Working with children with SEMH in a Nurture Group setting: The professional and personal impact – a narrative inquiry approach

Middleton, Tristan ORCID: 0000-0001-8111-3856 (2017) Working with children with SEMH in a Nurture Group setting: The professional and personal impact – a narrative inquiry approach. In: International School Psychology Association 39th Annual Conference, 19-22 July 2017, Manchester. (Unpublished)

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Abstract

Within the context of an increasing demand on schools to support children with SEMH difficulties, this paper considers the potential implications for schools to enable them to support Nurture Group (Bennathan and Boxall 2003) practitioners to address their own needs which arise from supporting children with Social, Emotional and Mental Health difficulties. This paper presents the interim results of the research project to identify the impact of working in a Primary School Nurture Group setting on two Teaching Assistants in a Cotswold primary school. This research uses a narrative inquiry approach (Clandinin 2013), to provide rich data from the stories through which the practitioners interpret, and make sense of (Bruner 1991), significant events in their professional experience. These stories are analysed in order to identify the impact on both their professional and personal lives. The research methodology includes sessions which reflect a supervision approach (Beddoe & Davys 2016, Noble), providing a safe space in which to be heard (Rogers 1967), as well as more directed narrative spaces. The subsequent analysis identifies the key areas, with specific examples, in which the practitioners’ lives are impacted.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Tristan Middleton
Date Deposited:	19 Jul 2019 10:37
Last Modified:	31 Aug 2023 08:43
URI:	https://eprints.glos.ac.uk/id/eprint/7034

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