Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation

Hussain, Sofia N. (2016) Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation. DAppEdPsy thesis, University of Nottingham.

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Abstract

Exclusion rates for challenging pupil behaviour (CB) are increasing (DfE; SFR-28/2015). Where staff attribute CB to within-child or home-related factors, low perceived self-efficacy, negative attitudes and exclusionary practice amongst staff may increase (Jager & Denessen, 2015). Group problem-solving approaches including Circles of Adults (CoA) aim to facilitate staff attributions. Given their equivocal influence, such approaches require attunement and systematic research (Gulliford, 2015). Based on educational research (Gaudin & Chaliès, 2015), this study explored the impact of video-data within CoA via a mixed method, pre-post-test experimental, cluster randomisation design where staff reviewed video-data (experimental n=20) or, written-data (comparison n=19).

Analysis of covariance statistical tests were performed on individual participant data (Attribution & Strengths and Difficulties Questionnaires). Group theories (CoA transcripts) regarding behaviour were analysed via content and statistical analyses; allowing triangulation between qualitative and quantitative data. Participants’ views (Evaluation Questionnaire) were analysed using some statistical analysis and content analysis of narrative comments

Findings from individual measures suggest that video-data encouraged staff to think holistically regarding causes of CB. Group data showed that video increased participants’ awareness of school factors whilst providing some insight into child-related factors. An unexpected relative increase in the experimental group’s home-related attributions suggests that CoA processes may have also impacted staff responses and aided holistic formulation, thus the impact of video may be mediated by the accompanying scaffolding and facilitation. Participants in both conditions, particularly in the experimental condition rated the overall CoA, and the added element of data as ‘helpful’. Narrative comments also tenuously suggest that video-data encouraged staff to consider school-factors to a relatively greater degree.

Limitations include sample size for group data and reliability of measures. Findings implicate educational and psychological practice, school staff and potentially, pupils. Replication of this study on a larger scale and, use of deductive, qualitative methods will expound current findings.

Item Type: Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors: Gulliford, Anthea
Keywords: Video-enhanced Group Consultation, Challenging Behaviour, Psychological Consultation, Educational Psychology, Staff Attributions, Staff Perceptions, Group Consultation, Primary School Staff Approaches
Subjects: L Education > LB Theory and practice of education > LB1050 Educational psychology
Faculties/Schools: UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
UK Campuses > Faculty of Science > School of Psychology
Item ID: 36121
Depositing User: Hussain, Sofia
Date Deposited: 14 Dec 2016 06:40
Last Modified: 15 Dec 2016 05:09
URI: http://eprints.nottingham.ac.uk/id/eprint/36121

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