Search:
Computing and Library Services - delivering an inspiring information environment

Dispensing with labels: Enabling children and professionals to share a community of practice

Tobbell, Jane and Lawthom, Rebecca (2005) Dispensing with labels: Enabling children and professionals to share a community of practice. Educational and Child Psychology, 22 (3). pp. 89-97. ISSN 0267 1611

[img]
Preview
PDF
Download (95kB) | Preview

    Abstract

    This paper investigates, through critical review, the label of emotional and behavioural difficulties and its
    utility in child and professional relationships. Considerable human energy and resources have been focused
    on ameliorating the individual and social implications of behaviour difficulties. However, the effort
    expended has often been levelled at individual (and policy) interventions, thereby neglecting the relationship
    element. We propose a reconceptualisation of the label (and thereby stigma) through envisioning learning
    as doing/participation. The communities of practice literature challenges the notion that learning is a
    time-limited activity, dependent on individual cognition. Instead learning is synonymous with being, and
    is a continuous and embedded process. Hence, learning and identity are inextricably linked and located
    in the various practice settings inhabited by children and professionals. The relationships emerge from and
    are shaped by the attendant practices which surround the term ‘difficulties’: children with ‘difficulties’ need
    ‘special’ attention to ‘improve’ their cognitions. In this paper we explore, using the community of practice
    literature, how learning and inclusion are processes of participation and suggest practices which would
    serve to liberate the child and the professional from the ‘difficult’ relationship/identity/label.

    ▼ Jump to Download Statistics
    Item Type: Article
    Additional Information: © The British Psychological Society 2005
    Uncontrolled Keywords: child psychology; education; community practice
    Subjects: L Education > LB Theory and practice of education
    L Education > L Education (General)
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
    Related URLs:
    References:

