LEADER 10698nam 22008173 450 001 9911028778003321 005 20240624084505.0 010 $a9781803743431 024 7 $a10.3726/b21409 035 $a(CKB)32275162000041 035 $a(MiAaPQ)EBC31498826 035 $a(Au-PeEL)EBL31498826 035 $a(EXLCZ)9932275162000041 100 $a20240624d2024 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNurturing the Wellbeing of Students in Difficulty $eThe Legacy of Paul Cooper 205 $a1st ed. 210 1$aOxford :$cPeter Lang Ltd. International Academic Publishers,$d2024. 210 4$d©2024. 215 $a1 online resource (268 pages) 327 $aCover -- HalfTitle -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Foreword -- part i Introducing Paul Cooper -- 1 Introduction -- 2 A Brief and Incomplete Account of Some Early Adventures in Education -- In the Beginning -- Learning to Study Education -- Becoming a Teacher -- Becoming an Education Academic and Researcher -- Beyond Schools -- Thanks -- Finally ? -- part ii Diversity and Inclusion -- 3 Identity as Difference: On Distinctiveness, Cool and Inclusion -- Introduction -- Interactionism: Identity as the Embedment of the 'other' in the Construction of Self -- Aborting the Dualism and Doubting about the 'I' -- Group Discussions -- Some Implications -- Conclusion -- 4 The Biopsychosocial Model and What It Means for Understanding Inclusion in Education -- Introduction -- A Critical Discussion of Education, ADHD and the Biopsychosocial (BPS) Perspective -- A Crucial Difference between the Social and BPS Models -- Inclusion as a Buzzword -- Conclusion -- 5 Reframing Cooper's Emotional-Relational, Commodification and Biopsychosocial Concerns as a Spatial Turn towards Concentric Systems of Inclusion -- Introduction -- A Cross-Cultural Framework of Contrasting Concentric and Diametric Spatial Systems -- Relative Differences between Diametric and Concentric Spatial Systems: Mirror Image Symmetry, Closure/Openness and Assumed Separation/Connection -- Reconstructing Diametric Spatial Mirror Image Symmetries in a Shift towards Concentric Spaces of Inclusion: Beyond Good/Bad Blame and Above/Below Hierarchy and Splitting Cultures in Education -- Spatial Concerns with Diametric Top-Down Hierarchy and Blank Space Monistic Reduction in Curricular Reform -- Diametric Space as a Precondition for Reification in Systems: Concerns for Commodification of Social and Emotional Education. 327 $aDiametric and Concentric Spaces of Experience as System Interactions -- Key Spatial Conditions for Agency in a Biopsychosocial Framework for Psychological Development -- Conclusion -- 6 Exploring Pre-service Special Education Teachers' Self-Perceptions in Addressing Students' Academic, Social, and Emotional Needs -- Introduction -- Background -- Method -- Participants -- Procedure -- Data Collection and Data Analysis Strategy -- Results -- Theme 1: Nurturing Presence -- Theme 2: Leaders Providing Guidance and Protection -- Theme 3: Joyful Engagement and Playful Interaction -- Theme 4: Professional Integrity and Ethical Practice -- Theme 5: Supportive Catalysts for Thriving -- Theme 6: Self-Doubt and Emerging Growth -- Discussion -- Conclusion -- 7 The Curriculum Reforms of Special Education in the Context of Inclusive Education in China -- Introduction -- Background -- The Curriculum Reforms of Special Education from 1949 to 2021 -- The Curriculum Reforms before the Market-oriented Reform (1949-1978) -- The Local Exploration (1979-2000) -- The Formation of Modern Curriculum System of Special Education in China (2001 until Now) -- The Challenges in Implementing Inclusive-Oriented Curriculum Reforms in the Dual-Track Education System in China -- The Problems of Reforming a Curriculum Based on Disability Categories -- The Integration of the General Curriculum and Special Curriculum -- Curriculum Authority and Autonomy -- The Challenge of Curriculum Implementation -- Professional Development -- Recommendations -- Conclusion -- part iii Nurture Groups -- 8 From Nurture Groups to Nurturing Cities:  The Impact of Evidence-Based Research -- Introduction -- The Emergence of Nurture Groups in the UK -- An Evidence-Based and Innovative Approach to Nurture Groups: The Scottish Experience -- From Nurturing Groups to Nurturing Cities. 327 $aA Career Long Commitment to Nurture -- 9 Returning from Educational Exile: The School of Barbiana and Emancipatory Nurture Groups as Projects of Hope and Possibility -- Introduction -- Background -- A Chance Beginning -- 'I Care' - A Nurture Group with a Transformative Ethos -- A Nurture Group Where the Pedagogical Experience Is Content -- No Reading of the World without Writing the World -- The Strategic Importance of Transformative Educators -- Conclusion -- 10 Developmental Effects on the Daughters of Absent Fathers: The Need for Nurture -- Introduction -- Background -- Father-Child Attachment -- The Impact of Father Absence on Girls' Self Esteem -- Methodology -- Results -- What Impact Does Early Father Absence Have on Girls' Social and Emotional Development? -- What