The second superordinate theme (awareness) will be discussed in relation to research question 3, under the post intervention Master theme 2- Self reflection/awareness Mr Mr and Mrs school experience and P’s, S’s K’s relationship with the child pre intervention Lack of control (This will be discussed in section 3 of this chapter as it relates to the master theme 1- Uncomfortable feelings. (p.130) Mr Mr and Mrs school experience and P’s, S’s K’s relationship with the child post intervention Confidence Post intervention, all key descriptive accounts contain a sense of adults’ empowerment and that they appear to feel they have greater control. Mr P explains how he made changes to his classroom practice and introduced a behaviour/reward system tailored specifically for Ant and his needs. This was successful, the rewards were meaningful for Ant and what is most interesting is that Mr P created this system in collaboration with Ant. Mr P wanted voice to be included in the system and as a result of this, the Ant’s system was effective as Ant was aware of boundaries as these had been negotiated with him. I believe this enabled Ant to feel contained and that Mr P was him in As a result of this, behaviour changed ‘holding mind’. Ant’s within school and Mr P felt more hopeful and in control within his classroom. He acknowledged that the intervention enabled other adults that supported Ant to feel in helping Ant. ‘more confident’ Mr P attributes much of this hope to the intervention itself. The notion of being able to share ideas, admit difficulties and problem solve together in a safe space appears to have been particularly beneficial for Mr P. His
The second superordinate theme (awareness) will be discussed in relation to research question 3, under the post intervention Master theme 2- Self reflection/awareness Mr P’s, Mr S’s and Mrs K’s school experience and relationship with the child pre intervention Lack of control (This will be discussed in section 3 of this chapter as it relates to the master theme 1- Uncomfortable feelings. (p.130) Mr P’s, Mr S’s and Mrs K’s school experience and relationship with the child post intervention Confidence Post intervention, all key adults’ descriptive accounts contain a sense of empowerment and that they appear to feel they have greater control. Mr P explains how he made changes to his classroom practice and introduced a behaviour/reward system tailored specifically for Ant and his needs. This was successful, the rewards were meaningful for Ant and what is most interesting is that Mr P created this system in collaboration with Ant. Mr P wanted Ant’s voice to be included in the system and as a result of this, the system was effective as Ant was aware of boundaries as these had been negotiated with him. I believe this enabled Ant to feel contained and that Mr P was ‘holding him in mind’. As a result of this, Ant’s behaviour changed within school and Mr P felt more hopeful and in control within his classroom. He acknowledged that the intervention enabled other adults that supported Ant to feel ‘more confident’ in helping Ant. Mr P attributes much of this hope to the intervention itself. The notion of being able to share ideas, admit difficulties and problem solve together in a safe space appears to have been particularly beneficial for Mr P. His