12th European Affective Education Network Conference:
Affective Education in Challenging Times
York St John University 2-4 July 2013
Abstracts
The abstracts are in alphabetical order.
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Supporting
Children
Psychotherapy
and
Adolescents
through
Educational
Ron Best (Emeritus Professor of Education, University of Roehampton and member
of the Governing Council of the Caspari Foundation)
Ron Best is Emeritus Professor of Education at the University of Roehampton, London,
where he was formerly Dean of the Faculty of Education and Director of the Centre for
Research in Beliefs, Rights and Values in Education (BRaVE). From 1994 to 2003, he
convened the annual international conference on Education, Spirituality and the Whole
Child at Roehampton, which in its final year was combined with the biennial conference of
the European Affective Education Network (EAEN).
He has researched, written and taught about aspects of pastoral care, personal/social
education and affective education for almost 40 years, having previously been a secondary
school teacher in Australia and England. He is a founder member of EAEN, and a life
member of the National Association for Pastoral Care in Education (NAPCE) which he
helped to found in the early 1980s. His specific research interests in recent years have
included the place of spirituality in the education of the whole child, the faith schools
debate, and educational responses to deliberate self-harm.
He is a practising counsellor, co-founder and trustee of Open Door Counselling Service in
Woking, Surrey, and in recent years has become a trustee and member of the Governing
Council of the Caspari Foundation which promotes and provides educational psychotherapy
for children whose learning is impeded by emotional problems.
His books include Perspectives on Pastoral Care (Best, Jarvis & Ribbins [Eds], 1980),
Education, Spirituality and the Whole Child (Best [Ed], 1995), and Tomorrow’s Schools:
Towards Integrity (Watkins, Lodge & Best [Eds], 2000).
Abstract
Educational psychotherapy is an approach to the support of children and adolescents who
experience difficulties in learning due to underlying emotional difficulties. It is primarily
associated with the work of the late Irene Caspari, Principal Educational Psychologist at the
Tavistock Clinic in London where she practised from the 1950s until 1976.
Caspari became particularly interested in working with children who “became acutely
anxious and/or resistant to learning when faced with the specific kind of learning task with
which they had difficulty” (High, 2012, xvii), and developed techniques combining teaching
directed at the problematic task and opportunities for creativity and self-expression. This
approach is adopted by the Foundation which bears her name, and which undertakes
clinical and outreach work in London and elsewhere, and trains teachers to provide
educational psychotherapy in schools.
This paper will outline the theoretical basis of the approach, which is found in the
psychoanalytic and psychodynamic theories of Melanie Klein, Wilfred Bion, D. W. Winnicott
and others, and in the attachment theory of Bowlby and Ainsworth, applied specifically to
educational psychotherapy by Heather Geddes (2006). A number of clinical case studies
from the literature (e.g. High (Ed), 2012; Decker et al (Eds), 1999) will be used to
demonstrate how educational psychotherapy addresses the unconscious processes
(including defence mechanisms) which hinder the learning of children struggling with
trauma of one kind or another.
References
Caspari, I. (1980): Learning and Teaching: the Collected Papers of Irene Caspari. London:
FAETT.
Decker, S., Kirby, S., Greenwood, A. & Moore, D. (Eds) (1999): Taking Children Seriousl:
Applications of Counselling and Therapy in Education. London: Cassell.
Geddes, H. (2006): Attachment in the Classroom. London: Worth Publishing.
High, H. (Ed) (2012): Why Can’t I Help This Child to Learn? Understanding Emotional
Barriers to Learning. London: Karnac.
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Risk, School Counselling and the Development of Resilience: Reimagining the Empirical
Graham Bright (York St John University)
Abstract
Aims - Using the interrelationship between risk and protective factors in the development of
resilience, this study explored children and young people’s experiences of growing up in a
variety of challenging circumstances, and the helpfulness of school counselling in
developing resilience.
Method - A small scale qualitative research project was undertaken in one primary and one
secondary school situated in disadvantaged wards of a town in the North-East of England.
Data- Was gathered through
Phenomenological Analysis.
interviews
and
analysed
using
Interpretative
Findings - The study revealed the helpfulness of school counselling in mitigating risk factors
experienced by children and young people, and its capacity to foster resilience in research
participants.