    Bird, L. (1999). Towards a more critical educational
    psychology. Annual Review of Critical Psychology,
    1(1), 21–33.
    Cassidy, E., James, A. & Wiggs, L. (2001). The prevalence
    of psychiatric disorder in children attending
    a school for pupils with emotional and
    behavioural difficulties. British Journal of Special
    Education, 28(4), 167–173.
    Cole, T., Daniels, H. & Visser, J. (2003). Patterns of
    Provision for pupils with behavioural difficulties:
    A study of government statistics and behaviour
    support plan data. Oxford Review of Education,
    29(2), 187–205.
    Daniels, H. & Cole, T. (2002). The development of
    provision for young people with emotional
    and behavioural difficulties: An activity theory
    analysis. Oxford Review of Education, 28(2/3),
    311–329.
    Doyle, R. (2001). Using a readiness scale for reintegrating
    pupils with social, emotional and behavioural
    difficulties from a nurture group into their
    mainstream classroom – A pilot study. British Journal
    of Special Education, 28(3), 126–132.
    Doyle, R. (2003). Developing the nurturing school.
    Emotional and Behavioural Difficulties, 8(4), 252–266.
    Farrell, P. & Tsakalidou, K. (1999). Recent trends
    in the reintegration of pupils with emotional and
    behavioural difficulties in the United Kingdom.
    School Psychology International, 20(4), 323–337.
    Jones, D. & Jones, M. (1999). The assessment of
    children with emotional and behavioural difficulties:
    psychometrics and beyond. In P. Cooper
    (Ed.) Understanding and supporting children with
    emotional and behavioural difficulties (pp.86–101)
    London: Jessica Kingsley Publishers.
    Jones, R.A. (2003). The construction of emotional
    and behavioural difficulties. Educational Psychology
    in Practice, 19(2), 147–157.
    Lave, J. & Wenger, E. (1991). Situated learning: Legitimate
    peripheral participation. Cambridge: Cambridge
    University Press.
    Lawthom, R. & Goodley, D. (2005). Conclusions:
    Making enabling alliances between Disability
    Studies and Psychology. In D. Goodley & R.
    Lawthom (Eds.) Disability and psychology: Critical
    introductions and reflections. London: Palgrave.
    Madden, L., Franey, J., McLaughlin, V. & Cox, S.
    (2004). An evaluation of the impact of an interagency
    intervention programme to promote
    social skills in primary school children. Educational
    Psychology in Practice, 20(2), 135–155.
    McDermott, R.P. (1996). The acquisition of a child
    by a learning disability. In S. Chaiklin & J. Lave
    (Eds.), Understanding Practice: perspectives on
    activity and context (pp. 269–304). Cambridge:
    Cambridge University Press.
    Montgomery, D. (1999). Coping with children
    with emotional and behavioural difficulties in
    the primary classroom. In P. Cooper (Ed.),
    Understanding and supporting children with emotional
    and behavioural difficulties (pp.163–182).
    London: Jessica Kingsley Publishers.
    Paetcher, C. (2003). Masculinities and Femininities
    as communities of practice. Women’s Studies International
    Forum, 26(1), 69–77.
    Panayiotopolous, C. (2004). A follow-up of a home
    and school support project for children with
    emotional and behavioural difficulties. Emotional
    and Behavioural Difficulties, 9(2), 85–98.
    Pierce, C.D., Reid, R. & Epstein, M.H. (2004).
    Teacher-mediated interventions for children
    with EBD and their academic outcomes. Remedial
    and Special Education, 25(3), 175–188.
    Poulou, M. & Norwich, B. (2002). Cognitive, emotional
    and behavioural responses to students with
    emotional and behavioural difficulties: A model of
    decision making. British Educational Research Journal,
    28(1), 111–138.
    Rees, C., Farrell, P. & Rees, P. (2003). Coping with complexity:
    How do educational psychologists assess
    students with emotional and behavioural difficulties.
    Educational Psychology in Practice, 19(1), 35–47.
    Richards, I.C. (1999). Inclusive schools for pupils with
    emotional and behavioural difficulties. Support
    for Learning, 14(3), 99–103.
    Rogoff, B., Goodman Turkanis, C. & Bartlett, L.
    (2002). Learning together: Children and adults in a
    school community. Oxford: Oxford University Press.
    Shearman, S. (2003). What is the reality of ‘inclusion’
    for children with emotional and behavioural difficulties
    in the primary classroom? Emotional and
    Behavioural Difficulties, 8(1), 53–76.
    Swinson, J., Woof, C. & Melling, R. (2003). Including
    emotional and behavioural difficulties in pupils
    in a mainstream comprehensive: A study of the
    behaviour of pupils and classes. Educational Psychology
    in Practice, 19(1), 65–75.
    Tobbell, J. (2000). The oppressive curriculum: viewing
    the National Curriculum through the Freirian
    lens. Annual Review of Critical Psychology, 2, 204–205.
    Todd, L. (2005). Enabling practice for professionals:
    The need for practical post-structuralist theory.
    In D. Goodley & R. Lawthom (Eds.), Disability
    and psychology: Critical introductions and reflections.
    London: Palgrave.
    Visser, J. & Stokes, S. (2003). Is education ready
    for the inclusion of pupils with emotional and
    behavioural difficulties: A rights perspective?
    Educational Review, 55(1), 66–75.
    Vygotsky, L. (1978). Mind in society, Cambridge: Harvard.
    Wenger, E. (1998). Communities of practice. Cambridge:
    Cambridge University Press.
    Wenger, E., McDermott, R. & Snyder, W.M. (2002).
    Cultivating communities of practice. Harvard: HBS.

    Depositing User: Sara Taylor
    Date Deposited: 17 Apr 2008 12:00
    Last Modified: 06 Aug 2013 12:49
    URI: http://eprints.hud.ac.uk/id/eprint/663

    Document Downloads

    Downloader Countries

    More statistics for this item...

    Item control for Repository Staff only:

    View Item

    University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©