Pastoral care in education

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 article describes an evaluation of fourteen peer-support schemes in seven primary schools and seven secondary schools where NSPCC advisers worked closely with the schools. Each school received a questionnaire at the start of their involvement and, after about 12 months, the researcher visited each of the schools to conduct in-depth interviews with the person who had completed the original questionnaire. The evaluation explored why the schools had undertaken this work and what the potential benefits to the schools and the students were. The details of the schemes and the findings specific to primary and secondary sectors are also discussed. In particular, training, unrealistic expectations about behaviour and the uses of staff times are debated. The author concludes that peer-support schemes can be mistakenly seen as a panacea.

La presentazione offre sommariamente il concetto dell'amorevolezza e dell'assistenza nel pensiero di don Bosco e presenta un'attualizzazione del assistenza salesiana elaborata da Herbert Franta da un punto di vista psicologico. Letture di riferimento:
PIETRO BRAIDO, Prevenire non reprimere. Il sistema educativo di don Bosco, LAS, Roma 2006, pp. 288-304;
HERBERT FRANTA, Assistenza come presenza attiva dell’educatore, in JUAN VECCHI - JOSÉ MANUEL PRELLEZO (Eds.), Progetto educativo pastorale. Elementi modulari, LAS, Roma 1984, pp. 206-218.
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This article is a case study of a five year old boy, Peter, and his entry and development within a classic Boxall Nurture Group. The author explores nurture groups in general as well as describing Peter's assessment, his challenging behaviour, the support he received and the final outcomes of the work.

The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Carol Mutch The University of Auckland In recent years, natural disasters and human tragedies have become commonplace on our television and computer screens. Technological advances have made reporting immediate and on--going. We have seen the toll inflicted on communities by natural hazards such as tsunami, earthquakes, tornadoes, wild fires, snowstorms and floods. We have watched the horror of war, terrorist attacks, nuclear disasters, famine and random shootings. We have waited expectantly as people have been rescued from mine disasters, collapsed buildings and hostage situations. As each incident fades from our screens, and often our minds, the affected individuals, families, communities and countries are left to recover, repair and rebuild. Many of the events we witness occur in centres of population. And where there are centres of population, there are schools. Yet, research on the role of schools in disaster preparedness, response and recovery is sparse. This introductory article for the Pastoral Care in Education special issue on children and young people in disaster contexts aims to synthesise some relevant and recent research on the role of schools and their communities in disaster settings, in particular in the three countries that are the focus of this special issue -Australia, New Zealand and Japan, in order to contextualise the articles that follow.

This paper describes some of the key findings from a recently completed PhD, which examined the role of empathy in teacher-pupil relationships and its relevance to moral modelling. The project collected data through interviews and classroom observations and used grounded methodology theory for the analysis. The literature considers the latest research in neuroscience and the significance of emotions in moral decision making alongside older psychological research on affect and empathy in learning.

This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom teachers across the years in one primary school, with other classrooms serving as control groups. The classroom teachers completed the Strengths and Difficulties Questionnaire (SDQ) at pre-and post-intervention, while the CT teachers also completed a questionnaire on their experience of implementing CT in the classroom. The CT students also completed a questionnaire on their own experience of CT. The SDQ scores suggest that CT students showed less internalised difficulties when compared to their control peers, while the qualitative data from both teachers and students suggest that the CT students also exhibited less behaviour problems and more prosocial behaviour. The study identifies various strengths and weaknesses of the programme and makes recommendations on how it could be organised more effectively in the classroom. The paper concludes that rather than taking CT as the default option for nurturing such values as student empowerment, inclusion and equity, there is a need for further rigorous studies on the impact of CT not only on students' social and emotional learning and behaviour but also on the classroom relationships and climate.

This article provides a critical review of the research field of emotional intelligence (EI) and examines the usefulness of the construct in the debate on educational policy and practice. The authors examine two approaches to the theory and measurement of EI and summarize the evidence linking EI to life success and academic achievement. Also considered is whether or not EI can be changed or developed, and how it might be facilitated in educational practice. In conclusion, while a distinct construct of EI remains debatable; many of the attributes encompassed by this term do predict that life success and programmes of socio-emotional learning in schools may usefully contribute to the development of these attributes.

Este es el trabajo final de la Maestría en Filosofía, Religión y Cultura contemporánea de la Universidad Católica de Córdoba. Procura establecer unas relaciones entre el arte religioso contemporáneo, la emoción estética, la sensibilidad de fe y la reflexión espiritual a partir del análisis parcial de la obra del H. Fermín Gainza, con el aporte de distintos elementos de la tradición cristiana. Indaga sobre el específico lugar del arte religioso contemporáneo y la experiencia estética vinculada a él, lo mismo que su relación con la formación de la conciencia cristiana, sobre todo a través de la imagen espiritual creada por el H. Fermín Gainza. Y establece algunas líneas para la formación espiritual de los cristianos comprendida esta como educación sentimental.

