View in EDS HTML Full Text PDF Full Text

Relationships and Learning: A Review and Investigation of Narrative Coherence in Looked-After Children in Primary School

Saved in:
Bibliographic Details
Title: Relationships and Learning: A Review and Investigation of Narrative Coherence in Looked-After Children in Primary School
Language: English
Authors: Greig, Anne, Minnis, Helen, Millward, Reuben, Sinclair, Claire, Kennedy, Eilis, Towlson, Kate, Reid, Warren, Hill, Jonathan
Source: Educational Psychology in Practice. Mar 2008 24(1):13-27.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 15
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Experimental Groups, Control Groups, Investigations, Personal Narratives, Attachment Behavior, Caregiver Child Relationship, Emotional Development, Early Experience, Metacognition, Foster Care, Mainstreaming, Developmental Psychology, Foreign Countries, Educational Psychology
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1080/02667360701841189
ISSN: 0266-7363
Abstract: This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked-after children with problematic relationship histories in mainstream school and a matched control group of 17 of their peers. There were significant differences between the groups in the coherence of children's narratives, denial and avoidance in story play themes and in their use of intentionality. The paper considers the theory and discusses the results in terms of the implications for teaching, learning and intervention. (Contains 2 figures and 3 tables.)
Abstractor: Author
Number of References: 74
Entry Date: 2008
Accession Number: EJ786670
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked-after children with problematic relationship histories in mainstream school and a matched control group of 17 of their peers. There were significant differences between the groups in the coherence of children's narratives, denial and avoidance in story play themes and in their use of intentionality. The paper considers the theory and discusses the results in terms of the implications for teaching, learning and intervention. (Contains 2 figures and 3 tables.)
ISSN:0266-7363
DOI:10.1080/02667360701841189