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Introducing Farouk's process consultation group approach in Irish primary schools.

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Title: Introducing Farouk's process consultation group approach in Irish primary schools.
Authors: Hayes, Marie (AUTHOR), Stringer, Phil (AUTHOR)
Source: Educational Psychology in Practice. Jun2016, Vol. 32 Issue 2, p145-162. 18p.
Subjects: Psychology of teachers, Primary school teachers, Behavior modification, Psychiatric consultation, Educational psychologists, Primary education, Professional education
Abstract: Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Introducing Farouk's process consultation group approach in Irish primary schools.
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  Data: <searchLink fieldCode="AR" term="%22Hayes%2C+Marie%22">Hayes, Marie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stringer%2C+Phil%22">Stringer, Phil</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Jun2016, Vol. 32 Issue 2, p145-162. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Psychiatric+consultation%22">Psychiatric consultation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink>
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  Data: Research has shown that teacher consultation groups increase teachers' behaviour management skills through discussion and collaborative problem-solving. Unlike the United Kingdom, at the time of this research consultation groups were not widely used in Irish schools. This research introduced Farouk's process consultation approach in three Irish mainstream primary schools and evaluated the consultation groups over one academic year. The schools were selected based on their level of referrals to the educational psychologist (EP) for pupils presenting with behavioural difficulties. The study utilised a mixed methods design comprising mainly qualitative and some quantitative analysis. The data were obtained from participant and researcher reflections, interviews and questionnaires. Thematic analysis was used to derive themes from the data. The results suggest that the groups provided the teachers with an organised time for discussion, information-sharing and learning, which enhanced their behaviour management skills through the sharing of strategies and their implementation through teamwork. However, due to the poor return of teacher questionnaires it is not possible to derive any definite conclusions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02667363.2015.1129939
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        Type: general
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      – SubjectFull: Behavior modification
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              Text: Jun2016
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