3. Factors associated with the individual psychology and physiology pupil’s (e.g. identity and feeling different, self blame, lack of control over impulses, labelling behaviour and the value of support). (2000) work identifies that the children she interviewed described Wise’s their behaviours and motives in various ways including fight or flight (related to fear), avoidance of school work, the need to have a laugh, being bored, seeking excitement, showing off, escaping reality, expectations of behaviour, having learning difficulties and their relationship with their class teacher. It appears that (2000) work illustrates that some children Wise’s are aware of their own behaviour and can offer insights into their experiences which might help explain their behaviour. (2000) work supports the work of Montgomery (1989) in Wise’s acknowledging that for some children, family circumstances and particularly stress and change within the family home can cause disturbance and influence their behaviour within a school setting. The Circle of Adults intervention allows the adults to think about the wider system around the child including their family, community and significant relationships. Humour and the need for fun and laughter appears to play an important role in research exploring the views of children described as having SEBD. (1989) work explores how some children offered reasons such a Tattum’s and having a Hodkinson, ‘just messing about’ ‘only laugh’. O’Connor, Burton & (2011) work suggest that some children with SEBD Torstensson’s offered simple reasons for their behaviour within the classroom including a lack of interest in their work, being bored and generally disliking school. Motivation and engagement appears to matter to such pupils. (1996) work explored how such children described the Interestingly, Miller’s importance of being able to socialise with their peers. Peers appear to play an important role in these school experience and some research children’s indicates that some children took on the role of the as a ‘class clown’ mechanism of & Woods, 1984). Such research offers an ‘survival’ (Measor interesting alternative to the views that some adults may hold ‘within child’
3. Factors associated with the individual pupil’s psychology and physiology (e.g. identity and feeling different, self blame, lack of control over impulses, labelling behaviour and the value of support). Wise’s (2000) work identifies that the children she interviewed described their behaviours and motives in various ways including fight or flight (related to fear), avoidance of school work, the need to have a laugh, being bored, seeking excitement, showing off, escaping reality, expectations of behaviour, having learning difficulties and their relationship with their class teacher. It appears that Wise’s (2000) work illustrates that some children are aware of their own behaviour and can offer insights into their experiences which might help explain their behaviour. Wise’s (2000) work supports the work of Montgomery (1989) in acknowledging that for some children, family circumstances and particularly stress and change within the family home can cause disturbance and influence their behaviour within a school setting. The Circle of Adults intervention allows the adults to think about the wider system around the child including their family, community and significant relationships. Humour and the need for fun and laughter appears to play an important role in research exploring the views of children described as having SEBD. Tattum’s (1989) work explores how some children offered reasons such a ‘just messing about’ and ‘only having a laugh’. O’Connor, Hodkinson, Burton & Torstensson’s (2011) work suggest that some children with SEBD offered simple reasons for their behaviour within the classroom including a lack of interest in their work, being bored and generally disliking school. Motivation and engagement appears to matter to such pupils. Interestingly, Miller’s (1996) work explored how such children described the importance of being able to socialise with their peers. Peers appear to play an important role in these children’s school experience and some research indicates that some children took on the role of the ‘class clown’ as a mechanism of ‘survival’ (Measor & Woods, 1984). Such research offers an interesting alternative to the ‘within child’ views that some adults may hold