Always, Often, Sometimes Challenging marginalisation by re-thinking relationships with children and...
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Always, Often, Sometimes
Challenging marginalisation by re-thinking relationships with children and young people
Nicky Phillips and Simon Burnham
Overview
“If you don’t do this, don’t bother doing that”Hierarchies, lists, etc
What should we Always do?Different perspectives, different obligations
Practice examples of AOSQuestions
“Try doing ONE thing well …”
(W. Midlands PEP)
“Certainty is more important than
severity”(Bill Rogers)
“You mean if we say we’re not going to go to
the park, then we have to make sure
we don’t go?”(Parent)
“I’ve never had to tell so many people not to
worry that they haven’t followed my advice, and
not meant it”(Trainee EP)
The things that we sometimes do, and the things that we often do, only work because of
the things that we always do.
If you don’t do this, don’t bother doing that!
Hierarchical model of professional practice developmentEckersley K. & Deppeler, J. (2013) The Australian Educational and
Developmental Psychologist
Professional practice
Theory, Training & Roles
Leadership, Organisation Legal and Ethical issues
Research and Policy
The hierarchical relationship between theory and practice issues
Parker, R. (2013) Educational and Child Psychology
Ontology EpistemologyMethodology
MethodsSources
“Support to develop Sofia’s communication skills should be a priority in the planning to meet her
needs. It is likely that improvements in many of her
other skills in areas such as self-help and her learning of basic
concepts will require some significant improvements in Sofia’s ability to understand
communication from others and to express wishes and ideas.”
“Although his needs across the areas of learning, language and literacy are very evident, in my
opinion meeting Terry's social and emotional needs should be seen
as the greatest priority in his support. Without progress and success in these areas Terry is
less likely to succeed in his other ambitions.”
Children and young people generally don’t find the difference between
Often and Sometimes meaningful, but that’s fine – the big difference is
invariably between Always and everything else
“Jake's behaviour, as well as his own expressed views, shows that he is likely to work at his best in college if he has a
very strong and positive pastoral relationship with at least one member of staff who has the time to understand all
his needs and the capacity to support and listen calmly to him on a flexible, needs-led basis and in particular if he becomes
anxious or angry.”
Steve described his school as “a piece of shit” that couldn’t be made any worse if everyone left all their
rubbish on the ground.He was largely unconcerned about staff members’ views of him but felt
they were doing a good job.
Using AOS as a framework to help a nursery to develop its
practice with children with social communication difficulties
“From a management perspective, it’s a really useful tool; it helps me to set my expectations and communicate them with clarity.”
.
Margaret Dunford, HeadteacherWillows Centre for Children, Portsmouth
Margaret Dunford, HeadteacherWillows Centre for Children, Portsmouth
“Systemically, if you only focus on thesmaller detail - the ‘Sometimes’ - without doing the ‘Always’ - the key steps forward - then things will never improve.”
Questions