9780415366618

Therapeutic Education: Working alongside troubled and troublesome children

by ;
  • ISBN13:

    9780415366618

  • ISBN10:

    0415366615

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2006-05-25
  • Publisher: Routledge

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Summary

The role of therapy in schools is a topic that has been significantly under-researched and often overlooked. Considering the number of students in full-time education with serious emotional and behavioural difficulties, the skills and tricks used by therapists can be usefully passed on to teachers in the classroom.This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people's learning.The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people's experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.

Author Biography

Craig Walter is the Principal of Westwood School, a non-maintained special school in Kent. John Cornwall is Principle Lecturer in Special Educational Needs at Canterbury Christ Church University College, UK.

Table of Contents

List of figures viii
List of tables ix
Acknowledgements x
1 Introduction: the 'human face' of education
1(18)
Changes over the years or simply more of the same?
2(5)
Therapeutic education: challenging academic tradition and social 'norms'
7(1)
Roots, principles and paradigms
8(3)
Contesting and developing notions of therapeutic education
11(8)
2 Behavioural graffiti: ignoring the writing on the wall
19(19)
Broadening the perspective and debating practice
20(2)
Mapping holistic theories on to the reality of schooling
22(6)
What characterises therapeutic education?
28(4)
Mapping therapeutic education on to current practice
32(6)
3 Education adventure or nightmare?
38(16)
Predictability, flexibility, coherence and values are 'seen' by young people
39(2)
One size does not fit all: the child is at the centre of the learning process
41(1)
The human element: everybody exhibits challenging behaviour
42(6)
Troubled children growing into troublesome adolescents and adults
48(3)
Self-efficacy, one key to successful personal development, change and growth
51(3)
4 Who am I? Identity, agency and resilience
54(17)
An activating approach: self-efficacy and human agency
55(6)
Moral, social and emotional 'agency' as a result of self-efficacy
61(4)
Discrimination and identity: self-worth and self-development
65(3)
Vulnerability and resilience, key factors in personal growth and learning
68(3)
5 A curriculum for life?
71(19)
Therapeutic education and behavioural, emotional and social development (BESD)
72(2)
Developing therapeutic relationships in learning and teaching
74(3)
Are we making a difference? The nature and scope of BESD provision
77(6)
How do we measure the quality of teaching and learning, quality of relationships and quality of life?
83(7)
6 The case study and grounded research
90(17)
Introducing the school-based research programme
90(4)
Data sets, synthesis and analysis of data
94(11)
Brief summing up
105(2)
7 Measuring the effectiveness of holistic and ecosystemic interventions
107(16)
Demonstrating that therapeutic approaches are effective in a school context
108(2)
Applying the basic features of human agency and self-efficacy
110(7)
Social and emotional skills: learning to behave, behaving to learn and learning for life
117(4)
Keeping it all together: it is experience that counts in the end
121(2)
8 A real alternative to an 'alternative curriculum'?
123(18)
The interactive curriculum and young people's behaviour in the school context
124(1)
Importance of a school's 'statement of purpose' (policy statements)
124(6)
Theoretical and legislative precursors to creating a therapeutic environment
130(2)
Implementation and management of the behaviour policy
132(2)
Operational procedures and methods of promoting good behaviour
134(3)
Handling conflict and potentially violent situations
137(4)
9 Achievement and lifelong learning: A 'principled' approach
141(16)
Therapeutic education: arguing for new solutions to old problems
141(3)
Introducing empowerment concepts into the school ethos
144(2)
Reviewing the problems of young people in education
146(2)
Developing effective and empowering practices and a humanistic ethos
148(2)
Monitoring and developing a learning environment that is 'therapeutic'
150(7)
10 Putting it all together, together 157(15)
From criminality, control and coercion to cooperation and consensus
158(2)
From retribution and recidivism to ecology, relationships and learning behaviour
160(6)
Interpersonal relationships and human agency in the facilitation of learning
166(2)
From curriculum to relationships, personal growth and lifelong learning
168(4)
Appendix 1: Evaluating areas of therapeutic working 172(3)
Appendix 2: Therapeutic education assessment for shared values 175(4)
Appendix 3: Proactive and pro-social management of behaviour 179(3)
Appendix 4: The points system 182(4)
Appendix 5: Handling difficult and violent situations 186(3)
Appendix 6: Case-study data and preliminary analysis 189(18)
Appendix 7: A schedule for observing and assessing a therapeutic approach 207(3)
Appendix 8: Behaviour and PSHE profile 210(12)
Notes 222(2)
References 224(8)
Index 232

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