Mr P clearly acknowledges that working together, sharing ideas and strategies enabled him to change his own thinking and behaviour towards Ant, enabling behaviour to change. Ant’s Mr reflective account describes the positive impact of introducing S’s additional adult support within the classroom resulting in a change in behaviour and Mr of his behaviour of him Castleton’s S’s perception ‘being easier to handle’. Mr S: Some occasional additional support was available for a while after the circle, which helped. Castleton responded well to this initially. Generally, he seemed easier to handle and there were some afternoons where he actually managed the whole afternoon in class. (p.2 line 51-57) Mr S seems more hopeful and optimistic about Castleton and his behaviour within the classroom, and their relationship which seems to be more positive. Mrs account describes the relief she felt following the intervention and K’s the optimism she felt that together the school staff could effect change for Castleton: Immediately after the circle I felt relief. Everyone wanted the same support for the child. It gave me a sense that as a united voice we could make sure this child got the support required which made me feel much more optimistic. (p.1 lines 21-26) Key adults superordinate themes post intervention Superordinate theme 2 Awareness – Awareness MR P POST MR S POST MRS K POST Subordinate themes Subordinate themes Subordinate themes Realisation Reflection Understanding Understanding Understanding
Mr P clearly acknowledges that working together, sharing ideas and strategies enabled him to change his own thinking and behaviour towards Ant, enabling Ant’s behaviour to change. Mr S’s reflective account describes the positive impact of introducing additional adult support within the classroom resulting in a change in Castleton’s behaviour and Mr S’s perception of his behaviour of him ‘being easier to handle’. Mr S: Some occasional additional support was available for a while after the circle, which helped. Castleton responded well to this initially. Generally, he seemed easier to handle and there were some afternoons where he actually managed the whole afternoon in class. (p.2 line 51-57) Mr S seems more hopeful and optimistic about Castleton and his behaviour within the classroom, and their relationship which seems to be more positive. Mrs K’s account describes the relief she felt following the intervention and the optimism she felt that together the school staff could effect change for Castleton: Immediately after the circle I felt relief. Everyone wanted the same support for the child. It gave me a sense that as a united voice we could make sure this child got the support required which made me feel much more optimistic. (p.1 lines 21-26) Key adults superordinate themes post intervention Superordinate theme 2 – Awareness Awareness MR P POST Subordinate themes MR S POST Subordinate themes MRS K POST Subordinate themes Realisation Reflection Understanding Understanding Understanding