The Wrong Trousers Educational Interventions For Anger Management Issues At Ks3 And Their Impact On The Success Of Inclusion
1. University of Sunderland
Secondary Professional Year
EDPM01 Case Study
The Wrong Trousers?
Educational Interventions for Anger Management Issues at
KS3 and their Impact on the Success of Inclusion
Alistair Hain
th
7 January 2011
2. Acknowledgements
I would like to express my sincere thanks to everyone who has helped me conduct this study. I cannot
name you individually for ethical reasons due to the nature of the study, but you know who you are. Thank
you.
3. Introduction
This case study is based on observations of educational interventions for students with Anger Management
Issues over a 3 month period between October and December 2010. It took place in a large comprehensive
school in the North East of England which has consistently been rated as outstanding by Ofsted. The key
professional staff involved in the management and delivery of such interventions, were interviewed to
provide a qualitative understanding of the intervention delivery. The scope of this study is necessarily
general in its content. There is insufficient space or time allowed to conduct a deeper or more
comprehensive study.
It would be worthwhile defining some of the terms adopted throughout this report to clarify their meaning as
used here. The SEN Code of Practice defines Special Educational Needs (SEN) as a learning difficulty
which requires special educational provision. Mainstream schools are schools which cater for the vast
majority of children at both primary and secondary level. Inclusion relates to the education of children with
SEN in mainstream schools contrary to earlier established practice of educating them exclusively in „special
schools‟ which focus solely on the education of SEN students (Dworman, 2001, p.6).
An educational intervention is an additional resource or provision designed to overcome barriers to learning
for individual or small groups of students with SEN. Anger Management Issues are one such barrier to
learning whereby students are unable to manage their emotional response to circumstances which arise in
the teaching and social environments of the school. The literature more commonly discusses these issues
under the general term BESD (Behavioural, Emotional and Social Difficulties). Key stage 3 (KS3) covers
years 7 to 9 and involves a transition from primary to secondary education in all but a small number of
areas, where a 3 tier system is used. This is a major change in the way teaching and learning is delivered
and can bring substantial pressure to bear on students with BESD.
4. Literature Review
The scope of this case study does not allow for a comprehensive review of the relevant literature.
Accordingly the review presented below takes a broad brush approach intending to pick out the key themes
germane to the study rather than a detailed analysis.
Political and Policy Context
The principle of inclusion with respect to education has emerged over the last 60 years. There is a statutory
requirement to offer children with SEN, including BESD, a mainstream education deriving from international
law. The Universal Declaration of Human Rights in 1948 (United Nations, 1948) defined the principles from
which the issue of inclusion in mainstream for SEN derives. Article 26 defines the right for everyone to have
access to education and gives parents the right to choose. The UK was one of 92 signatories to the
Salamanca Statement in 1994 (UNESCO, 1994) promoting inclusive education, particularly for those with
SEN, and the establishment of a framework for action.
Successive governments have had varying political ideologies. In the last 30 years in Margaret Thatcher,
Tony Blair and David Cameron, we have had Prime Ministers with strong ideological vision driving a reform
agenda.
Margaret Thatcher‘s economic vision for a free market economy also influenced education policy (Margaret
Thatcher Foundation, 2010). It led to the introduction of a National Curriculum in 1988 (HM Government,
1988) and the creation of Ofsted in 1992 (HM Government, 1992). The irony of the feisty Mrs Thatcher
quoting St Francis (BBC, 1979) on entry into Downing Street was perhaps not lost on the British public
however, and despite her government introducing the basis for the current inclusion, inspection and
standards framework, it is possibly for cuts and confrontation her governments will be most remembered.
The Education Act of 1996 (HM Government, 1996) introduced statutory responsibilities for schools to
include necessary provision in mainstream for children with SEN and have regard for the SEN Code of
Practice (Dworman, 2001). A major revision of the code was published in 2001 along with an SEN Toolkit
(DfE, 2001). The document ―Inclusive Schooling: Children with Special Educational Needs‖ (DCSF, 2001)
provides statutory guidance on applying SEN legislation. The principle of inclusion may only be set aside by
parental choice or where inclusion of the child is incompatible with the efficient education of other children.
It defines mainstream education and reasonable steps to be taken for inclusion. It gives specific advice for
children with BESD and examines what constitutes efficient education for the purposes of inclusion.
