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Permanente xclusion from school can have far-reachingc onsequencesfo r pupils, families and society. In 1999 the government introduced Pastoral Support Programmes (PSPs) to help pupils at risk of exclusion to "manage their behavioue' better (WEE 1999b). A PSP involves a series of three meetings, over about sixteen weeks, where the pupil, parents, school staff and an LEA representative collaborate on targets and preventative strategies to help the pupil to remain in school. This naturalistic and dialogical study aims to develop an insight into this underresearched area of policy from the perspectives of the participants. Using narrative inquiry, it focuses on three Year 10 pupils at one city comprehensive school. The initial PSP meetings were observed and all the participants were interviewed afterwards. A thematicc ontenta nalysiso f the interviewss howedt hat mostp upils andp arents viewedt hem eetingsp ositivelya sa way to work togethert o avoid exclusion.A lthough most felt ratheru npreparedth, ey all consideredth at their viewsw erel istenedt o. The professionalws ereg enerallyv ery supportiveb, ut felt morep ositivea ndu nderstanding towardst he pupils andp arentsw homt heyp erceivedto act respectfullya nd reasonably. The pupils were followed up throughout their PSPs, at the end of which they had all improved their behaviour enough to remain in school. They felt that they had been helped by the supportivcncss of the school staff in, for instance, valuing and encouraging them and offering practical help. Perhaps more surprisingly, they also felt helped by the pressure they experienced: the threat of exclusion and the close monitoring and supervision from parents and staff whilst on their PSPs. When the right balance is found between support and pressure, PSPs can be extremely powerful and effective in helping young people to improve their behaviour and attitude to school.

Research indicates that pre-adolescents' feelings as experienced in significant relationships with * parents * peers * teachers * objects and ideas and * self indicate the extent to which the relationship is evaluated by children as being "good" or "bad". Relationships which result in negative emotional experiences may result in children adopting certain forms of negative or irrational thinking and behaviour in an attempt to satisfy basic needs. This study was initiated as a result of an identified need for a form of therapy which would assist pre-adolescents with behaviour problems to become aware of their feelings and the resulting behaviour, to explore their feelings and so to attribute new personal meaning to significant relationships and to promote change-initiating strategies which will result in behaviour changes and more need-fulfilling relationships. Evaluation of the therapy was effected through application of the relationship therapy to a group of standard three pupils. / Educational Studies / M.Ed. (Empirical Education-- Guidance and Couselling)

Research indicates that pre-adolescents' feelings as experienced in significant relationships with * parents * peers * teachers * objects and ideas and * self indicate the extent to which the relationship is evaluated by children as being "good" or "bad". Relationships which result in negative emotional experiences may result in children adopting certain forms of negative or irrational thinking and behaviour in an attempt to satisfy basic needs. This study was initiated as a result of an identified need for a form of therapy which would assist pre-adolescents with behaviour problems to become aware of their feelings and the resulting behaviour, to explore their feelings and so to attribute new personal meaning to significant relationships and to promote change-initiating strategies which will result in behaviour changes and more need-fulfilling relationships. Evaluation of the therapy was effected through application of the relationship therapy to a group of standard three pupils. / Educational Studies / M.Ed. (Empirical Education-- Guidance and Couselling)

The school environment offers significant opportunities to deliver psychological interventions to groups of young people in the UK. However, the nature and effectiveness of programmes are not consistently documented. This systematic review aimed to identify and examine group-based interventions delivered in UK schools. Sixteen papers describing eight interventions were included. It was found that Nurture Groups have an immediate positive impact on the social and emotional well-being of young people. Results from follow-up studies are less clear, and limited by a high level of sample attrition. The findings reported in relation to Social and Emotional Aspects of Learning [SEAL}, cognitive behavioural and social skills based interventions were limited as each intervention is only evaluated by one paper. The review highlighted a need to implement well-designed, longitudinal studies with larger samples in order to evaluate which interventions are effective in UK schools.

