This outcome study investigates whether music therapy can improve the emotional well-being of adolescents who are at risk of exclusion or underachievement. Specifically, it addresses music therapy’s impact on students’ self-esteem, anxiety, attitude towards learning, behaviour and relationships with peers. The setting for the research was a mainstream secondary school and its federated special school for students with emotional and behavioural difficulties. Over nineteen months, a mixed methods design was used to observe change in students before and after music therapy. One group received twenty, weekly, individual sessions, and the other formed a wait-list group for comparison and then received the same treatment. At four different times during the project quantitative data were collected from students, teaching staff and school records, and qualitative data from semi-structured interviews with the students before and after their period of intervention. The study found that music therapy made a positive difference. The high level of treatment adherence (95%) of all twenty-two students confirmed music therapy’s appeal to this client group. The majority of teachers (58%) reported improvement in students’ social development and attitude overall, and for some mainstream students (56%) recognition of self-concept increased. The conviction with which students conveyed their positive experiences of music therapy was striking. The study supports the author’s argument for therapeutic support to be made available at secondary schools and promotes a student-centred approach, as exemplified in the thesis. It concludes that music therapy can be effective for youth at risk but requires more participants in subsequent investigations for it to be proved statistically.

This thesis examines interactions between professionals and children who have been identified as having social, emotional, and behavioural difficulties (SEBD). More specifically, this thesis examines video-recorded interactions that take place during the delivery of two interventions: one-to-one pastoral care within a primary school, and group coaching for children with Attention Deficit Hyperactivity Disorder (ADHD). Using conversation analysis (CA) and discursive psychology (DP) these data were analysed to identify the ways in which professionals package and deliver their support, and manage psychological notions to do with the self, or what I call self-work - moments within the interactions when children are supported to talk about their emotions, feelings, and behaviour in order to help them make sense of the difficulties they are experiencing; and moments within the interaction when children are given the skills and knowledge they need to manage, change, or overcome those difficulties. The main findings from this thesis are that support and self-work are not taken-for-granted outcomes simply achieved because children attend intervention programmes. Instead, support and self-work are packaged and delivered through ordinary conversational practices. Chapter 4 shows how encouraging self-assessment supports a child s agency and participation to construct a more positive version of their self. Chapter 5 respecifies reassurance as an interactional practice to show how it works to prevent the emotional affect of a child s personal troubles becoming internalised and self-imposed. Chapter 6 shows how questions promote the collaborative building of knowledge, and how person references normalise and unpathologise emotions often bound to ADHD constructs. The findings from this thesis demonstrate applicability to both research and practice by offering a unique insight into the interactional environments of pastoral care and coaching. Firstly, by examining the interactional landscapes of these two interventions Chapter 3 provides a rich overview of pastoral care and coaching activities to show how these interventions are accomplished as real life activities. Secondly, by examining the conversational practices through which pastoral care and coaching are delivered this thesis respecifies everyday notions of support and self-work as members situated actions, and in so doing furthers our knowledge and understanding of these somewhat abstract notions. Such findings are valuable because interventions are informed by theoretical guidelines that recommend children experiencing difficulty can be helped if they are supported to understand their difficulties and to develop a more positive sense of self. However, such guidelines offer little in terms of how such recommendations should be put into practice by the professionals working with children. This research uncovers some of the ways in which theoretical recommendations are delivered via interactional practices, to make visible members methods for delivering support and managing self-work . The need for this work to be done is that support and self-work are performed as much through the ways in which professionals deliver their interventions, as it is through the content of those interventions.

This qualitative case study, set within the sociocultural field of education, examined how intervention music lessons over the duration of one school year may have shaped the development of two seven and eight year old children presenting with social, emotional and behavioural difficulties. The students in the context of this research were selected from mainstream classes due to the emotional and behavioural difficulties they had exhibited. Through analysis of field notes, student iPad diaries and formal and informal interviews, an exploration into the impact of active and collaborative music learning and teaching on the social, emotional and behavioural learning of these students took place. The music learning and teaching was based around Eun’s (2010, p.405) socioculturally informed instructional model, which offers eight interrelated principles for instruction, namely that they should be: mediated; discursive; collaborative; responsive; contextualized; activity-orientated; developmental; and integrated. In examining the social and emotional development of these children during the music lessons, the emergent findings suggested that the intervention classes positively benefitted the children’s development in three main thematic areas, namely in personal competence, task competence and social competence. Although both children responded to the intervention music lessons in strikingly different ways, key findings highlighted substantial increases for both children in their self-esteem, possibly due to their success and achievements in music. The second pertinent finding was that the duration of the intervention programme itself was an important factor, with substantial increases being made in their affective development by the late research phase. Overall, this study highlighted the prominence of achievement in student’s affective development and I suggest that utilizing music as a vehicle for accomplishment for children presenting with SEBD, is a potentially powerful and influential resource.