Sociological research into the changing nature of the family provided the context for a pilot project on the family values of Year 4 children in an inner-city school in Birmingham. An innovatory aspect of the research was that the researcher communicated with the pupils mainly through the means of email. The project's findings indicate that the family values that the children bring to school may not coincide with those of their teacher. This raises the question of how far the school and its teachers have the right to challenge values that are learned in the home and that underpin family life.

La iglesia católica, inmersa en la sociedad y en su continua labor por la santificación de los pueblos, percibe en el ambiente escolar un espacio para la formación humana integral de todas las personas. Sin embargo, las múltiples dificultades sociales hacen de esta el principal foco de problemas, por lo que es necesario incitar a un proceso consciente y perseverante de cambio personal en función del bien común. Así pues, se exponen las principales contribuciones doctrinales de la Iglesia Católica en lo que respecta al problema educativo, con base en los documentos conciliares del Vaticano II, seguidas de una sucinta reflexión que advierte la urgente difusión de valor en beneficio de la humanidad.

... Polat and Jenkins' (200535. Polat, F. and Jenkins, P. 2005. Provision of counselling services in secondary schools: a survey of the local authorities in England and Wales. Pastoral Care in Education , 23(4): 17–24. ... Polat, F. and Jenkins, P. 2005. ...

In this article, the authors first discuss the nature of peer support and some of the ways in which it has evolved over time, particularly in the UK. Under the umbrella of peer support they include activities such as befriending, peer counselling, conflict resolution or mediation and intervening in bullying situations. Secondly, they describe research studies of peer support and discuss their relevance to bystander behaviour. Thirdly, they draw some conclusions that relate to the wider context of the developing role of peer support in schools today. These include the benefits to peer supporters and the key processes of flexible monitoring and clear observation of the needs of the potential users.

Section 28 (part of the Local Government Act of 1988) was a notorious piece of legislation that sought to prevent local education authorities in the UK from 'promoting homosexuality'. The effect of Section 28 was to create uncertainty and fear among teachers as to what was (and what was not) permitted in schools. Over time practitioners and policy-makers have become increasingly concerned about the failure to address the range of sexualities [i.e. lesbian, gay, bisexual and transgendered (LGBT)] that children bring to the classroom. While the Section was repealed in Scotland in 2000 and in England and Wales in 2003, we suggest that the negative effects of Section 28 may yet remain. We present questionnaire data from 39 secondary school teachers in Wales. The results indicate that nearly half of the sample remained unaware of the repeal of Section 28. A smaller, but still substantial, proportion agreed that Section 28 still affected their practice in schools. Importantly, this included teachers who were also aware of the repeal of the Act. We suggest that the continuing effects of Section 28 need to be understood in the wider context in which it was enacted, and the more general uncertainties and discomforts around doing LGBT issues in schools.

This article provides a critical review of the research field of emotional intelligence (EI) and examines the usefulness of the construct in the debate on educational policy and practice. The authors examine two approaches to the theory and measurement of EI and summarize the evidence linking EI to life success and academic achievement. Also considered is whether or not EI can be changed or developed, and how it might be facilitated in educational practice. In conclusion, while a distinct construct of EI remains debatable; many of the attributes encompassed by this term do predict that life success and programmes of socio-emotional learning in schools may usefully contribute to the development of these attributes.

This paper explores the phenomenon of cyberbullying. The argument here is that, although there is a case for sanctions, schools also have a critical role to play in preventing and reducing cyberbullying through a process of awareness‐raising, the education of the emotions and active participation of children and young people themselves.

This article begins by detailing some of the key ideas behind the concept of peers helping peers. The history of peer support schemes in the UK and of the author's particular and important role in this development are explored. The use of Re-Evaluation Counselling in this model is described. She also details the processes of setting up and sustaining peer support schemes in schools. The factors that are key to these processes are identified and exemplified via case studies.

Research suggests motivational interviewing (MI) techniques can be useful in educational settings for improving motivation in disaffected pupils. This exploratory mixed methods study sought to investigate whether implementing an MI-based programme through school-based paraprofessionals would be effective in improving pupil motivation. Five pupils identified as disaffected took part in five sessions of a MI-based intervention delivered by paraprofessionals within one high school setting. All of the pupils completed pre-and post-intervention measures of school-based motivation. The paraprofessionals involved in programme delivery took part in preintervention training; and post-intervention were given an opportunity to express their views about the usefulness of the programme and practicalities of implementation during a focus group. Results showed that although the paraprofessionals expressed positive views about the effectiveness of the intervention, these observations were not necessarily supported by quantitative outcomes relating to pupils' self-reported school-based motivation. Implications for the delivery of MI-based interventions as an individual approach for school-based practice are discussed.