Text in Afrikaans / Wanneer 'n individu affektief en kognitief in 'n krisis inbeweeg, verberg die presipiterende gebeure dikwels die werklike presipiteerder. Die individu bevind horn gewoonlik in 'n situasie waarin hy dit moeilik of onmoontlik vind om selfstandig te reageer. Ingryping in die situasie word dan nodig om die voortbestaan van die individu te verseker. Van die twee groepe, naamlik predisponerende - en presipiterende faktore in opvoeding, is dit gewoonlik een of meer van laasgenoemde wat die presipiteerder vorm. Hieronder resorteer persoonlike - en antler verliese, deur onder andere dood en egskeiding, verlies aan sekuriteit en status, fisiese-, emosionele- en seksuele molestering, asook depressie. In die opvoeding van die kind, is dit die selfkonsep as dimensie van die self, wat in volwassewording, en dan veral die kognitiewe en affektiewe komponente, die inisieerder van gedrag is. Dit is in sy opvoeding dat die kind in sy primere opvoedingsituasie, waarin hy deur opvoedingsfoute en - belemmeringe, nie altyd daarin kan slaag om effektiewe relasies te stig nie. Die intrapsigiese selfgesprek moet optimaal deur selfaanvaarding, selfagting en 'n gerigte handelingsgeneigdheid die self aktualiseer. Waar die klimaat en leefwereld van die kind in opvoeding, relasievorming sodanig affekteer dat emosionele wording geinhibeer word, kan 'n vrugbare teelaarde vir 'n krisis ontstaan. Vanuit Relasieterapie kan 'n opvoedkundige ingryping as 'n spesifieke program vir krisishantering, beplan word. Aanwysbare fasette van Rasioneel-Emotiewe Terapie, Realiteitsterapie asook Krisisintervensie, word by die' program ingeskakel. Om die werking van die program te illustreer, is een geval volledig as idiografiese studie aangebied. Orie ander gevalle word in kort detail beskryf as bevestiging van die ondersoek. Deur die essensies betekenisgewing, betrokkenheid, belewing en selfaktualisering in te skakel, is die onderskeie hipoteses aanvaarbaar bevind. Opvoedkundige ingryping in 'n krisissituasie ontleed eerstens die funksioneringsbeeld van die persoon. Daarna word die handelinge as profenomeen verbeeld. Deur gebruik te maak van 'n selfkonsepvraelys en kaartprojeksietoets word die relasies en persoonsbeeld van beskou. Na die irrasionele affektiewedie persoon en kognitiewe belemeringe ondersoek is, lei die diagnose tot terapie, soos beplan is. Hierdie terapie blyk suksesvol te wees. / When an individual moves affectively and cognitively into a crisis, the actual precipitator is often obscured by the precipitating event. The individual finds himself in a situation in which it is difficult, if indeed not impossible, to react independently. Intervention in the situation then becomes necessary to assure the continued existence of the individual. Of the two groups of factors in education - predisposing and precipitating - it is usually the latter group that forms the precipitator. Personal loss, death and divorce, loss of security and status, loss of significant other, physical, emotional and sexual molestation, as well as depression, are all included. In the education of a child, it is the self-concept as dimension of the self especially the cognitive and affective components - that forms the initiator of behaviour. It is for the child in education in his primary education situation, through education defects and impediments, that he experiences an inability to establish and maintain effective relationships. The intra-psychical discourse with the self, should actualize optimally through self-acceptance, self-esteem and a directed self-actuation propensity. Where the educative climate and live-world of the child-in-education affect the forming of relationships in such a way that emotional becoming is inhibited, a fertile breeding ground for a crisis develops. Through Relationships Therapy an educative intervention as a specific program for Accentuated facets of crisis handling, Rational Emotive can be developed. Therapy, Reality Therapy as well as Crisis Intervention, are incorporated into the program. To illustrate the application of the program, one case is described in detail as an idiographic study. Three other cases are presented in summary form. Through application of the essentials: giving meaning, involvement, live-experience and selfactualization, the various hypotheses are proved acceptable. Educative intervention into a firstly, the functional image of problem. Then the activity is crisis situation analyses the individual - the actual imaged as a phenomenon. Using a selfconcept questionnaire and a card projective test, the relationships, as well as the person-image of the individual are observed. After investigation of the irrational affective and cognitive experiences, the diagnosis leads to therapy. The therapy appears to be successful. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Wanneer 'n individu affektief en kognitief in 'n krisis inbeweeg, verberg die presipiterende gebeure dikwels die werklike presipiteerder. Die individu bevind horn gewoonlik in 'n situasie waarin hy dit moeilik of onmoontlik vind om selfstandig te reageer. Ingryping in die situasie word dan nodig om die voortbestaan van die individu te verseker. Van die twee groepe, naamlik predisponerende - en presipiterende faktore in opvoeding, is dit gewoonlik een of meer van laasgenoemde wat die presipiteerder vorm. Hieronder resorteer persoonlike - en antler verliese, deur onder andere dood en egskeiding, verlies aan sekuriteit en status, fisiese-, emosionele- en seksuele molestering, asook depressie. In die opvoeding van die kind, is dit die selfkonsep as dimensie van die self, wat in volwassewording, en dan veral die kognitiewe en affektiewe komponente, die inisieerder van gedrag is. Dit is in sy opvoeding dat die kind in sy primere opvoedingsituasie, waarin hy deur opvoedingsfoute en - belemmeringe, nie altyd daarin kan slaag om effektiewe relasies te stig nie. Die intrapsigiese selfgesprek moet optimaal deur selfaanvaarding, selfagting en 'n gerigte handelingsgeneigdheid die self aktualiseer. Waar die klimaat en leefwereld van die kind in opvoeding, relasievorming sodanig affekteer dat emosionele wording geinhibeer word, kan 'n vrugbare teelaarde vir 'n krisis ontstaan. Vanuit Relasieterapie kan 'n opvoedkundige ingryping as 'n spesifieke program vir krisishantering, beplan word. Aanwysbare fasette van Rasioneel-Emotiewe Terapie, Realiteitsterapie asook Krisisintervensie, word by die' program ingeskakel. Om die werking van die program te illustreer, is een geval volledig as idiografiese studie aangebied. Orie ander gevalle word in kort detail beskryf as bevestiging van die ondersoek. Deur die essensies betekenisgewing, betrokkenheid, belewing en selfaktualisering in te skakel, is die onderskeie hipoteses aanvaarbaar bevind. Opvoedkundige ingryping in 'n krisissituasie ontleed eerstens die funksioneringsbeeld van die persoon. Daarna word die handelinge as profenomeen verbeeld. Deur gebruik te maak van 'n selfkonsepvraelys en kaartprojeksietoets word die relasies en persoonsbeeld van beskou. Na die irrasionele affektiewedie persoon en kognitiewe belemeringe ondersoek is, lei die diagnose tot terapie, soos beplan is. Hierdie terapie blyk suksesvol te wees. / When an individual moves affectively and cognitively into a crisis, the actual precipitator is often obscured by the precipitating event. The individual finds himself in a situation in which it is difficult, if indeed not impossible, to react independently. Intervention in the situation then becomes necessary to assure the continued existence of the individual. Of the two groups of factors in education - predisposing and precipitating - it is usually the latter group that forms the precipitator. Personal loss, death and divorce, loss of security and status, loss of significant other, physical, emotional and sexual molestation, as well as depression, are all included. In the education of a child, it is the self-concept as dimension of the self especially the cognitive and affective components - that forms the initiator of behaviour. It is for the child in education in his primary education situation, through education defects and impediments, that he experiences an inability to establish and maintain effective relationships. The intra-psychical discourse with the self, should actualize optimally through self-acceptance, self-esteem and a directed self-actuation propensity. Where the educative climate and live-world of the child-in-education affect the forming of relationships in such a way that emotional becoming is inhibited, a fertile breeding ground for a crisis develops. Through Relationships Therapy an educative intervention as a specific program for Accentuated facets of crisis handling, Rational Emotive can be developed. Therapy, Reality Therapy as well as Crisis Intervention, are incorporated into the program. To illustrate the application of the program, one case is described in detail as an idiographic study. Three other cases are presented in summary form. Through application of the essentials: giving meaning, involvement, live-experience and selfactualization, the various hypotheses are proved acceptable. Educative intervention into a firstly, the functional image of problem. Then the activity is crisis situation analyses the individual - the actual imaged as a phenomenon. Using a selfconcept questionnaire and a card projective test, the relationships, as well as the person-image of the individual are observed. After investigation of the irrational affective and cognitive experiences, the diagnosis leads to therapy. The therapy appears to be successful. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

