Education d_ph na 1990 graduation