Excluded From School : Systemic Practice for Mental Health and Education Professionals book cover
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Excluded From School
Systemic Practice for Mental Health and Education Professionals





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ISBN 9781583918487
Published July 18, 2005 by Routledge
216 Pages 4 B/W Illustrations

 
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Book Description

Excluded From School exposes the reasons why, despite many national and local initiatives, large numbers of children continue to tax the education system to such a degree that they become permanently excluded from school.

Sue Rendall and Morag Stuart draw on their experience in psychology and education to demonstrate the need for a more thorough exploration of the underlying root causes of the problem. Based on a systemic framework, their approach allows the inclusion of a vast range of possible contributory factors: within the child, within the family, within the school, and within the complex interrelations between these three systems. By demonstrating the need for inter-discipline and inter-agency collaboration, the authors succeed in presenting a persuasive challenge to the blame culture which exists between schools, parents and educational professionals and policymakers in relation to school exclusion.

The original research presented here, along with the inclusion of the experiences of children, parents and teachers, provides a valuable new perspective on the problem of school exclusions that will be welcomed by all professionals working in this field.

Table of Contents

The Wider Social & Political Context. Ways of Understanding Complexity: Systems and Narrative Theory. Understanding the Children: attainments, self-esteem and locus of control. Understanding the Families: risk and resilience. Understanding the Schools: cooperative or coercive ethos? Four Case Studies of Excluded Pupils. The Child, Family and School: putting it all together.

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Author(s)

Biography

Sue Rendall is a Consultant Child and Educational Psychologist and Director of Educational Psychology Training at The Tavistock Clinic, London. She is a Chartered Educational Psychologist, and Fellow of the University of Essex.

Reviews

'This book describes a valuable piece of research and further enhances our understanding of the complex systems, perceptions and inter-relationships that impact on pupils, their families and schools and the differences and similarities of these between permanently excluded and non-excluded pupils.' - Debate