dr. valerie richardson school of applied social science university college dublin belfield, dublin 4...
TRANSCRIPT
Dr. Valerie Richardson
School of Applied Social ScienceUniversity College Dublin
Belfield, Dublin 4Ireland
Outline of Presentation
•Background to the study•Aims and objectives•Ethical issues•Methodology•Findings•Conclusions
Neighbourhood of School
• 50% families on State Benefits• 27% parents no formal educational
qualifications• 10% + unemployment rate• 33% lone parent households• 57% in social housing• 25% houses inadequate heating
Home School Liaison Officer
Art Therapist
Special Educational
Needs Teacher
SCHOOL CARE TEAM
Career Guidance Counsellor (teacher)
School Chaplain
AT RISK CARE PROGRAMMEEmotional/Behavioural Difficulties and Special Educational Needs
Statutory Child WelfareServices
Educational Welfare Officer
School Psychological Services
Personal tutor
•Request for the research : aims and objectives•Statutory Child Welfare System
•Child Care Act 1991•Children Act 2001•Educational (Welfare) Act 2000
•Social Work in Schools•School in which study undertaken
•499 pupils aged 12 – 18 years•Mixed gender and multi-cultural
Ethical Issues
•Key principles–Involvement of the children in the
research: children’s voices– Consent and choice– Possible harm or distress– Privacy and confidentiality
Consents Required
• School Principal• Board of Governors of
School• Teachers• Parents: opt in/opt out• Pupils
Methodology
• Scoping exercise with teachers–Information on 499 students
• Semi-structured questionnaire –Junior Cohort: 31 boys and 31 girls
average age 14 years–Senior Cohort: 17 boys and 33 girls
• literacy problems
Self Esteem: Behavioural Problems: Bereavement
0
5
10
15
20
25
30
35
1st Year 2ndYear
3rdYear
5thYear
6thYear
PLC
Self-esteem
Behavioural
Bereavement
Problems with Attendance and Bullying
0
5
10
15
20
25
30
35
1st Year 2ndYear
3rdYear
5thYear
6thYear
PLC
Attendance
Bullying
Crime and Poverty
0
2
4
6
8
10
12
14
1st Year 2ndYear
3rdYear
5thYear
6thYear
PLC
Crime
Poverty
Other
Abuse and Self Harm
0
1
2
3
4
5
6
7
8
1st Year 2ndYear
3rdYear
5thYear
6thYear
PLC
Physical
Sexual
Self-harm
Serious Physical and Mental Illness
0
1
2
3
4
1st Year 2nd Year 3rd Year 5thYear 6th Year PLC
Serious Illness
Mental Illness
Substance Abuse and Drug Misuse
0
1
2
3
4
1st Year 2ndYear
3rd Year5th Year6th Year PLC
Alcohol Misuse
Hard-drugsMisuse
The Family Environment
0
5
10
15
20
1stYear
2ndYear
3rdYear
5thYear
6thYear
PLC
Family Break-up
Poor family environment
FAMLY ISSUES
• 17% Experienced family breakdown• 8% dysfunctional • 8% alcohol abuse in family• 2% drug misuse within family• 6% families with serious physical or mental illness• 9 children in foster care•4 children acting as carers
Multiple Issues of Concern
05
1015
202530
354045
1st Year 2nd Year 3rd Year 5th Year 6th Year PLC
Multiple Issues
Who would you approach at school to ask for help? (Junior)
20
18
20
22
22
21
21
18
20
16
10
7
0
1
2
3
2
4
10
7
11
13
17
21
20
19
18
19
18
15
17
12
The Head teacher
Your Class Head
Year Head
Learning Support & Resource Co-or
Youth Worker
Personal Development Tutor
Art Therapist
Stay in School Rep
Home liaison Officer
School Chaplain
Guidance Teacher
18
0% 20% 40% 60% 80% 100%
Girls Yes
Girls No
Boys Yes
Boys No
Who would you approach at school to ask for help? (Senior)
0% 20% 40% 60% 80% 100%
Guidance Teacher
School Chaplain
Home liaison Officer
Stay in School Rep
Art Therapist
Personal Development Tutor
Youth Worker
Learning Support & Resource Co-or
Your Year Head
Your Class Head
The Principal
Boys Yes Boys No Girls Yes Girls No
0 10 20
Father
Mother
Brother
Sister
Friend
Doctor
Priest
Social Worker in Hospital
Social Worker in the Community
Vincent de Paul
Youth Worker
Counsellor
Child guidance Clinic
ChildLine
Who would you apporach outside school to ask for help? (Junior)
Girls
Boys
Who would you approach outside school to ask for help? (Senior)
0 10 20 30
Father
Mother
Brother
Sister
Friend
Doctor
Priest
Social Worker in Hospital
Social Worker in theCommunity
Vincent de Paul
Youth Worker
Counsellor
Child guidance Clinic
ChildLine
Females
Males
Conclusions
• Students avoided care team within the school• Students preferred to talk to non-professionals outside
the school• Lack of clear communication of role and purpose• Lack of trust – teacher/counsellor role incompatible?• Attitudes to Authority• Outcome: recommendation for a school counsellor• Importance of listening to children• Need to progress with Focus Groups : listen to children