Keywords
resilience; counselling; risk; schools; children; young people
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Arts activities: collaborative and competitive social situations
Vesna Geršak (University of Ljubljana, Faculty of Education)
Abstract
University of Ljubljana, Faculty of Education
Arts activities: collaborative and competitive social situations
This paper considers the possibility of arts activities in kindergarten by putting the children
into collaborative and competitive social situations (Turnšek and Rožič, 2010). The Arts
provide an environment where the children are actively engaged in the creative process.
Arts activities, which include group work, communication, body contact, interpersonal
tolerance and cooperation, are often used in kindergarten. They are also one of the basic
methods for educating children about non-violent conflict problem-solving and an important
element of affective education. Boyd (2003) says that Arts enables children to experience
the non-competitive, creative experiences that are focused on success.
Together with the students of the Early Childhood Study Programme at the University of
Ljubljana, Faculty of Education we created activities that promote collaboration and, on the
other hand, competitive activities for 5 to 6 year old children. Creative movement, Music,
Drama and Arts activities were based on Julia Donaldson's story The Snail and the Whale
(2003). Arts activities were focused on the midway model (Geršak and Lenard, 2012),
based on the process and the product at the same time, enabling children to explore, reexperience things, express themselves, be creative, depict ideas as well as have an
aesthetic experience and feel satisfaction at having completed the process and having
presented their creations to others.
A qualitative analysis based on video-ethnography, individual and group interviews showed
which activities children preferred and the reasons for their preferences.
Key words: collaboration, competition, Arts activities, preschool.
Boyd, K. (2003). Kids on the move. Creative movement for children of all ages. Texas:
Creative Publishing.
Donaldson, J., Scheffler, A. (2003). The Snail and the Whale. Macmillan Children’s books.
Geršak, V., Lenard, V. (2012). Midway model for introducing the art of dance in
kindergarten. Revija za elementarno izobraževanje, 5 (2/3) (in Slovenian).
Turnšek, N., Rožič, A. (2010). Images of children in Europe - a comparative survey of
characteristics desired in children. Sodobna pedagogika, 61, (2) (in Slovenian).
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Adopting a Peace Education Approach
Perspectives from Bosnia-Herzegovina
in
Religious
Schools:
Pauline Kollontai (York St John University)
Abstract
In societies of mixed ethnicity, race and religion the existence of religious schools is a
source of controversy. The disagreement over such educational establishments centres
around the arguments that religious schools serve to divide, isolate, segregate and
ghettoize children from each other on the grounds of religion. If children are separated in
learning environments then the danger is that social cohesion and social trust within society
is more fragile and under threat. As the children become adults will their faith-based
education have constructed a world view which is divisive and intolerant towards others
who do not share their particular religious belief? Richardson points out that faith-based
schooling which does not also include a broadly-based religious curriculum, “fails to prepare
children for the realities of life in a very diverse world and at its worst it leads to the rigid
separation of children into different confessional camps during a very formative period in
their lives” (Richardson, 2004, p. 20). And world-wide the numbers of faith-based schools is
growing in terms of numbers and diversity in a vast array of geo-political, ethno-religious
contexts, some of which are in the midst of violent upheaval and others facing the
challenges of peace-building (Lawton & Cairns 2005; Symes and Gulson, 2005; Shah
2006). So, if religious schools are to participate in helping overcome these traits of
intolerance, prejudice and hatred found in various manifestations across the globe then the
type of leadership in religious schools must be appropriate to the task. This leadership must
promote inclusive learning environments that promote respect for all.
This paper will explore the inclusion of a peace education curriculum as presented in the
Toledo Guiding Principles on Teaching About Religions and Beliefs in Public Schools
(Durham & Ferrari, 2007) and the initiative Education for Peace Curriculum in post-conflict
Bosnia- Herzegovina (Institute of the Balkans, 2004) where tensions between the main
ethno-religious groups continue to exist. The issues and challenges of integrating such a
curriculum will be considered in terms of the leadership from school and religious leaders,
the children’s learning experience and changes to the overall ethos of schools.
