(2008) work on helping school staff to develop a deeper understanding of the meaning behind behaviours and the emotional impact this children’s can have on an own teaching and the reveals how adult’s child’s learning the Circle of process may also have helped Mr S to develop a Adult’s deeper understanding through reflection as opposed to his use of previous reactive strategies. This could also be viewed in terms of projection. Castleton could have been projecting his feelings of annoyance and frustration onto Mr S, leaving him feeling frustrated and annoyed at behaviour. Castleton’s Mr S is now able to see the significant role he plays in life and Castleton’s the importance of their relationship admitting following the intervention ‘I think I was more understanding as Mrs K had a good relationship with well’. Castleton prior to the intervention but comments on negative Castleton’s relationship with Mr S which impacted on self esteem. Mrs K Castleton’s acknowledges that after the intervention the relationship between Castleton and Mr S is more positive and it is apparent that a shift in Mr thinking S’s and attitude towards Castleton has helped create a shift in own Castleton’s’ opinion of himself. Mr S appears to have a greater recognition of his role within the school system and no longer locates the (Souter, 2001, p.39) within ‘dysfunction’ the individual (Castleton). Cooper & Upton (1990) assert the importance of teachers having empathy for children with SEBD stating that an absence of understanding between teachers and students would seem... to ‘empathic be a major factor in the development and maintenance of behaviour Mrs K already had empathy for Castleton prior to the problems’ (p.318). intervention and her account conveyed a sense of the need to nurture and protect Castleton within school. Following the intervention is seems that Mrs K has more confidence that Castleton will be able to achieve and have an improved school experience. It is interesting that all key adults described feeling more empowered and confident. Prior to the intervention they appeared to feel out of control, with emotions running high e.g. experiencing frustration, feeling they were
(2008) work on helping school staff to develop a deeper understanding of the meaning behind children’s behaviours and the emotional impact this can have on an adult’s own teaching and the child’s learning reveals how the Circle of Adult’s process may also have helped Mr S to develop a deeper understanding through reflection as opposed to his use of previous reactive strategies. This could also be viewed in terms of projection. Castleton could have been projecting his feelings of annoyance and frustration onto Mr S, leaving him feeling frustrated and annoyed at Castleton’s behaviour. Mr S is now able to see the significant role he plays in Castleton’s life and the importance of their relationship admitting following the intervention ‘I think I was more understanding as well’. Mrs K had a good relationship with Castleton prior to the intervention but comments on Castleton’s negative relationship with Mr S which impacted on Castleton’s self esteem. Mrs K acknowledges that after the intervention the relationship between Castleton and Mr S is more positive and it is apparent that a shift in Mr S’s thinking and attitude towards Castleton has helped create a shift in Castleton’s’ own opinion of himself. Mr S appears to have a greater recognition of his role within the school system and no longer locates the ‘dysfunction’ (Souter, 2001, p.39) within the individual (Castleton). Cooper & Upton (1990) assert the importance of teachers having empathy for children with SEBD stating that an absence of ‘empathic understanding between teachers and students would seem... to be a major factor in the development and maintenance of behaviour problems’ (p.318). Mrs K already had empathy for Castleton prior to the intervention and her account conveyed a sense of the need to nurture and protect Castleton within school. Following the intervention is seems that Mrs K has more confidence that Castleton will be able to achieve and have an improved school experience. It is interesting that all key adults described feeling more empowered and confident. Prior to the intervention they appeared to feel out of control, with emotions running high e.g. experiencing frustration, feeling they were