Tyrimo tikslas - nustatyti ryšį tarp tėvų auklėjimo stiliaus ir paauglių emocinių bei elgesio sunkumų. Tyrime dalyvavo 270 (152 merginos ir 118 vaikinų) Šakių „Žiburio“ gimnazijos, Šakių „Varpo“ vidurinės mokyklos ir Lukšių V.Grybo vidurinės mokyklos moksleiviai. Jų amžius – 16 – 17 metų. Paauglių nusikalstamumas, savižudybės, pasitraukimas iš mokyklos ir dar eilė problemų tampriai siejasi su paauglių emociniais ir elgesio sunkumais. Manoma, kad emociniai ir elgesio sunkumai yra susiję su vaiko aplinka, tai yra, tėvų auklėjimo stiliumi. Todėl kyla klausimas, kiek ir koks tėvų auklėjimas padeda paaugliams išvengti ir susitvarkyti su gyvenimo sunkumais. Remiantis literatūros analize, buvo atliktas tyrimas, kurio tikslas atskleisti sąsajas tarp paauglių emocinių ir elgesio sunkumų bei paauglių suvokiamo tėvų auklėjimo stiliaus. Tyrimas atliktas taikant “Jaunimo klausimyną” (YSR 11/18: Youth Self-Report, Achenbach, 1991) ir EMBU klausimyną (EMBU: Egna Minnen Betraffande Uppfostran, Arrindell, 1999; Arrindell et al., 1994). Siekiant nustatyti, kaip tėvų auklėjimo stiliai susiję su paauglių emociniais ir elgesio sunkumais buvo naudota daugialypė tiesinė regresija. Iš daugialypės tiesinės regresinės analizės rezultatų matyti, paaugliams vaikinams, kurie suvokia tėvo ir motinos auklėjimo stilių kaip atstūmimo ir emosinės šilumos bei globos trūkumą yra labiau išreikštas nusišalinimas / depresiškumas bei somatiniai simptomai. Nerimui / depresiškumui įtakos turi paauglių... [toliau žr. visą tekstą] / The aim of the research: define the connection between the style of parental upbringing and emotional and behavioural difficulties of teenagers. 270 students (152 girls and 118 boys) of Šakiai „Žiburys“ gymnasium, Šakiai „Varpas“ and Lukšiai V. Grybas secondary schools participated in the research. Their age rage is 16-17 years. Criminality, suicides, absences from school and a lot of other problems are closely connected with emotional and behavioural difficulties of teenagers. It is thought that emotional and behavioural difficulties are in close relationship with their environment, i.e. the style of parental upbringing. Therefore the question is raised how and what style of parental upbringing helps teenagers to avoid and deal with difficulties in their lives. According to the literature analysis a research was carried out aiming to detect relation between emotional and behavioural difficulties of teenagers and the style of parental upbringing perceived by teenagers. The research was carried out using “Youth Self-Report” (YSR 11/18: Youth Self-Report, Achenbach, 1991) and EMBU questionnaire (EMBU: Egna Minnen Betraffande Uppfostran, Arrindell, 1999; Arrindell et al., 1994). Multiple linear regression was used in order to define how the style of parental upbringing is related to emotional and behavioural difficulties. It can be seen from the result analysis of the multiple linear regression that teenage boys who understand the style of parental upbringing as alienation... [to full text]