References
Durham & Ferrari, 2007 Toledo Guiding Principles on Teaching About Religions and Beliefs
in Public Schools
Institute of the Balkans, 2004 Education for Peace Curriculum in post-conflict BosniaHerzegovina
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Social games and other activities related to puppetry
Helena Korošec (University of Ljubljana, Faculty of Education)
Abstract
Social games and other activities related to puppetry
This article describes the ways in which puppets and drama activities were used in
competitive and collaborative activities in two preschool classes of 5 to 6 -year-old children.
Drama activities were based on the principles of Drama Education, which uses the art form
of drama as an educational pedagogy; drama operates at the real social level as well as on
the symbolic level. With the students of the Early Childhood Study Program at the Faculty
of Education in Ljubljana, we have created puppetry shows based on story Wild Will written
by Ingrid and Dieter Schubert (1994). All activities were focused on the following three
steps of creative processes: motivation aimed at stimulating children's interests; an
experience –getting new information and experiences; expression – creating new stories,
activities, ideas, relationships (Geršak and Korošec, 2011).
The aim of the research study was to examine children's experiences in different social
situations. In the project the puppets related to the story Wild Will were used as a stimulus
for engaging the children in collaborative and competitive social situations, as well as in
fostering interactions with the children; the impact of the puppets on children’s engagement
was evaluated. The approach involved step by step experiences and activities: creating
their own puppet; forming the story and the script; discussing and deciding on the
characters; preparing the scene, and solving other “problems” while creating the final
performance. The success of the whole process is the final scene, which is prepared by
groups of children. When using puppets children are beginning to recognise and
comprehend other children's feelings, perspectives, ideas, wishes, and try to negotiate with
others. In the study drama lessons were seen as a kind of social laboratory in which we
examine the attitudes, values and relationships (Somers, 2005). We will present qualitative
analysis of videotaped activities and the results of the interviews made with children after
each lesson.
References:
Geršak, V. & Korošec, H. (2011). Art – an environment of child's experience and
expression. Umetnost – prostor otrokovega doživljanja in izražanja. In: Devjak, T, Batistič –
Zorec, M. (ed). Pristop Reggio Emilia – izziv za slovenske vrtce. Ljubljana: Pedagoška
fakulteta.
Schubert, D. & I. (1994). Wild Will. Carolrhoda Books.
Somers, J. (2005). Drama as an alternative pedagogy. In: Nuffield Review of 14 – 19
Education and Training.
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Social Pegagogy and the Mentoring of Troubled Pupils
Chris Kyriacou (University of York)
Social pedagogy refers to the theory and practice of helping others through education, care
and support, to become socialised, included and empowered. Social pedagogy is widely
practised in mainland Europe, and in recent years increasing attention has been paid to
how social pedagogy can be employed in the UK to better meet the needs of troubled
pupils. A key feature of social pedagogy concerns the nature of the relationship between a
trusted adult (the social pedagogue) and the troubled pupil. This presentation will consider
how the principles underpinning social pedagogy can enhance the mentoring of troubled
pupils, and how such ideas have implications for affective education.
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Interdisciplinary Explorations
Paula Jackson (York St John University)
This paper seeks to find an inter-disciplinary solution to extend the possibilities of children’s
education, suggesting that creative and open-ended forums for learning are central to
developing the whole child in the 21st century. Jackson addresses ways in which we can
begin to consider starting points for rearticulating the goal of education today. She argues
that in an age when billions of facts are at students’ fingertips through the internet, the
central goal of education should focus on learning how to think and how to be curious,
rather than learning how to remember facts. Furthermore, by encouraging teachers to
transform their environments of learning into interactive and immersive creative spaces,
where inter-disciplinary learning and play are intertwined, Jackson suggests that students
will assimilate a wide range of personal, if unpredictable, learning outcomes.
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Research with children and young people
Tony Leach & Ellie Lewis (York St John University)
Abstract
The concept of pupil voice is widely employed in research from across the world when
claiming that children and young people have a genuine, legitimate right to be heard on
matters that they consider important, and when considering ways of engaging them as
important ‘influencers’ of policy and decision-making. This article is concerned with
problematic issues surrounding power and pupil voice. It is argued that the space in which
children and young people are ‘allowed’ a voice is prescribed by adults and is frequently
located within interventions for improving schools, pupil behaviour and promoting their
social and emotional development. Based on the rigorous analysis of the findings from two
examples of practitioner research, the argument that research should be done with children
and young people as opposed to on them is developed. It is shown that, when research is
planned and carried out in such a way that the authentic voices of children and young
people are listened to and heard, there are unexpected developments: subtle, powerful
changes in pupil-teacher relationships and power dynamics, and sometimes uncomfortable
findings.