Tony Blair placed education at the very heart of his political agenda. ―Education, Education, Education”,
was his clarion call when he took office in 1997 (YouTube 2007). His governments instituted a major capital
investment programme in the school infrastructure, reform of the inspectorate and the creation of the Every
Child Matters (ECM) agenda. The issue of inclusion was at the heart of the education debate (Corbett,
2001). There have since been questions raised about the value for money delivered by Blair‘s New Labour
governments and their education programmes (Coughlan, 2007).
The ‗Every Child Matters‘ green paper published in 2003 (HM Government, 2003) defined the five
outcomes for children within a framework of universal children‘s services, giving all children entitlement to
fulfil their potential. The Children‘s Act, 2004, provided the legal force necessary for ECM requiring all
professionals involved in providing services for children to co-operate and be accountable for their
protection: applying equally to the support, protection and inclusion of children with BESD as to any other
child (HM Government, 2004).
The arrival of David Cameron in 2010 with his vision of ―The Big Society‖ leading the first coalition
government for decades poses more questions than answers at this point. Cameron describes his vision as
"… things that fire you up in the morning, that drive you, that you truly believe will make a real difference to
the country you love, and my great passion is building the big society …” in his speech launching The Big
Society (BBC, 2010). While there is a clear sense of purpose in this vision, at this point in time there is
necessarily more rhetoric than results. The theme dominating recent political debate has been the budget
5. deficit reduction programme. It is not yet clear what impact this will have on education. Perhaps the
removal of ―Every Child Matters‖ from the education agenda to be replaced by some bland alternative such
as ―The Five Outcomes‖ suggests a focus more on results than values.
The significance of the education white paper on Teaching (DfE, 2010) for children with BESD issues is
perhaps seen more from what it does not say rather than what it sets out. Teaching, accountability,
standards and independence get high prominence. Special Educational Needs are barely mentioned in its
81 pages and when SEN is mentioned it is used as a catch-all generic term. It is perhaps no coincidence
that just prior to the publication of this white paper that Ofsted stated that “the term „special needs‟ was
being used too widely” (Sharp, 2010).
Educational Interventions, Anger Management & BESD
There is limited reference in the literature to anger management issues in the context of educational
interventions although there is a considerable body of research relating to the therapeutic treatment of such
issues. More fertile ground is found when the search terms are expanded to include BESD.
According to the SEN Code of Practice (Dworman, 2001) meeting the needs of SEN falls into four distinct
strands:
assessment, planning and review
grouping for teaching purposes
additional human resources
curriculum and teaching methods
A three stage approach is outlined in the code which applies at both primary and secondary levels:
School Action (normally handled entirely from school resources)
School Action Plus (handled by the school but utilising professional resources from out with the
school)
Statement (a formal legal process which involves professionals from across the spectrum of
Children‘s Services although there is a trend within Local Authorities to move away from the
Statement process due primarily to cost)
These stages are progressive with increasingly intensive intervention at each stage.
Stressors, Risks and Resilience, (Haggerty et al., 1996), is explored as an approach to the design of
educational interventions which is of particular value for students with BESD. It was observed that some
students seem to cope better with stressors than others. Behaviours are seen as falling in one of two
categories: Risk and Resilience. Those who adopt a more consistent use of resilient behaviours are seen to
cope better with multiple stressors. The approach of basing interventions around resilient behaviours is
promoted, unifying theory and practice in a positive contribution to the removal of learning barriers deriving
from BESD.
One aspect of Haggerty et al‘s approach, which is perhaps not addressed currently in the training of
secondary school teachers, is that where a behaviour which forms a barrier to learning derives from an
arrested development in early years, it requires an intervention appropriate to the age at which the problem
originated and not at the age of the student when the behaviour manifests itself in Secondary school.
Feuerstein‘s work on Instrumental Enrichment since the late 1970‘s (Segal et al., 1985, chap.1) has had
significant impact on the design of interventions. His work targets the enrichment of what Feuerstein terms
instrumental cognitive deficiencies. Based on the theory of Structural Cognitive Modifiability his assertion is
that we can change meaningfully the way an individual thinks with a suitable intervention programme. At
the core of this theory is Mediated Learning Experience through which an individual can modify the way
they think to adapt to changing social and cultural circumstances.
Instrumental Enrichment is a programme suitable for both group and individual interventions, focusing on
enriching instrumental deficiencies to modify permanently the way we think. A large body of research cites
6. his theoretical approach and work. Further details of the application and development of Feuerstein‘s
theories are beyond the scope of this report but a representative selection from the Literature can be found
in the Bibliography. One such paper (Link, 1991) is a particularly relevant example because it provides
quantitative justification of Feuerstein‘s work based on a 2 year study in schools.
