Seminar: Engaging Family Narratives; Children’s Lives at home and school

28th June 2017, 1:00 – 2:30pm, Portland Building, Room 1.66

Emma Maynard, Senior Lecturer, School of Education and Childhood Studies

Abstract:

This is a doctoral research project investigating the narratives of parents and children identified by the child’s school for social intervention. Noting the positioning of these families as “troubled” and “hard to reach” in policy and practice, the narratives explore what matters to individual families.

Parents and children were interviewed separately so as to allow them to explore themes freely, and a loose semi -structured interview enabled conversations to be (largely) led by the participant.

The data reveals an echoing of critical incidents between parent and child, and a retelling of family histories through shared perspectives. However the children also present different observations from their parents, offering new understandings. Unexpectedly, soft data indicates parents placed significant value on telling their story.

Thus the research hypothesises that engaging parents’ narratives could enable greater understanding of children in the context of their family history, and could influence intervention strategies to elicit a more effective outcome.

Book your place: https://secsresearch28062017.eventbrite.co.uk/

Hidden Bellies: The Power of Silence and Invisibility in Managing Pregnancies in Mozambique

30th November 2016, 1:00 – 2:30pm

Dr Francesca Salvi, Lecturer, School of Education and Childhood Studies

Abstract:

Decree 39/GM/2003, the first national policy to deal with in-school pregnancy in Mozambique, indicates that girls that get pregnant while being registered at school should transfer to night courses. In this seminar Francesca explained why transfer tends to precede dropout, but also discussed the various strategies that girls implemented in order to resist transfer and remain in their day courses. By hiding their bellies, young pregnant women resist current norms and engage in an act of self-assertion. This goes against mainstream theorisations of silence and invisibility, which point to submission and powerlessness.

The School of Education and Childhood Studies hosts regular seminars with a research focus and presentations from internal and external speakers – here is the link to the seminars for 2016/17

Seminar: 18 November 2015 – Implementing the Pyramid Socio-Emotional Intervention in Schools: Bridging Research to Practice

Speaker: Michelle Jayman and Bronach Hughes, University of West London, Department of Psychology

How it helps

pyramidbookletcoverDeveloped in the 1970s in the UK, Pyramid clubs for children offer a therapeutic group-work early intervention for children aged 7-14.

Normally run as a targeted after-school club in order to minimise stigma and make it accessible to the widest number of children, the clubs run for 10 weeks for 1.5 hours a week, offering a developmental journey for those children who internalise their difficulties and are showing early signs of mental health problems such as social withdrawal, somatic disorders, depression and anxiety.

Theoretical basis

Pyramid clubs have been developed using concepts from two key psychological models: cognitive psychology and positive psychology. The clubs offer children and young people an experiential model of learning about and developing strategies for managing their thoughts and feelings in a supportive environment.

Research by Schiffer on the needs of latency-age children and by Kolvin on the value of short-term therapeutic groups for children at risk, both in the 1970’s, led to the development of the Pyramid model initially.

Pyramid adopts early-intervention principles, working with children at the early signs of problems developing, rather than waiting for full-blown mental health difficulties to develop.

Download Pyramid Presentation (pdf)