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Book

Excluded From School

Book

Excluded From School

DOI link for Excluded From School

Excluded From School book

Systemic Practice for Mental Health and Education Professionals

Excluded From School

DOI link for Excluded From School

Excluded From School book

Systemic Practice for Mental Health and Education Professionals
BySue Rendall, Morag Stuart
Edition 1st Edition
First Published 2005
eBook Published 1 May 2005
Pub. Location London
Imprint Routledge
DOI https://doi.org/10.4324/9780203718476
Pages 216
eBook ISBN 9780203718476
Subjects Behavioral Sciences, Education
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Rendall, S., & Stuart, M. (2005). Excluded From School: Systemic Practice for Mental Health and Education Professionals (1st ed.). Routledge. https://doi.org/10.4324/9780203718476

ABSTRACT

Excluded From School exposes the reasons why, despite many national and local initiatives, large numbers of children continue to tax the education system to such a degree that they become permanently excluded from school.

Sue Rendall and Morag Stuart draw on their experience in psychology and education to demonstrate the need for a more thorough exploration of the underlying root causes of the problem. Based on a systemic framework, their approach allows the inclusion of a vast range of possible contributory factors: within the child, within the family, within the school, and within the complex interrelations between these three systems. By demonstrating the need for inter-discipline and inter-agency collaboration, the authors succeed in presenting a persuasive challenge to the blame culture which exists between schools, parents and educational professionals and policymakers in relation to school exclusion.

The original research presented here, along with the inclusion of the experiences of children, parents and teachers, provides a valuable new perspective on the problem of school exclusions that will be welcomed by all professionals working in this field.

TABLE OF CONTENTS

chapter 1|15 pages

The wider social and political context

chapter 2|15 pages

Ways of understanding complexity: Systems and narrative theory

chapter 3|35 pages

Understanding the children: Ability, attainment, self-esteem and locus of control

chapter 4|33 pages

Understanding the families: Risk and resilience

chapter 5|32 pages

Understanding the schools: Co-operative or coercive ethos?

chapter 6|32 pages

Four case studies of excluded pupils

chapter 7|24 pages

The child, the family and the school: Putting it all together

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