This study explores the experiences of students with social, emotional, and behavioural difficulties (SEBD), both in mainstream schools and residential school settings. The subjects are 29 students attending a New Zealand residential special school for boys with SEBD. Through voicing their views on their schooling experiences and suggesting ideas for improvement, the boys provided educators and policymakers with a better understanding of ways in which the schooling experience of boys with SEBD can be more positive and successful. A qualitative research design was utilised to gain the students’ insights into the salient features of their mainstream and residential schooling experiences. In order to highlight student voices in the research process and thesis writing, a phenomenological approach was utilised to shape the core methodology. Interviewing was chosen as the primary method of data collection for the analysis. In-depth, semi-structured interviews raised a number of salient features of the boys’ schooling experiences. The findings are summarised and merged into three main themes; the mainstream school experience, the residential school experience, and boys’ suggestions and recommendations for school improvement. The findings suggest a considerable degree of consistency between the boys concerning the difficulties experienced in mainstream schools. They highlight the importance of cultivating strong, positive student-teacher relationships and relationships among peers; the need for more effective disciplinary practices; the need to recognise the learning needs of students with SEBD as a priority; and the need to address bullying issues more effectively. The findings also provide valuable insights into some of the ways in which placement in a residential school for boys with SEBD are perceived to be effective for these students. The benefits of a residential school programme identified by the boys included improved learning and behaviour, improved relationships with others, and a greater capacity to deal with difficult feelings. The factors enabling these improvements were identified and included positive relationships with teachers, effective behavioural management based on fair sanctions and rewards, small classes, teachers’ instructions, the availability of academic support, better relationships with peers, and an effective anti-bullying policy.

In most epidemiological studies, one in every five children and adolescents are said to display Emotional and Behavioural Difficulties (EDB), with greater risk of school and wider social exclusion (Brauner & Stephens 2006; Costello, Egger & Angold 2005). Although no formal statistics are currently available with regards EBD in Brunei, there was a formal report stating that quite a number of young people are now being referred to professionals for assistance and support for EBD. There is currently no assessment tool for EBD in Brunei and no ‘Brunei Malay’ translation for most of the Western design measures. Although some of these measures have Malay translations, it was formally back-to-back translated among professionals from Malaysia, who are known to speak slightly different standard Malay language than those Malays who reside in Brunei. Despite the differences in some technical language, Malays in Brunei and Malaysia share a very similar culture and geography. The aim of this study was twofold, to explore the responses of parents, teachers and adolescents in Brunei using the translation of the Western designed assessment tool for EBD as well as to determine how useful the original subscales of those measures are in reporting problems associated with EBD in Brunei Darussalam, a Malay speaking country based in the South East Asian region. A single phase cross sectional survey of 11-16 year-old adolescents attending mainstream public (i.e. government) schools in Brunei was carried out. Responses of parents and teachers were measured using the Strength and Difficulties Questionnaires (SDQ) and a subsample of the participants received a second copy of Child Behaviour Checklist (CBCL) and Teacher Report Form (TRF) of Achenbach measures. Responses from adolescents were measured using the Youth Self Report (YSR) of Achenbach measure. In total, responses were obtained from 396 parent version SDQ and 92 parent version of CBCL; 329 teacher version of SDQ and 71 teacher version of TRF; and 282 adolescent Youth Self Report (YSR) were obtained for analyses. Results indicated that there are some differences in the three different groups of respondents in Brunei in relation to the identification of EBD and that this differed somewhat from Western population studies. It is suggested that this may be due to differences in interpreting behavioural norms and that this might be linked to cultural differences. It was found that the YSR did not produce factor structure like that of the original study and this might indicate necessary refinement to ensure better fit as revealed by the psychometric analyses. Teachers’ responses to the SDQ items were more similar to those of teachers in other evaluation of the SDQ, whilst parents differed more in their responses when compared to those of Western respondents. Despite the clear differences in their responses when describing EBD using these Western measures, exploration of other statistical tests offered some possible reasons for continuing using the measures to report the prevalence of the problems. Previous studies have also highlighted some critical insights into the use of the measures in other cultures, which are discussed in the finding of this study. Some age and gender differences also appeared in responses, and there were a tendency for parents and adolescents in Brunei to report higher Total Difficulties Score (TDS) among girls than boys. The cut-off scores that were adjusted based on the criteria advocated by the founder of these measures indicated slight differences in the level of point describing the clinical range. This again served to highlight the possible cultural behavioural expectation that varies from one country to another. This exploratory study suggests that reporting a prevalence rate of a given culture using a measure that was designed elsewhere might pose risk of wrongly describing problems of a particular nature without investigating the way in which it has been understood by the respondent. The study stresses that it is important to understand cultural determinants of respondents when reporting EBD of adolescents and points out the necessity of planning and networking across social context to meet young people mental health needs.