An issue that needs to be addressed with respect to the success of the inclusion agenda is the re-
integration of BESD students into the normal learning and social environment of the school. The
achievement of re-integration is a critical success factor for inclusion of students with BESD where
interventions are progressively reduced and withdrawn. A study, (Iwata et al., 2009), provides quantitative
evidence of the possibility for re-integration, showing that phased withdrawal of interventions was
successful in 91% of individual cases (N=34). In the remaining cases it was necessary to maintain the
interventions in order to provide some measure of re-integration.
In its report, ‗Inclusion: does it matter where pupils are taught?‘ (Ofsted, 2006), Ofsted present evidence
that resourced mainstream education provides more outstanding or good provision for SEN than other
forms of education. In 2010, based on the reaction to the publication of Ofsted‘s SEN report (Ofsted, 2010)
and the Teaching white paper (DfE, 2010), we have seen a growing polarisation between Government,
Ofsted and the Teaching profession portrayed in the press (Maddern, 2010). It is not clear whether Ofsted
are acting as independent observers or as instruments of government policy.
―May you live in interesting times” is reputedly an ancient Chinese curse. The teacher-centric style of
education in modern China which is rated at the top end of the current world rankings (The Telegraph,
2011) may become a modern day curse if as has been suggested it is taken per se as the role model for
improving education the UK.
7. Methodology
Cohen et al. (2007, chap.11) examine the Case Study as a research method. A Case Study is described
as ―an instance in action” of a bounded system. It is descriptive and detailed with a narrow focus combining
both subjective and objective data. They identify three distinct types of Case Study:-
Exploratory (a pilot or precursor to further research)
Descriptive (narrative accounts from participants)
Explanatory (testing theories)
This study adopts an exploratory approach. It seeks to explore educational interventions for anger
management Issues at KS3 and gain some insight into their impact on the success of inclusion. Due to the
exploratory nature of the study and the limitations of scope outlined in the academic brief for this work, it
adopts a relatively unstructured approach. Interviews were conducted with key staff members representing
the range of professional roles employed in the placement school. A thematic approach was taken based
on the following headings:-
Transition Arrangements to KS3
Assessing the extent of an individual student‘s issue
Design and resourcing of interventions
Differentiation and personalisation of student's learning
Monitoring the impact of interventions
Decision making process for inclusion
Liaison with other professionals within and out with the school
Due to the differing roles of the interviewees, the interviews themselves were free-flowing seeking a
conversational style. Interviewees were given advance notice of the themes by email (Appendix 1).
Observations of students with anger management issues were carried out both in the classroom and in the
learning support areas. Again a natural structure was adopted and the students were not aware that they
were being observed.
In addition to the investigations above I interviewed informally the Senior Leadership Team at Castlegreen
BESD School in Sunderland. I had previously worked there earlier in 2010 acting as a one to one LSA for a
student with complex Mental Health Issues including Anger Management. I have called him Harry below.
Experience of working with Harry has reinforced the results obtained from this case study.
Notes were recorded during the interview and shortly after the observation periods. BESD issues are
deeply personal, rooted in a child‘s biography (Swinson et al., 2003), and raise ethical considerations
relating to privacy (British Educational Research Association., 2004). As a result of these considerations all
personal references in this report are anonymous or use fictitious names.
8. Results
I have deliberately changed voice to the first person in the remaining sections of the report. This
emphasises the fact that it is my personal interpretation of results that is given and that professional staff
involved in the data gathering have not had the opportunity to review what I have said. I have used the
name Tom below to identify a particular student in the comprehensive school. Harry is used to describe a
BESD student at Castlegreen School who I spent June 2010 with, working as a one to one Learning
Support Assistant.
The primary mechanisms for data collection as described above were by observation of students and
interviews with key professionals. Whilst every attempt was made to obtain a comprehensive range of
observations for interventions in action, and interviews, it was impossible to achieve. As a student teacher I
was mindful of the fact that staff already had committed schedules. My case study was not at the top of
their agenda for obvious reasons. Since I had set out to do an exploratory study my main concern was
adequately to cover the topic as opposed to a more comprehensive coverage which would be beyond the
available time and space. I am satisfied that I have sufficient data to meet my objectives.
