Publication Cover
Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 38, 2022 - Issue 3
2,473
Views
1
CrossRef citations to date
0
Altmetric
Articles

A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school

References

  • Baker, S., & Simpson, M. (2020). A school without sanctions: A new approach to behaviour management. Bloomsbury Education.
  • Banks, J., & Smyth, E. (2011). Continuous professional development among primary teachers in Ireland. The Teaching Council & ESRI.
  • Bear, G. G. (2018). Improving classroom management, school discipline, and school climate. Workshop presentation to International School Psychology Association Tokyo, Japan on 25th July 2018 2018.
  • Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16–20.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in(reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  • Brooks, J. E. (2006). Strengthening resilience in children and youth: Maximising opportunities through the schools. Children and Schools, 28(2), 69–76. https://doi.org/10.1093/cs/28.2.69
  • Brown, C. G. (2012). A systematic review of the relationship between self-efficacy and burnout in teachers. Educational & Child Psychology, 29(4), 47–63.
  • Brownell, M., & Walther-Thomas, C. (2001). An interview with Stephen W. Smith: Strategies for building a positive classroom environment by preventing behavior problems. Intervention in School and Clinic, 37(1), 31–35. https://doi.org/10.1177/105345120103700106
  • Chen, C., & Lee, H. (2007). Effects of transformational leadership on collective efficacy and team performance. International Journal of Management Enterprise Development, 4(2), 202–216. https://doi.org/10.1504/IJMED.2007.011792
  • Chidley, S., & Stringer, P. (2020). Addressing barriers to implementation: An implementation framework to help educational psychologists plan work with schools. Educational Psychology in Practice, 36(4), 443–457. https://doi.org/10.1080/02667363.2020.1838448
  • Cooper, P. (2008). Nurturing attachment to school: Contemporary perspectives on social, emotional and behavioural difficulties. Pastoral Care in Education, 26(1), 13–22. https://doi.org/10.1080/02643940701848570
  • Department of Education & Skills. (2010). A continuum of support for post-primary schools: Guidelines for teachers. Stationery Office.
  • Dooley, B. A., & Fitzgerald, A. (2012). My world survey: National study of youth mental health in Ireland. Headstrong and UCD School of Psychology. http://www.ucd.ie/t4cms/MyWorldSurvey.pdf on 13th October 2020
  • Dunsmuir, S., & Leadbetter, J. (2010). Professional supervision: Guidelines for practice for educational psychologists. British Psychological Society.
  • Eloquin, X. (2016). Systems-psychodynamics in schools: A framework for EPs undertaking organisational consultancy. Educational Psychology in Practice, 32(2), 163–179. https://doi.org/10.1080/02667363.2016.1139545
  • Erchul, W., & Martens, B. (1997). School consultation: Conceptual and empirical bases of practice. Plenum Publishing Corporation.
  • Firth, N., Butler, H., Drew, S., Krelle, A., Sheffield, J., Patton, G., Tollit, M., & Bond, L. (2008). Implementing multi-level programmes and approaches that address student well-being and connectedness: Factoring the needs of schools. Advances in School Mental Health Promotion, 1(4), 14–24. https://doi.org/10.1080/1754730X.2008.9715736
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 1–37.
  • Fixsen, D., Naoom, S., Blasé, K., Friedman, P., & Wallace, F. (2005). Implementation research: A synthesis of the literature(Louis de la Parte Florida Mental Health Institute Publication Number 231). The National Implementation Research Network.
  • Frederickson, N. (1988). Continuing professional education: Towards a framework for development. In: N. Jones, & J. Sawyer (Eds), Management and the psychology of schooling (pp. 73-88). Falmer Press .
  • Freeman, E., Wertheim, E. H., & Trinder, M. (2014). Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict. British Educational Research Journal, 40(5), 847–868. https://doi.org/10.1002/berj.3116
  • Gibbs, S., & Powell, B. (2012). Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. The British Journal of Educational Psychology, 82(4), 564–584. https://doi.org/10.1111/j.2044-8279.2011.02046.x
  • Gill, D., & Monsen, J. (1996). The staff sharing scheme: A school based management system for working with challenging child behaviour. In: E. Blyth, & J. Milner (Eds.), Exclusions from school: Inter-professional issues for policy and practice (pp. 185-207). Routledge.
  • Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818. https://doi.org/10.1016/S0742-051X(01)00032-4
  • Gulliford, A., & Miller, A. (2015). Managing classroom behaviour. In: T. Cline, A. Gulliford, & S. Birch (Eds), Topics in applied psychology: Educational psychology - 2nd edition (pp. 223-257). Routledge.
  • Hanley, T. (2017). Supporting the emotional labour associated with teaching: Considering a pluralistic approach to group supervision. Pastoral Care in Education, 35(4), 253–266. https://doi.org/10.1080/02643944.2017.1358295
  • Hanley, T., Winter, L. A., & Burrell, K. (2020). Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective. British Journal of Educational Psychology, 90(1), 1–18. https://doi.org/10.1111/bjep.12275