The participation of children and young people (CYP) in decisions affecting them is high on the political agenda. CYP with special educational needs (SEN) in the form of social, emotional and behavioural difficulties (SEBD) continue to be under-represented in the literature with regard to participation and sharing their views. CYP with a statement of SEN must be formally reviewed on an annual basis, which is referred to as the annual statement review (ASR). The current research investigates how CYP with SEBD are presently participating in this formal and regular process that involves reviewing, decision-making and planning around their individual needs. A multiple case study was carried out, which involved two educational provisions, a resource based provision and a special provision, both for CYP with SEBD. Participants included the special educational needs coordinator (SENCo) in each provision, two CYP from the resource based provision, and one CYP from the special provision. Each of the three CYP were the focus of each individual case, with the two CYP from resource based provision being in Key Stage 2 and the individual CYP in special provision in Key Stage 4 of the National Curriculum. Main methods of data collection were semi-structured interview and observation throughout the ASR process. Data was analysed using thematic and content analysis. From a critical realist perspective, the investigation revealed that current practice to enable CYP with SEBD to participate in their ASR was found to be good, although it was proposed it could be better. This overall finding is based on the perspective that CYP should have the opportunity to make an impact on the ASR process as well as the outcome through decision-making, no matter how small the decision is that they are involved with. This was not always the case in the current practice examined in the study, more so with the younger CYP attending the resource based provision. The findings contribute to developing a good practice model for schools to support CYP with SEBD to effectively participate in review, decision-making and planning around their needs in statutory processes. A further research opportunity would be to investigate such practice in specialist provision for CYP with SEBD on a wider scale by using the survey design, to consider the current findings in a wider context.

Background: Atopic diseases and behavioural difficulties in children have both been on the rise in recent decades. This study seeks to assess associations between atopic diseases and behavioural difficulties, examining the differences considering child age and how behavioural difficulties were reported (via self-report or parent-report). Methods: Data on behavioural difficulties, assessed through the Strengths And Difficulties Questionnaire (SDQ), and on atopic diseases, assessed through the participant’s medical history, were available for 2701 study participants aged 3 to 18 years. Associations between atopic diseases and behavioural difficulties were evaluated using linear regression analyses. We split the study sample into two groups. I: 3-to 10-year-olds/parent-reported SDQ (n=1764), II: 11- to 18-year-olds/parent-reported SDQ (n=937) and self-reported SDQ (n=915). All analyses were adjusted for age, gender, and socioeconomic status. Results: In younger children, atopic dermatitis was strongly associated with higher total difficulties scores, more emotional problems and conduct problems, and more symptoms of hyperactivity/inattention. Parents reported higher total difficulties scores, more emotional problems, and more peer-relationship problems for adolescents with bronchial asthma and other allergies, whereas the adolescents themselves reported more peer relationship problems. Conclusion: In younger children, atopic dermatitis is associated with internalizing and externalizing problems. In adolescents, bronchial asthma and other allergies are associated with a greater level of internalizing problems only. The findings further suggest that parents of adolescents are more likely to perceive associations between atopic diseases and behavioural difficulties than the adolescents themselves.

