'She just got me’: supporting care experienced young people negotiating relationships and identities at school     

Gale Macleod  Robin Dallas-Childs  Colin Brough  Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35

In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities.  相似文献   

‘I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health     

Ida Conboy 《Support for Learning》2021,36(3):380-399

This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy.  相似文献   

On the changing appearance of,and potential treatment options for,softening and dripping paints in CoBrA oil paintings     

Ida Antonia Tank Bronken  Jaap J. Boon  Robert W. Corkery  Hartmut Kutzke  Calin Constantin Steindal 《文物保护研究》2016,61(3):269-270

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Statistical modelling of knee valgus during a continuous jump test     

Nagano Y  Sakagami M  Ida H  Akai M  Fukubayashi T 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(3):342-350

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R2 value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R2 value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.  相似文献   

Introduction     

Gemelli  Giuliana  Macleod  Roy 《Minerva》2003,41(2):95-99

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Gender,dialogue and discursive psychology: a pilot sexuality intervention with South African High-School learners     

Nicola Jearey-Graham  Catriona Ida Macleod 《Sex education》2017,17(5):555-570

Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions.  相似文献   

What happens to pupils permanently excluded from special schools and pupil referral units in England?     

Anne Pirrie  Gale Macleod  Mairi Ann Cullen  Gillean McCluskey 《British Educational Research Journal》2011,37(3):519-538

There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people's educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion.  相似文献   

The place of separate provision in a policy climate of inclusion     

M. A. Gale Macleod 《Journal of Research in Special Educational Needs》2006,6(3):125-133

This paper presents an analysis of a survey of separate provision for pupils with social, emotional and behavioural difficulties (SEBD) in Scotland conducted in October 2002. First, the purpose of this study was to provide a map of separate provision for pupils with SEBD in Scotland. The findings raise concerns about a climate of uncertainty in separate provision linked to the context of the dominant inclusion agenda. Second, the type of curriculum on offer and perceived advantages and disadvantages of different approaches were investigated. Once again the findings point to the impact of the inclusion agenda on schools in this sector and what they feel able to offer. This paper argues that the findings can be interpreted, at least in part, as a consequence of a defensive stance adopted by separate schools in response to the current ideological climate.  相似文献   

Behavioral field analysis in two strains of rats in a conditioned defensive burying paradigm     

Akira Tsuda  Yoshishige Ida  Masatoshi Tanaka 《Learning & behavior》1988,16(3):354-358

Two strains of rats (albino Wistar and hooded PVG/c) were exposed to a conditioned defensive burying paradigm that consisted of placing rats in a test chamber with bedding material on the floor, shocking them with a shock prod, and recording the time each rat spent in burying responses toward the prod. Various behaviors other than burying (freezing, grooming/paw licking) were observed by a time-sampling procedure during the control, conditioning, and extinction sessions, each of which was 15 min in duration. Wistar rats generally showed behavioral inhibition, as evidenced by less burying, lower exploratory and ambulatory behavior, and higher freezing behavior. PVG/c rats spent significantly more time engaged in burying and accumulated more bedding material in the conditioning session than did the Wistar rats. No significant differences between the two strains of rats were observed during the extinction session in terms of these measurements. The results indicate that Wistar rats have a greater tendency to freeze when coping with the noxious stimulus in a conditioned defensive burying paradigm, whereas the dominant coping style for PVG/c rats is defensive burying.  相似文献   

Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education     

Lisa Saville Young  Dale Moodley  Catriona Ida Macleod 《Sex education》2019,19(4):486-500

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.  相似文献