  • Harvest, H. (2018). How can EPs best support secondary school staff to work effectively with children and young people who experience social, emotional and mental health difficulties? Doctoral thesis (D.Ed.Psy), UCL (University College London). https://discovery.ucl.ac.uk/id/eprint/10054522/ on 17th September 2020.
  • Hastings, R. P., & Bham, M. S. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1), 115–127. https://doi.org/10.1177/0143034303024001905
  • Hawley, W. D., & Valli, L. (2001). The essentials of effective professional development: A new consensus. In: D. Boesel (Ed.), Continuing professional development (pp 1-17). U.S. Department of Education, National Library of Education.
  • Hyman, S. (2012). The school as a holding environment. Journal of Infant, Child, and Adolescent Psychotherapy, 11(3), 205–216. https://doi.org/10.1080/15289168.2012.700793
  • Johansen, A., Little, S. G., & Akin-Little, A. (2011). An examination of New Zealand teachers’ attributions and perceptions of behaviour, classroom management, and the level of formal teacher training received in behaviour management. Kairaranga, 12(2), 3–12. https://doi.org/10.54322/kairaranga.v12i2.164
  • Jones, D., Monsen, J., & Franey, J. (2013). Using the staff sharing scheme to support school staff in managing challenging behaviour more effectively. Educational Psychology in Practice, 29(3), 258–277. https://doi.org/10.1080/02667363.2013.820173
  • Kinman, G. S., Wray, C., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843–856. https://doi.org/10.1080/01443410.2011.608650
  • Little, S. G., & Akin-Little, A. (2009). Classroom management. In: W. T. O’Donohue, & J. E. Fisher (Eds), General principles and empirically supported techniques of cognitive behaviour therapy (pp. 173–180). Wiley.
  • Little, S., & Maunder, R. E. (2021). Why we should train teachers on the impact of childhood trauma on classroom behaviour. Educational & Child Psychology, 38(1), 54–60.
  • Mazzer, K. R., & Rickwood, D. J. (2015). Teachers’ role breadth and perceived efficacy in supporting student mental health. Advances in School Mental Health Promotion, 8(1), 29–41. https://doi.org/10.1080/1754730X.2014.978119
  • McNeely, C. A., Nonnemaker, J., & Blum, R. (2002). Promoting school connectedness. evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 139–146. https://doi.org/10.1111/j.1746-1561.2002.tb06533.x
  • Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and well-being at school. Educational and Child Psychology, 27(1), 104–115.
  • Nash, P., Schlösser, A., & Scarr, T. (2016). Teachers’ perceptions of disruptive behaviour in schools: A psychological perspective. Emotional and Behavioural Difficulties, 21(2), 167–180. https://doi.org/10.1080/13632752.2015.1054670
  • Psychological Society of Ireland. (2010). Code of Professional Ethics. Retrieved July 26, 2012, from www.psihq.ie/2010%20Code%20of%20Ethics.doc
  • Reinke, W. M., Stormont, M., Webster-Stratton, C., Newcomer, L. L., & Herman, K. C. (2012). The incredible years teacher classroom management program: Using coaching to support generalisation to real-world classroom settings. Psychology in the Schools, 49(5), 416–428. https://doi.org/10.1002/pits.21608
  • Reynolds, C. R., Skiba, R. J., Graham, S., Sheras, P., Close Conley, J., & Garcia-Vazquez, E. (2008). Are zero-tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), 852–862. https://doi.org/10.1037/0003-066X.63.9.852
  • Roffey, S. (2011). Changing behaviour in schools: Promoting positive relationships and wellbeing. SAGE Publications Ltd.
  • Roffey, S. (2012). Pupil wellbeing – teacher wellbeing: Two sides of the same coin? Educational & Child Psychology, 29(4), 8–17.
  • Roffey, S. (2016). Building a case for whole-child, whole-school wellbeing in challenging contexts. Educational & Child Psychology, 33(2), 30–42.
  • Roffey, S., Boyle, C., & Allen, K. (2019). School belonging – Why are our students longing to belong to school. Educational & Child Psychology, 36(2), 6–8.
  • Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the maslach burnout inventory. Anxiety, Stress & Coping, 13(3), 309–326. https://doi.org/10.1080/10615800008549268
  • Seaton, F. S. (2021). Using Appreciative Inquiry to explore approaches towards mental health in a Scottish secondary school. Educational & Child Psychology, 38(1), 37–53.
  • Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Skiba, R. J., & Losen, D. J. (2016). From reaction to prevention: Turning the page on school discipline. American Educator, 39(4), 4–11.
  • Split, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
  • Talbert, J. E., & McLaughlin, M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102(2), 123–153. https://doi.org/10.1086/444062
  • Warren, J. S., Bohanon-Edmonson, H. M., Tunbull, A. P., Sailor, W., Wickham, D., Griggs, P., & Beech, S. E. (2006). School-wide positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review, 18(2), 187–198. https://doi.org/10.1007/s10648-006-9008-1
  • Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In: D. M. McInerney, & S. V. Etten (Eds), Big theories revisited (pp.13-29). Information Age Publishing.
  • Wiley, A. L., Tankersley, M., & Simms, A. (2012). Teachers’ causal attributions for student problem behavior: Implications for school-based behavioral interventions and research. In: B. G. Cook, M. Tankersley, & T. J. Landrum (Eds), Classroom behavior, contexts, and interventions advances in learning and behavioral disabilities (pp.279-300) 25. Emerald.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.