Observations
Observations were conducted without Tom knowing he was being observed but with the full knowledge of
the professional staff delivering the interventions. In total about 40 hours of observations were carried out.
Due to Tom‘s particular circumstances only about 10% of the observation time was in the classroom where
I had the full support of the teacher who was subsequently interviewed. The remaining observation time
was primarily undertaken in The Bridge learning support area with the full knowledge and cooperation of
the Learning Support Manager and Tom‘s Learning Support Assistant, both of whom were interviewed as
part of the study.
The Bridge is a learning support area run by the learning support team for year 7 & 8 students. It is used as
a timeout space, a one to one work area, as well as a social space for SEN students and those who may
have short term pastoral needs. During the observation periods I made no attempt to single out Tom, rather
I just merged into the background giving help to staff and students when the opportunity arose and for the
remainder of the time carrying out my own work. The Bridge is a special place which has a warm and
supportive atmosphere but which nevertheless has clear boundaries and a sense of purpose as a learning
zone.
During the time I spent in The Bridge I witnessed a highly committed and professional team delivering the
interventions identified in appendix 2.
In my classroom observation, an extended enquiry science lesson which was challenging for Tom due both
to his personal barriers to learning and because of he was experiencing a particularly black mood at school
that day; I witnessed highly professional intervention by the teacher and learning support assistant working
closely in tandem. In particular Tom was not engaging and was acting in a disruptive manner. The teacher
used the school Behaviour Policy (see Appendix 8) with great skill - going through the stages and involving
the LSA and Tom in choices to be made.
Interviews
The intention of the interviews was to obtain as much coverage of the professional input in to the
educational outcomes as possible. A complete summary of the interview results is given in Appendix 2.
Due to time constraints, interviews lasted from as little as 5 minutes to over 1 hour. They provided a rich
source of information to inform the literature review although some academic areas such as Solution Focus
Therapy could not be included due to the timing of the interview. Where possible these areas are included
in the Bibliography.
9. Key Results
The key results taken from the Observations and Interviews are summarised below:-
Without exception Self-Esteem, Relationship and Trust were seen as an essential pre-cursor to
effective delivery of interventions
A commitment by the school to Continuing Professional Development for all staff ensured that
the practice of delivering interventions was founded in relevant academic research
Effective use was made of external specialist resources
A very strong commitment was made by all staff to ensuring that Inclusion was successful by
carefully designed and professionally delivered interventions
In Tom‘s case a decision has been made to refer him to the Pupil Referral Unit because it has
been decided that this is in his best interests given his particular circumstances
This is not seen as a failure of the interventions for Tom rather it is seen as a natural
consequence of the interventions, monitoring of their effectiveness and the careful consideration
of Tom‘s needs
There are several examples in the school where the interventions have allowed students with
BESD to be successfully re-integrated into the classroom
The whole school approach to Teaching, Learning and Behaviour Management is a major factor
in the success of Educational Interventions for BESD
Although not observed by me personally it was reported during the interviews that in some instances some
staff were not clear of the best way of handling students with BESD. This is an area which Castlegreen
have developed. The have transformed their Risk Assessments which are not particularly helpful as a
briefing document for staff into a personalised Crisis Management Plan. The relevant documents for Harry
are shown in Appendices 6 & 7. This was not available at the time when I was working with Harry but would
have been a valuable resource if it had.
10. Discussion
This school has been judged outstanding on more than one occasion. I have found myself in complete
agreement with that judgement during the course of my placement. All staff have been supportive,
committed and willing to offer advice and constructive criticism. The school constantly strives to reflect and
improve on its practice at all levels. This level of commitment and professionalism is, in my opinion, the
principal reason why interventions are successful here. The openness to new approaches from academic
research is important but is secondary to the whole school values and ethos.
The centrality of Self-Esteem to the successful delivery of Interventions is not restricted to BESD. During
the course of the observation time the theme for Year 8 tutorial work was Self-Esteem. My Year 8 tutorial
group came up with a class agreement based on trust for the way we as a group would behave when
talking about Self-Esteem issues (Hain, 2010, p.7 to 12). High Self-Esteem is central to learning for all
students including SEN. Low Self-Esteem is a barrier to learning. The class agreement we came up with
(Appendix 9) was adopted by the staff in The Bridge for use with the Nurture Group which started in
December 2010.