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Ready to learn: school-readiness or the child-ready school?
Rory McDowall Clark (University of Worcester)
Abstract
The pace of policy innovation in the UK has become ever more noticeable since a change
of government in 2010 and the current political climate means that education is being
rapidly overtaken by an agenda of marketisation. Deregulation and increasing privatisation
seek to establish a competitive marketplace in which education has become yet another
commodity to be purchased and consumed. This is particularly evident in the early
childhood education and care sector (ECEC); viewed from a neoliberal perspective as part
of the economic infrastructure in supporting employment, this function is now being
superseded by an alternative role as grounding for statutory schooling. Since lifelong
learning is promoted as necessary for competitive participation in a global market, early
intervention (Allen, 2011) has become critical and the debate about early childhood in the
UK is increasingly framed in terms of ‘school readiness’. This brings to the fore
relationships between compulsory school education (CSE) and ECEC but this relationship
is not fixed, the choices are political not technical ones (Moss, 2013). This paper argues
that the discourse of school readiness is underpinned by ‘evidence-based’ research but
such practice is in danger of changing the fundamental purpose and practice of both CSE
and ECEC, narrowing education from a moral and democratic endeavour to a technical
practice, leading to what Biesta (2007) has termed a democratic deficit. Such an ideology
attempts to apply expert answers but in reality limits professional debate and critical
engagement. Rather than preparing children for school, this paper argues for child-ready
schools.
Key words
school readiness; evidence-based practice; marketisation of education; early years
education; democratic deficit.
Allen, G. (2011) Early intervention: the next steps. London: Cabinet Office.
Biesta, G. (2007) Why ‘what works’ won’t work: evidence-based practice and the
democratic deficit in educational research. Educational theory, 57 (1) pp 1-22.
Moss, P. (2013) Early childhood and compulsory education: reconceptualising the
relationship. London: Routledge.
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How can Higher Education respond to an economic crisis?
Margaret Meredith (York St John University)
Abstract
This paper describes a three year research and curriculum design project which aims to
gain an in-depth understanding of the social economy system in order to promote the study
and practice of this field in Higher Education (HE). It will explain the values that drive the
research and inform its methodology, and will share some of the lessons learnt about coordinating a significant project which seeks to influence HE practice and is ‘critical’ (Carr &
Kemmis 1986) in its intent to challenge the status quo.
The project has research at its heart. It aims to understand a variety of models of the social
economy worldwide, seeking to hear the voices of those working within the field in order to
inform curriculum design. This new knowledge, as well as existing conceptual
understandings, will be developed into a reference handbook for HE.
Why is the study important?
The economic downturn following the banking crisis of 2008 raises serious questions about
how HE addresses and perpetuates the limitations of a specific economic model and values
which have proved to be highly damaging to society. This project aims to make visible the
often invisible social economy, to gain an in-depth knowledge of the nature and practice of
a people-centred economic approach, with its own values framework, thinking and
behavioural model. Its driving force is the belief that HE must adapt and remain relevant in
a time of crisis.
Main research questions
 How can people-centred models of the economy worldwide be valued and
understood?
 How can they be effectively embedded into HE curricula?
Methodology
The research is empirical, drawing upon the contributions people working in the field across
the globe. It involves quantitative and qualitative methods, based on a survey, focus groups
and interviews.