Impact Does Early Father Absence Have on Adolescent/Young Adult Relationships? -- What Can Be Done to Support Fatherless Girls in Overcoming the Emotional and Social Impact of Having an Absent Father? -- Discussion -- Conclusion -- Limitations of the Study -- part iv Engaging Students with Social, Emotional and Behavioural Difficulties -- 11 Overcoming Disengagement of Students through an Arts-Based Programme -- Introduction -- Background -- Student Engagement -- Social-emotional Learning -- Arts-Based Pedagogy -- Creativity -- Arts-Based Research -- Fair Go Program (FGP) -- Conceptual Framework -- Methodology -- Data Collection -- Research Sites -- Lesson Procedure -- Results -- High Cognitive Engagement -- High Affective Engagement -- High Operative Engagement -- The Interplay between High-cognitive, -affective and -operative Levels of Student Engagement -- Discussion -- Focus on Learning Not Behaviour -- Engaging Messages -- Emotional Connection to Learning -- Conclusion -- 12 Looking the Wrong Way -- Introduction -- Background -- Inclusion in School. 327 $aRising Exclusions for Certain Groups -- Ghost Children -- Mental Health and Schools -- Mental Health, School and Young People -- Where to Look and at What -- Conclusion -- 13 From Students 'without voices' to Students with ? 'low voices' -- Introduction -- Educational Policies and Practices on Students' Voices -- Research on the Voices of Students with SEBD -- Why the Voices of Students with SEBD Are Low? -- What Do Studies with Students with SEBD Say -- Why Do We Need to Make the Voices of Students with SEBD Louder? -- Conclusions -- 14 Exploring the Experiences of Mothers of Children with ADHD in the Caribbean -- Introduction -- Background -- Method -- Participants -- Data Collection -- Data Analysis -- Ethical Considerations -- Results and Discussion -- Difficulty in Managing Their Child with ADHD's Behaviour -- Impact on Relationships with Family Members and Others -- ADHD Child's School Experience: Teachers' Knowledge, Attitudes and Behaviour -- Physical, Emotional and Social Impact on Mothers -- Community Views on Children's Behaviour and Mothers' Parenting Skills -- Support Received in Caring for the Child with ADHD -- Support Mothers Needed for Better Outcomes -- Mothers' Advice to Other Parents and the Community -- Conclusion -- Notes on Contributors. 330 $a«This book is an opportunity to pay tribute to Professor Paul Cooper, whose long career in the field of young people with emotional and behavioral difficulties has made it possible to greatly influence the understanding of the difficulties of these children and the interventions that are implemented to them. I have never seen, in the same book, such a diverse collection of topics, but which nevertheless offers a very coherent and relevant whole.» (Caroline Couture, Tenured Professor, Department of Psychoeducation and Social Work, Universite? du Que?bec a? Trois-Rivie?res) ? «The originality of this book lies in bringing together a set of mature reflections by international authors on the understanding of the nature of SEBD and the challenges of equitable inclusive education in relation to students with SEBD.» (Paul Bartolo, Department of Psychology, Faculty for Social Wellbeing, University of Malta) ? Paul Cooper dedicated his academic life researching and writing to advance theory and practice to nurture and enhance the wellbeing of marginalised and disadvantaged children, at a time when such children were not only voiceless and disenfranchised but frequently at the receiving end of punitive and exclusionary practices. In this book various colleagues share their work and insights into how Paul Cooper's pioneering work was instrumental in advancing the field they were working on and inspired them to further extend and develop the area themselves through their research and publications. Social, emotional and behaviour difficulties, the perspectives of students, nurture groups, the biopsychosocial perspective to special educational needs and disability, the wellbeing of students, especially those most marginalised, these have become keywords endemically attached to Paul Cooper. 606 $abiopsychosocial perspective 606 $aCarmel 606 $aCefai 606 $aCooper 606 $adifficulty 606 $aemotional and behaviour difficulties 606 $ainclusion 606 $alearning 606 $alegacy 606 $aMason 606 $anurture groups 606 $aNurturing 606 $aPaul 606 $astudents 606 $astudents' voices 606 $aTony 606 $awellbeing 615 4$abiopsychosocial perspective 615 4$aCarmel 615 4$aCefai 615 4$aCooper 615 4$adifficulty 615 4$aemotional and behaviour difficulties 615 4$ainclusion 615 4$alearning 615 4$alegacy 615 4$aMason 615 4$anurture groups 615 4$aNurturing 615 4$aPaul 615 4$astudents 615 4$astudents' voices 615 4$aTony 615 4$awellbeing 676 $a371.826/94 700 $aCefai$b Carmel$0868558 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9911028778003321 996 $aNurturing the Wellbeing of Students in Difficulty$94438865 997 $aUNINA