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S tory L inks: working with parents of pupils at risk of exclusion
Author(s) -
Waters Trisha
Publication year - 2014
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12072
Subject(s) - psychology , reading (process) , intervention (counseling) , developmental psychology , literacy , special educational needs , metaphor , pedagogy , mathematics education , medical education , special education , medicine , linguistics , philosophy , psychiatry
This paper presents the results of the evaluation of the 20‐month S tory L inks project delivered by the U niversity of C hichester in collaboration with the C entre for T herapeutic S torywriting and funded by the E smée F airbairn F oundation and the T raining and D evelopment A gency for S chools ( TDA ). Story Links is a ten‐week intervention that involves pupils at risk of exclusion and with poor literacy, along with teachers and parents, in co‐creating stories that address the pupils' emotional and behavioural issues. These stories are then used to develop the pupils' reading skills. The theoretical background draws on B owlby's concept of attachment and research that highlights the relationship between parental involvement and academic achievement. Analysis of the co‐created stories showed a high correlation between the story metaphor and the child's presenting of emotional issues as identified by the parents and professionals. The findings also showed a significant increase in parental involvement in their child's learning and improvement in both pupils' behaviour and pupils' attitudes to learning.