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The nature and prevalence of cyberbullying in children and adolescents:
A discussion of ten years of research findings
Nathalie Noret (Unit for Child and Youth Studies, Faculty of Health & Life Sciences, York St
John University)
Abstract
Research exploring cyberbullying in children and adolescence has expanded as a research
topic over the past ten years. Cyberbullying has been defined as bullying which takes place
through electronic and communicative devices, including computers, mobile phones and
other technology (Campbell, 2004, Hinduja & Patchin, 2006). Recent research and policy
changes have identified the diverse nature of cyberbullying behaviours, which can include,
amongst other things; sending nasty or threatening text messages, posting embarrassing/
humiliating photos/ videos online, blocking someone from an online conversations and
posting nasty comments on a social networking site. To date, research examining
cyberbullying has found varying prevalence rates ranging from under 5% to over 30% of
teenagers reporting being a victim of cyberbullying, (Smith et al 2008, Noret & Rivers 2007,
Patchin & Hinduja 2006, Belschak 2009, Katzer 2009). The lack of consistency in rates
could be due in part to the differences in the nature of cyberbullying examined in each of
the studies as, to date, researchers have not yet developed standard definitions and
measurements of cyberbullying, which could contribute to the variation in prevalence rates
(Wolak et al 2007). Therefore, the aim of this paper is to explore the nature and prevalence
of cyberbullying in primary and secondary schools pupils. The presentation will drawg upon
the results of two large scale longitudinal surveys, the Someone to turn to survey,
conducted between 2002 and 2006 with 14,281 pupils in years 7, 8 and 9 (ages 11 to 14
years) and the Stand Up for Us survey, now in its third year and has been conducted with
pupils from years 4,5,6 and 8 (ages 8 to 14 years). The discussion will explore key age and
gender differences in different types of cyberbullying behaviours and also explore the
prevalence of cyberbullying in the context of other types of bullying behaviours
experienced.
Suggestions as to how cyberbullying can be tackled as well as future
directions for research will also be discussed.
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Julian Stern (York St John University)
Abstract
Loneliness and Solitude in Affective Education
Schools are necessarily communities (Macmurray 1946, Stern 2009, 2013), yet even in
communities – even in households – most people need time alone. This presentation
investigates aloneness, in response to research responses to the question ‘when do you
feel most included, in school?’ Two of the respondents, aged seven to eight, said in one
way or another, ‘when I’m left alone, to work on my own’ (Stern 2009, p 49, Hatfield 2004).
Those paradoxical statements were an initial stimulus to attention being given to being
alone in school, both in negative forms (loneliness, as in Stern 2013) and positive forms
(described as positive forms of solitude). Good healthy solitude can help everyone, those
who are at every point of the sociable-loner scale, and at every point of the lonely-unlonely
scale. Teaching about aloneness can help sustain individual people, groups of people in
communities and societies, and the relationship of people to the wider natural world. The
relationship between schooling and aloneness is complex yet rarely explored. Such an
exploration can help schools become more human, and can help the world as a whole.
And if communities and societies and the rest of the world fall apart in these challenging
times, solitude can outlast them all, as the last person reflects on how we came to this
point.
The focus of this presentation is on affective education as present in subjects such as
personal and social education, character and values education, and various approaches to
sport and physical education. These subjects have all tended towards developing social
skills, virtues and values. Can they also tackle the skills of healthy solitude, and how to
deal best with loneliness? Affective education is promoted throughout schooling, of course,
but this paper explores some of the actual and possible approaches to teaching about both
loneliness and solitude, within the traditions of these particular subjects.
Hatfield, E (2004) Feeling included? A critical analysis of the impact of pedagogy on
inclusion in a primary school; Hull: unpublished MA dissertation, University of Hull.
Macmurray, J (1946) ‘Freedom in Community’, Joseph Payne Memorial Lectures, King’s
College, London, 29th November 1946.
Stern, L J (2009) The Spirit of the School; London: Continuum.
Stern, L J (2013) ‘Loneliness, Solitude and Inclusion for Leaders’, chapter 7 in Buchanan, M
T (ed) (2013) Leadership and Religious Schools: International Perspectives and
Challenges; New York: Bloomsbury, p 109-126.
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Cooperation and competition in Slovene preschools
Nada Turnšek (University of Ljubljana, Faculty of Education)
Abstract
The preferences on desired qualities of children (European Social Survey) in Slovenia
indicate an image of a child who is able to compete and succeed in the contemporary
competitive world (Turnšek & Rožič 2010). For the Slovene early childhood teachers the
promotion of psycho-social competence is an important goal of preschools. However, they
prioritize intra-personal skills (such as self-confidence …) over inter-personal social skills
(empathy ...). Discussions among experts reveal diametrically opposing views on whether it
is more beneficial for children to learn how to compete or win, or to learn how to cooperate
and “get along” with other people. The research carried out between 2008-11 set out to
explore the cooperation and competition concepts as well as practices in preschools from
the perspective of the children involved. The research design was based on videoethnography which was combined with individual and group interviews. Over a span of four
months, the students of the Early Childhood Study Program at the Faculty of Education in
Ljubljana implemented a set of social games and other activities related to puppetry
(Korošec 2007) and dance (Geršak & Lenard 2012) which put the children (5- 6 years old)
into collaborative as well as competitive social situations. The paper will present the videotaped activities along with the children’s evaluations and their argumentations expressed. In
addition, students’ and the teachers’ reflections and observation will be presented.
