Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation
Exclusion rates for challenging pupil behaviour (CB) are increasing (DfE; SFR-28/2015). Where staff attribute CB to within-child or home-related factors, low perceived self-efficacy, negative attitudes and exclusionary practice amongst staff may increase (Jager & Denessen, 2015). Group problem-s...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2016
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| Online Access: | https://eprints.nottingham.ac.uk/36121/ |
| _version_ | 1848795227595210752 |
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| author | Hussain, Sofia N. |
| author_facet | Hussain, Sofia N. |
| author_sort | Hussain, Sofia N. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Exclusion rates for challenging pupil behaviour (CB) are increasing (DfE; SFR-28/2015). Where staff attribute CB to within-child or home-related factors, low perceived self-efficacy, negative attitudes and exclusionary practice amongst staff may increase (Jager & Denessen, 2015). Group problem-solving approaches including Circles of Adults (CoA) aim to facilitate staff attributions. Given their equivocal influence, such approaches require attunement and systematic research (Gulliford, 2015). Based on educational research (Gaudin & Chaliès, 2015), this study explored the impact of video-data within CoA via a mixed method, pre-post-test experimental, cluster randomisation design where staff reviewed video-data (experimental n=20) or, written-data (comparison n=19).
Analysis of covariance statistical tests were performed on individual participant data (Attribution & Strengths and Difficulties Questionnaires). Group theories (CoA transcripts) regarding behaviour were analysed via content and statistical analyses; allowing triangulation between qualitative and quantitative data. Participants’ views (Evaluation Questionnaire) were analysed using some statistical analysis and content analysis of narrative comments
Findings from individual measures suggest that video-data encouraged staff to think holistically regarding causes of CB. Group data showed that video increased participants’ awareness of school factors whilst providing some insight into child-related factors. An unexpected relative increase in the experimental group’s home-related attributions suggests that CoA processes may have also impacted staff responses and aided holistic formulation, thus the impact of video may be mediated by the accompanying scaffolding and facilitation. Participants in both conditions, particularly in the experimental condition rated the overall CoA, and the added element of data as ‘helpful’. Narrative comments also tenuously suggest that video-data encouraged staff to consider school-factors to a relatively greater degree.
Limitations include sample size for group data and reliability of measures. Findings implicate educational and psychological practice, school staff and potentially, pupils. Replication of this study on a larger scale and, use of deductive, qualitative methods will expound current findings. |
| first_indexed | 2025-11-14T19:28:44Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-36121 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:28:44Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-361212025-02-28T11:50:42Z https://eprints.nottingham.ac.uk/36121/ Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation Hussain, Sofia N. Exclusion rates for challenging pupil behaviour (CB) are increasing (DfE; SFR-28/2015). Where staff attribute CB to within-child or home-related factors, low perceived self-efficacy, negative attitudes and exclusionary practice amongst staff may increase (Jager & Denessen, 2015). Group problem-solving approaches including Circles of Adults (CoA) aim to facilitate staff attributions. Given their equivocal influence, such approaches require attunement and systematic research (Gulliford, 2015). Based on educational research (Gaudin & Chaliès, 2015), this study explored the impact of video-data within CoA via a mixed method, pre-post-test experimental, cluster randomisation design where staff reviewed video-data (experimental n=20) or, written-data (comparison n=19). Analysis of covariance statistical tests were performed on individual participant data (Attribution & Strengths and Difficulties Questionnaires). Group theories (CoA transcripts) regarding behaviour were analysed via content and statistical analyses; allowing triangulation between qualitative and quantitative data. Participants’ views (Evaluation Questionnaire) were analysed using some statistical analysis and content analysis of narrative comments Findings from individual measures suggest that video-data encouraged staff to think holistically regarding causes of CB. Group data showed that video increased participants’ awareness of school factors whilst providing some insight into child-related factors. An unexpected relative increase in the experimental group’s home-related attributions suggests that CoA processes may have also impacted staff responses and aided holistic formulation, thus the impact of video may be mediated by the accompanying scaffolding and facilitation. Participants in both conditions, particularly in the experimental condition rated the overall CoA, and the added element of data as ‘helpful’. Narrative comments also tenuously suggest that video-data encouraged staff to consider school-factors to a relatively greater degree. Limitations include sample size for group data and reliability of measures. Findings implicate educational and psychological practice, school staff and potentially, pupils. Replication of this study on a larger scale and, use of deductive, qualitative methods will expound current findings. 2016-12-14 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/36121/1/HUSSAIN%20DAppEdPsy%202016%20THESIS.pdf Hussain, Sofia N. (2016) Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation. DAppEdPsy thesis, University of Nottingham. Video-enhanced Group Consultation Challenging Behaviour Psychological Consultation Educational Psychology Staff Attributions Staff Perceptions Group Consultation Primary School Staff Approaches |
| spellingShingle | Video-enhanced Group Consultation Challenging Behaviour Psychological Consultation Educational Psychology Staff Attributions Staff Perceptions Group Consultation Primary School Staff Approaches Hussain, Sofia N. Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title | Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title_full | Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title_fullStr | Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title_full_unstemmed | Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title_short | Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| title_sort | exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation |
| topic | Video-enhanced Group Consultation Challenging Behaviour Psychological Consultation Educational Psychology Staff Attributions Staff Perceptions Group Consultation Primary School Staff Approaches |
| url | https://eprints.nottingham.ac.uk/36121/ |