At about this time I was conducting the first interviews for the study. It struck me that in singling out Anger
Management Issues, a convenient label, and considering Interventions for that then I was perhaps getting
the wrong end of the stick. The school counsellor for Years 7 & 8 made the point strongly, that labels were
not helpful in dealing with BESD issues or any other pastoral issues for that matter. ECM unequivocally
expects us to treat every child as a unique individual and labels are not helpful to them in practice even
though they might be useful in an academic analysis.
Earlier in 2010, while preparing to take up the LSA post at Castlegreen BESD School, I had read some of
Ken Wilber‘s work (Wilber, 2007). Wilber was the founder of the Integral Psychology field which seeks to
balance the views of Eastern and Western philosophy in a radical holistic psychological model. Although
critics (Integralworld.net, 2010) are many and vociferous the Spirit in Action 4 Quadrant Model is a powerful
way of describing the holistic nature of individuals and communities.
Upper Left Upper Right
Individual
Intentional Behavioural
I It
Lower Left Lower Right
Collective
Cultural Social
We Its
Interior Exterior
Wilber‘s 4 Quadrant Model (Wilber, 2007)
Wilber goes to considerable lengths to develop this framework throughout his work. His thesis is that
human knowledge unfolds in all four quadrants. The left-hand quadrants are interior i.e. subjective and
inter-subjective. These are a measure of depth. The right-hand quadrants are exterior i.e. objective and
inter-objective. These are a measure of span. Over-emphasis on any sub-set of quadrants leads us into an
intellectual ―flatland‖ giving rise to a fatal imbalance in our understanding and development. He argues that
in the western world, the modern period of the last three hundred years or so has given undue prominence
to objective knowledge at the expense of the other quadrants and that in our post-modern world we must
allow the interior side to reclaim its place in the pantheon of human experience and knowledge.
11. It seems to me that this is a useful model to describe the dynamics of a school community where a balance
of interior and exterior, cultural and social factors come together. A search of the literature surprisingly
found no reference to Wilber‘s work relating to education.
Given the evident centrality of Self-Esteem to academic and personal development I have modified Wilber‘s
model to what follows.
Learning Teaching
Self-Esteem
Wonder Knowledge
I
Insight Discovery
Community
Understanding Tolerance
We
Engagement Balance
Interior Exterior
A Holistic Model for Inclusive Education
While it is beyond the scope of this report fully to explore this amended model we can see that the left hand
quadrants relate to internal subjective aspects while the right hand quadrants relate to external
environmental aspects. The upper quadrants relate to individuals while the lower quadrants comprise the
interaction of the education community. A further refinement would be to introduce another dimension
coming out of the page denoting progress or transcendence. Self-esteem is a key dimension the collective
aspect of which is Community.
The impact of the recent political change on the meaning of inclusion and its success as a policy is in my
opinion open to question. While it is probably too early in the coalition government‘s tenure to make firm
judgements it seems to me that by moving from ECM to the Five Outcomes we are at risk of trying to fly a
flag without a flagpole. The scant coverage of SEN in the Teaching white paper (DfE, 2010) further
reinforces those concerns. The polarisation of the Government, Ofsted and the Teaching Profession gives
us either a problem or an opportunity to grow as a nation through our education system.
If we apply the comments on labelling to the secondary education system as a whole then I come to a
similar conclusion to that which the school counsellor came to with respect to individuals. From an
education practice point of view it can be problematic to use labels such as Mainstream, BESD and SEN
without a coherent philosophy of education and social values which forestall the barriers of division. The
recent announcement of a new type of Technical/Vocational School (Hurst, 2011) runs the risk of further
division within education no matter how good an idea it may be. Many of us will remember attitudes to the
Secondary Modern system of the 1960‘s and the negative connotations of failing the 11-plus.
―To Include or not to Include?‖, - and the corollary: ―How best do we deliver the 5 outcomes to every citizen
for the benefit of our society?‖ would be good questions to ask of our politicians, inspectors and teachers if
we want to progress as a nation to bring about ―The Big Society‖.
12. Conclusions
This study set out to conduct an exploratory case study into Educational Interventions for Anger
Management Issues at KS3 and their Impact on the Success of Inclusion. It has considered Political,
Academic and Practical aspects in a general sense. I hope that as an exploratory study it gives some
insight into the issues facing us as a nation when considering our Education System and bringing about
―The Big Society‖. I hope also that it raises more questions that merit further study.
If we as a nation remain stuck in polemical politics and swings of an ideological pendulum then I fear we
will end up like Wallace wearing the wrong trousers to the detriment of all.
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