To reflect appropriately upon the journal, this reflection has been structured into the different elements studied and cited within my discussion and reflective journal entries. These elements are an assessment, the biopsychosocial and therapeutic approaches, and work with families.
Even though assessment is quoted in a range of literature, the nature of SEBD means that there is no standardised or definitive test. Behaviour rating scales and procedures for observing and evaluating behaviour are used within my setting, but SEBD is a broad set of needs, and, therefore, diagnostic assessments should always be viewed with caution. As Ellis and Todd (2009) identify, there may be little that pupils with SEBD have in common. This would suggest that …show more content…
Roth and Fonagy (19996) identified that the environment of school may be more able to maintain changes received in treatment than contact with health professionals seen solely for referral problems. OfSTED (2015) state that school-based counselling is one of the most prevalent forms of psychological therapy for young people in the United Kingdom. In fact, in 2015 OfSTED published: Counselling in Schools: A Blueprint for the Future - Departmental advice for school leaders and …show more content…
Research by Knitzer, Steinberg, & Fleisch (1990) has shown that interventions can often control and exclude pupils. However, Kaufman (2001) identified that teachers can create therapeutic classrooms that make behavioural difficulties less likely to present. Abrams (2005) explains that therapeutic methods result in positive classrooms that encourage all pupils to succeed. I am currently working with the new staff members, NQTs (Newly Qualified Teachers) and support staff to explain the importance of this low-level therapeutic
Even though assessment is quoted in a range of literature, the nature of SEBD means that there is no standardised or definitive test. Behaviour rating scales and procedures for observing and evaluating behaviour are used within my setting, but SEBD is a broad set of needs, and, therefore, diagnostic assessments should always be viewed with caution. As Ellis and Todd (2009) identify, there may be little that pupils with SEBD have in common. This would suggest that …show more content…
Roth and Fonagy (19996) identified that the environment of school may be more able to maintain changes received in treatment than contact with health professionals seen solely for referral problems. OfSTED (2015) state that school-based counselling is one of the most prevalent forms of psychological therapy for young people in the United Kingdom. In fact, in 2015 OfSTED published: Counselling in Schools: A Blueprint for the Future - Departmental advice for school leaders and …show more content…
Research by Knitzer, Steinberg, & Fleisch (1990) has shown that interventions can often control and exclude pupils. However, Kaufman (2001) identified that teachers can create therapeutic classrooms that make behavioural difficulties less likely to present. Abrams (2005) explains that therapeutic methods result in positive classrooms that encourage all pupils to succeed. I am currently working with the new staff members, NQTs (Newly Qualified Teachers) and support staff to explain the importance of this low-level therapeutic