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 (97kB) | 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 11:00
Last Modified: 06 Aug 2013 11:49
URI: http://eprints.hud.ac.uk/id/eprint/663

Downloads

Downloads per month over past year

Repository Staff Only: item control page

View Item View Item

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