Despite an interactional analysis being able to offer valuable insight into the institutional workings of pastoral care practice, pastoral care delivery remains largely unstudied. This paper will contribute new knowledge to the field of counselling and education by offering an interactional analysis of one-to-one pastoral care provision within a primary school. Much pastoral care practice is informed by theory, often accompanied by guidelines about how to deliver pastoral care activities effectively. The pastoral carer needs to convert these guidelines into talk in order to deliver the intervention as an interactional encounter. However useful these guidelines are, they cannot show what the actual delivery of those pastoral care activities might look like in real life. Using conversation analysis, we examine video recordings of pastoral care delivery to reveal the ways in which a pastoral carer supports a child’s behaviour, social and emotional well-being. The significance of the fi...

The current pandemic has caused unprecedented disruption across the world. Government-led efforts to prepare for emergencies of this kind have focussed upon maintaining vital social and economic function while reducing disease. In some respects, the UK has seemed unprepared for this pandemic, although radical policies and interventions have been applied as the situation has progressed. Schools are a significant point of connection in any national emergency strategy. This study has explored the experience of a group of primary school leaders based in a medium-sized town in the north of England. Analysis of a focus group discussion has highlighted the potential of schools to provide safeguarding and pastoral care to Children and Young People (CYP) through an anxious period of social isolation. Examination of the interactions across systemic levels has highlighted weaknesses and omissions in the Government’s current pandemic strategy as it relates to the care and education of CYP at a local level. From this examination, recommendations for action have been made.

Pastoral Care promotes relationships for learning. Through good communication and listening to the learner's perspective, it offers support to achievement for all. By promoting good relations and feedback between all parties, it is a key element of successful schools and schools that learn. Yet recent trends in UK schools ignore such principles and practice of pastoral care. This broadsheet reviews recent evidence and is produced in association with the NAPCE Annual Conference, Voicing the Vision: Forget the Factory.

Peer counselling schemes have been developed in some secondary schools to combat bullying. Research supports the need for bullied victims to speak with their peers. Such schemes need regular monitoring and modification to suit the school's particular pastoral needs. This paper explores the management issues surrounding the provision of peer counselling in one service, managed by a school counsellor. The service is outlined to show that appointment setting requires careful planning and ongoing management. This paper discusses four central issues, which are the role of a peer counselling service; the selected model; the most suitable room location; and the most appropriate time for counselling to take place in secondary school.

This study set out to explore how high school teachers perceive their resilience as they teach a scripted social and emotional learning program to students with the goal of promoting the resilience skills of the students in their pastoral care classes. In this emerging field of research on teacher resilience, there is a paucity of research regarding the resilience of high school teachers in regard to the roles they must fulfill outside of their main function as a subject specialist teacher. In particular, a key role of pastoral care teacher is often layered on to teacher work and there is little professional support provided. This qualitative study took place over eighteen months in an independent faith-based Preparatory to Year 12 School in Queensland, Australia. It employed a narrative inquiry case study that engaged with teachers, managers, and parents. The data collection consisted of a series of three in-depth interviews for each of the seven participant teachers, field notes, and a researcher journal. The data are analyzed by reflecting the themes that occur in the teachers' stories. The findings reveal that these high school teachers had some tacit knowledge of their resilience, that is, they identified common factors from the literature that constitute resilience in their personal life; however, they did not explicitly apply this knowledge to their professional practices.

Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too? This ...

Since their beginnings, universities have been places where science has been developed and a Christian form of spirituality has been nurtured. Pastoral care for university students is still part of what universities around the world offer today. This article outlines the basic characteristics of pastoral care for university students in Slovakia and in English-speaking countries. The comparison shows that there is a significantly different understanding of this service. The research problem-how participants assessed the educational activity of the university pastoral centre (UPC) compared to the university where they studied-was investigated using a qualitative research method, the in-depth interview, which is the main research method of phenomenological analysis. The research findings suggest that the participants perceived the educational activity of the university pastoral centre and the university as directly contradictory in some areas, in others as neutral. In addition, they suggested they had an expectation of integrating the expert knowledge acquired at the university with their spiritual beliefs. The research also includes facts which are not obvious at first glance and were found during the in-depth examination of the research problem, especially in the form of critical comments that students made, to a greater extent about the work of the university pastoral centre and to a lesser extent about the university where they studied.

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance, a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled ‘what is bullying?’ followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.

This article is derived from a study of pupils with social, emotional and behavioural difficulties' (SEBD) perceptions of their schooling experiences both in mainstream and residential schools. It is based on the accounts of 29 boys with severe SEBD who were attending a residential special school for children in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences were raised. One of these features was the pupils' relationship with teachers. This article reports on pupils with SEBD's perceptions of mainstream and residential school teachers' qualities that either hinder or foster positive relationships and development.