Emotions and Learning: Investigating the Oral Narrative
Skills of Looked after Children (LAC)
Background
Why Looked after Children (LAC)?
• LAC are one of the most vulnerable groups in our society.
They are more likely to experience unemployment (Biehal,
Clayden, Stein & Wade, 1995), homelessness (Park, Metraux,
Brodbar, & Culhane, 2004) and receive criminal convictions
(DfES, 2007).
• In 2008 14% of LAC achieved at least 5 A* – C grade
GCSEs, compared with 65% of all children (DCSF, 2009).
•Government documentation continually highlights LAC as a
priority (e.g. DCSF, 2009; DCSF, 2010). However, despite
huge investment, improving outcomes remains elusive
(Coman & Devaney, 2011).
Why Education?
•Evidence suggests that the educational achievement of LAC
is important, providing an index of outcomes later in life (e.g.
Jackson & Martin, 1998).
Aims
• To clarify factors that impact on the educational development of
LAC, to gain an insight into potential barriers for learning and
identify methods for intervention.
• To identify whether the narrative skills of LAC differ from their
peers on the basis of emotional content and whether there are
differential effects on the basis of gender.
Dr. Sarah Woods
University College London/Essex County Council
(Sarah.Woods@essex.gov.uk)
Why Emotions?
• Neuropsychology: Developments are providing increasing
evidence that emotions are fundamental to learning.
• Attachment Theory: It is argued that children who have
developed insecure attachments cannot regulate and monitor
their own emotions (Gerhardt, 2004).
Gender
•There were no differences between the male and female
scores on the positive items of the adapted MSSB.
•There were significant differences, on the basis of gender,
on the negative emotional content items. Males scored
significantly higher than females on the aggression scale of
the negative MSSB. Furthermore, there was a significant
interaction between the effects of gender and care status
only on the aggression scale of the negative MSSB.
Implications for Practice
Methods
Measures
• Narrative Coherence was assessed using the MacArthur
Story Stem Battery (MSSB - Bretherton & Oppenheim, 2003),
adapted to include positive emotional content story stems as
well as traditional negative emotional content items.
• Measures were also taken of receptive (British Picture
Vocabulary Scale 3, BPVS 3) and expressive (Renfrew Bus
Story Test, RBST) language, trait anxiety (Spence Children’s
Anxiety Scale – Parent Version, SCAS) and interest in
literacy.
Emotional Content of the Task
•LAC’s narrative coherence scores did not differ significantly
from their non-LAC peers on the positive emotional content
items of the adapted MSSB.
•LAC’s coherence scores were significantly lower than their
non-LAC peers on negative emotional content items.
•Negative emotional content did not significantly impair
individual LAC’s scores in comparison to their own
performance on positive emotional content items.
• Content in learning tasks which triggers a negative
emotional response may result in impaired performance for
LAC, but by manipulating the emotional characteristics of a
task, we are able to remove this barrier and differences
between LAC and their non-LAC peers.
Why Narrative Skills?
• Oral narrative skills are an important area of focus as they
are relevant to social communication, all areas of the
curriculum and may be related to later written composition
skills.
Participants
• 20 LAC and 20 non-LAC peers, 4-8 years of age, matched
for age, gender, socioeconomic status and literacy
attainment.
Results
References
Biehal, N., Clayden, J., Stein, M. & Wade, J. (1995). Moving On: Young People and Leaving Care
Schemes. London: HMSO.
Coman, W. & Devaney, J. (2011). Reflecting on Outcomes for Looked-after Children: An
Ecological Perspective. Child Care in Practice, 17(1), 37-53.
Department for Education and Skills. (2007). Outcome Indicators for Looked After Children:
Twelve Months to 30 September 2006. London: HMSO.
Department for Children Schools and Families. (2009). Improving the Educational Attainment of
Children in Care (Looked After Children). London: HMSO.
Department for Children, Schools and Families. (2010). Promoting the Educational Achievement
of Looked After Children: Statutory Guidance for Local Authorities. London: HMSO.
Gerhardt, S. (2004). Why Love Matters. London: Routledge.
Jackson, S., & Martin, P.Y. (1998). Surviving the care system: education and resilience. Journal
of Adolescence, 21, 569-583.
Park, M. J., Metraux, S., Brodbar, G., & Culhane, D. P. (2004). Child welfare involvement among
children in homeless families. Child Welfare, 83, 423−436.
• Educational Psychologists should:
- Communicate the impact that task characteristics may have
on the performance of LAC, to ensure that the educational
environment is facilitative of positive learning experiences.
For example, explain to teaching staff that when stories are
told in the classroom which involve conflict, loss and shame,
LAC may find it difficult, within subsequent discussions and
related work, to communicate thoughts in a coherent and
meaningful way.
- Support schools to promote an environment which helps to
minimise stress and fear and provides a positive learning
experience.
- Deliver direct therapeutic interventions for LAC to help them
cope with stressful or negative experiences, as well as to
train, supervise and consult with school staff to deliver
support.
- Support schools to be aware of, and responsive to, the
different ways that male and female LAC may express their
needs.