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VAST – a Tool for Recognising Vulnerable Children in the Classroom and Developing a Care Pathway of Intervention
Author(s) -
Brian P. Hall,
S. Haddow,
Maurice Place
Publication year - 2009
Publication title -
international journal of education
Language(s) - English
Resource type - Journals
ISSN - 1948-5476
DOI - 10.5296/ije.v1i1.231
Subject(s) - coping (psychology) , intervention (counseling) , vulnerability (computing) , psychology , primary care , medical education , medicine , nursing , clinical psychology , psychiatry , family medicine , computer security , computer science

The increasing prevalence in young people harming themselves in an area of the North of England stimulated efforts to find ways of reducing this behaviour. The links with stress and poor coping mechanisms prompted this project which sought to explore if prevention strategies could be developed in a younger age group which would reduce the emergence of self harming behaviour, and other maladaptive coping strategies. The preventative intervention focussed (focused) upon primary schools in the area, and sought to identify and help children who were struggling emotionally on the assumption that they were vulnerable to begin cutting themselves as a way of coping. A specific assessment tool, the Vulnerability Assessment Scale for Teachers (VAST), was developed using teachers’ experiences (Author, 2007), and specifically built around current classroom practice in the UK. In addition a care pathway of intervention was developed and piloted, prior to its more general use in local primary schools.

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