Area of focus/rationale for the study: This study is an evaluation of an intervention, named Thrive, which is designed to promote the emotional development of children with Emotional and Behavioural Difficulties (EBD). The focus is to investigate the extent to which Thrive is effective in improving certain emotional and behavioural outcomes for children as well as exploring the experiences of those who are involved with the programme. The study is set out in two papers. Paper one assesses changes in pupil emotional well being over time using two subscales designed to measure specific aspects of resiliency, namely, ‘emotional reactivity’ and ‘sense of relatedness’. It also uses an assessment to measure changes in emotional and social skills which are considered important in order for pupils to engage in learning in a mainstream classroom environment (readiness to learn). Paper one also looks at the possible association between the Thrive training and staff attitudes towards pupils with EBD. Paper two explores, in depth, the experiences of the Thrive approach from the perspective of a small sample of school staff, pupils and parents. This process of exploration serves to better understand the outcomes from paper one by identifying a number of factors which may contribute to the successful or unsuccessful implementation of Thrive in a particular educational context. Context, Background and Research Objectives: Broad labels of ‘Emotional and Behavioural Difficulties’ (EBD) and’ Behavioural Emotional and Social Difficulties’ (BESD) tend to encompass behaviour which interferes with a child’s own or other’s learning; signs of emotional turbulence; and difficulties in forming and maintaining relationships. SEBD is used interchangeably with BESD (Behavioural, Emotional and Social Difficulties) in policy documents and theoretical writing (Evans, 2010). Schools tend to use the term EBD and this will generally refer to children whose behaviour and emotions prevent them and others from learning to their potential (DCSF, 2008). For ease and consistency I will use the term EBD throughout this study. The Special Needs and Disability Act (2001) sets out the right for children with EBD to be educated in mainstream schools. Due to the disruptive impact on learning for self and others, this group of children have been cited as one of the most difficult groups to include (Evans & Lunt, 2002). Behaviour management continues to be high on the education policy and practice agenda in England and the rest of the UK. Schools are faced with the challenge of finding ways of ensuring children with EBD are included in the ordinary classroom with their peers and to ensure that the needs of this vulnerable group of children are adequately met. Alongside this, Government Policy (e.g. NICE Guidelines, 2007) now requires schools to promote the emotional well-being of children who exhibit signs of emotional and behavioural disturbance. There is a demand for evidence based approaches to support children with EBD in mainstream schools from which professionals, such as Educational Psychologists, can draw on in order to make positive changes (see literature review in Appendix B.9 for more details). Thrive is a trademarked programme developed by a multidisciplinary team named ‘Fronting the Challenge’ (ftc). The programme is described as a ‘dynamic developmental approach to working with vulnerable and challenging children whose behaviour interrupts their own and others learning’. The Thrive programme borrows from a range of research and theory around neuroscience, child development, attachment theory and the role of creativity and play (for example Sunderland, 2006; Hughs, 2004; Illsey- Clarke & Dawson, 1989; Stern, 2003). It can be described as a school based intervention which is informed by a psychotherapeutic model as it aims to support children by addressing core relational and developmental features (Evans et al., 2003). Similar to nurture groups, Thrive is based on the understanding that for a child to develop a healthy ability to adapt to his or her social environment they must have experienced a sensitive, responsive and caring relationship with a significant carer/parent (Stern, 2003; Sunderland, 2006). But additional to a nurture group approach, the intervention draws on a concept from Transactional Analysis (Berne, 1964; Levin, 1982; Illsley Clarke & Dawson, 1998) which assumes that a child moves through a number of clearly defined stages of emotional development. The Thrive approach uses a computer based assessment, which relies on pupil observations, to identify specific ‘interruptions’ in this development; and targeted relational experiences, i.e., experiences of being in relationship with another human being, are recommended to promote further development. This will be discussed in more detail within the introduction of this thesis. As part of a wave two pathfinder for the Targeted Mental Health in Schools (TaMHS) Project under DCSF, in 2009, Thrive training was delivered to staff working with children and young people in three learning communities within a local authority in the South West of England. This included staff from approximately forty schools (including primary schools, secondary schools, a PRU and a special school) as well as multi-disciplinary staff such as CAMHS, Educational Psychologists and Behaviour support staff. At the time of beginning this study, thirty eight primary schools within the local authority had already been trained in Thrive and were implementing the intervention with some of their pupils. There was much testimony from staff working with children and young people that the training was highly valued and influential on their professional practice. Furthermore, there were a number of claims suggesting that pupils involved in Thrive were experiencing a whole range of positive outcomes attributable to the programme. For example, that the most disruptive pupils were calmer and making fewer visits to the Head Teacher’s office; that emotionally vulnerable children had become more confident and more trusting; that attendance had improved; and that the number of fixed term exclusions had diminished. Although there were a small number of detailed case studies prepared by schools themselves, the claims were, in the main, based on anecdote. Where schools had made some attempt to measure the impact of Thrive the methodology lacked basic rigour and findings were susceptible to bias; pre and post measurements were very limited and control measures were absent in all cases. The project lead for TaMHS reported ‘emerging’ data in relation to reduced numbers of fixed term exclusions, reductions in referrals to other services and referrals for statutory assessment. However, the source of this data was also said to be unreliable. Despite all of this, a general positive ‘vibe’ about the intervention based on a melange of potentially unreliable evidence was persuasive enough for the local authority to consider further investment into the intervention. Further details of current evidence related to the impact of Thrive can be found in Appendix A.1. Objectives of this study: • To provide a more reliable understanding of the effectiveness of the Thrive programme in supporting children with EBD within mainstream primary schools. More specifically: - To find the extent to which Thrive reduces pupil ‘emotional reactivity’, improves pupil ‘sense of relatedness’ and improves ‘readiness to learn in a mainstream classroom’. - To find whether there is an association between the Thrive training and staff attitudes towards the inclusion of children with EBD in mainstream primary schools. • To explore how a small sample of pupils, parents and staff experience Thrive.

<b>Introduction:</b> Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. <b>Method:</b> Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. <b>Results:</b> In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. <b>Discussion:</b> Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.