References
Geršak, V. & Lenard, V. (2012). Midway model for introducing the art of dance in
kindergarten. Revija za elementarno izobraževanje, 5 (2/3).
Korošec, H. (2007). Gledališče - medij za učenje in poučevanje ter otrokov celostni razvoj.
Sodobna pedagogika, 58, (3).
Turnšek, N. & Rožič, A. (2010). Images of children in Europe - a comparative survey of
characteristics desired in children. Sodobna pedagogika, 61, (2).
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Interrelation between Cultural Knowledge and Foreign Language
Acquisition
Ester Vidović, Matea Butković and Silvia Vidović
Abstract
The paper focuses on the influence of cultural knowledge on foreign language acquisition
and vice versa. Research has indicated that differences between cultures are perceived
more positively if analysed in terms of analogies. These, in turn, help students establish a
positive attitude towards learning about the target culture, while also shaping their
perception of the target language. The research is based on several theories that view
culture as process and advocate the notion of cultural/conceptual universals when
addressing cultural similarities and differences. These include Robinson – Stuart and
Nocon's theory of cultural universals in the context of second culture acquisition as the
integration of home and target culture, and Wierzbicka's theory of conceptual universals in
the function of increasing cross–cultural understanding. During this era of ˝globalisation˝, a
period characterised by a fast pace of living and accelerating developments in the fields of
information and communication technologies, the need for cross–cultural dialogue is more
evident than ever. However, knowledge of a foreign language is yet one part of this
dialogue, as cultural knowledge also plays an important role in the professional lives of a
great number of people. It is, therefore, of the utmost importance that foreign language
teachers, apart from teaching the target language, also educate the young people of the
21st century to respect and understand other cultures.
Key words
cultural knowledge, foreign language acquisition, universals, cross – cultural dialogue,
attitudes
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An investigation into the nature of one school’s socio-emotional
networks
Michael Wyness and Peter Lang
Abstract
During the last year we have undertaken some research into what we call socio-emotional
networks in a secondary school in Coventry. This is a relatively small school serving a
significantly deprived area of the city. We chose the school because of a number of
innovatory aspects of its approach, in particular, the employment of what are described as
associate teachers whose roles involve working with pupils and parents both to help
overcome problems both emotional and practical and to overcome barriers to learning. We
interviewed a sample of teachers, associate teachers, pupils and parents. The school was
one which had shown significant recent improvement in terms of conventional measures of
school success.
One of the key claims made by almost all teaching staff was that the school was primarily in
the business of removing barriers to children’s learning. The critical focus of the school was
children’s wellbeing recognised by staff as an important precondition of children’s learning.
A recurring theme from the interviews with the pupils when discussing problems they might
have was the idea of sitting down and talking things through, and resolving things, it was
clear that the fact that teachers were prepared to do this with pupils was something the
pupils valued. We can think about the work done on children’s wellbeing weaving its way
through a complex and sprawling network of communication which extends across the
school, into the community and involves a range of supportive agencies.
In tackling ‘barriers to learning’, conventional barriers of a different form, between home and
school, are also challenged through the deployment of Associate Teachers. There is a
complex and sometimes conflictual relationship between parents and teachers, with school
staff referring to some parental resistance to the school. However, there is a strong
professional and emotional investment in working with parents. The ethos of the school and
the work of the associate teachers provide more fluid lines of communication between
home and school and thus more opportunities for the school to set up quite diverse
relations between staff and parents. These networks generate varying degrees of formality
and incorporate regular interactions between associate teachers and parents and pupils
within the home. From the staff, parental, pupil interview data we can talk about this
network as being supportive, preventative and emotional. We will discuss each of these in
greater detail in our presentation.