This study proceeds from the assumption that art as a creative modality, is capable of deepening the individual's awareness of the self and the manner in which he communicates and forms relationships with his self as well as with significant others. This assumption is supported by references to personality theory which is essentially client-centred in origin. The study describes and assesses the value of art as a therapy for the emotionally troubled adolescent, focusing on the process rather than the product. The results would indicate that art is therapeutic as the cathartic experience allows the graphic image to speak in symbolic language for the client, allowing the therapist to observe the client's psychic relationships and his coming to terms with his self. / Psychology of Education / M.Ed. (Psychology of Education)

This study proceeds from the assumption that art as a creative modality, is capable of deepening the individual's awareness of the self and the manner in which he communicates and forms relationships with his self as well as with significant others. This assumption is supported by references to personality theory which is essentially client-centred in origin. The study describes and assesses the value of art as a therapy for the emotionally troubled adolescent, focusing on the process rather than the product. The results would indicate that art is therapeutic as the cathartic experience allows the graphic image to speak in symbolic language for the client, allowing the therapist to observe the client's psychic relationships and his coming to terms with his self. / Psychology of Education / M.Ed. (Psychology of Education)

This study outlines and evaluates a school-based group intervention programme, offering support and teaching problem-solving skills, for children of divorce. The effect of the programme on children's beliefs about divorce and their self-concept is empirically investigated. A sample of 17 latency age children was divided into an experimental group and a wait-list condition control group. The results indicate that a group intervention programme can contribute towards positive changes in children's beliefs about divorce and improvements in their self-concept. Treatment effects for children of divorce are not only associated with the fonnal group intervention programme. Children in both groups improved on several measures from first to second testing and several explanations are offered for these findings. This study suggests that group interventions can contribute to improved adjustment outcomes for children of divorce, by helping children develop more realistic beliefs about divorce and by improving their self-concept / Social Work / M.A. (Social Science) in Mental Health