Dr. Suanne Gibson
University of Plymouth
The Learning Assistance Programme (LAP). The merits of mentoring pupils with Social Emotional and Behavioural Difficulties (SEBD).
A research project conducted by Devon Inclusion through Partnership, (DIP)
Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 September 2003
“People who grow up in difficult circumstances and yet are successful have one thing in common – at a crucial juncture in their adolescence they had a positive relationship with a caring adult” – Bill Clinton.
http://www.utah-mentor-network.org/ImpactofMentoring.htm
Abstract:
Since 1994 research has indicated practitioners in mainstream education settings require guidance including pupils who have Social Emotional and Behavioural Difficulties, (SEBD) (Wise, 2000; Cooper, 2001; Thacker, Strudwick and Babbedge, 2002). Research suggests this stems from growing numbers of pupils ‘suggested’ as having ‘SEBD’ in the mainstream, (Cooper, Smith and Upton, 1994).
Publications aimed at the practitioner ‘including’ the pupil with SEBD suggest appropriate teaching methods, (Wise, 2000; Fox, 2001; Thacker, Strudwick and Babbedge, 2002; Mathieson and Price, 2002), and learning environments, (Bishop and Swain, 2000; Long, 2000; Cooper, 2001; King and Chantler; 2002). An argument runs throughout asserting the importance of building ‘relationship’ with the pupil. That ensuring a safe and supportive environment where pupil and support worker/volunteer/teacher can interact will lead to positive development for the pupil.
In line with these suggestions, recent research proposes that providing ‘mentors’ for pupils with SEBD can lead to positive outcomes, (Lyndsey, and Crozier, 1999; Cooper, 2001). When referring to ‘mentoring’ the author is drawing on Murray’s definition, (1991, p.5):
Mentoring is a structure and series of processes designed to create effective relationships, guide the desired behaviour change of those involved, and evaluate the results for the proteges, the mentors, and the organisation.
The Learning Assistance Programme (LAP) is a form of mentoring established in Australia in 1976 developed into an international programme for students in schools across all age ranges.
This research project aims to answer the following three questions:
1. Can mentoring pupils with SEBD assist them in overcoming barriers to their learning?
2. What is LAP?
3. Can the form of mentoring provided by the LAP model benefit pupils with SEBD?
The following is a paper breakdown:
A. Introduction
B. Research question one: Can mentoring pupils with SEBD assist them in overcoming barriers to their learning?
C. Research question two: What is The Learning Assistance Programme (LAP)?
D. Research project design.
E. Pilot study findings
F. Conclusions.
The Learning Assistant Programme (LAP). The merits of mentoring pupils with Social Emotional and Behavioural Difficulties (SEBD)
A. Introduction:
The author is chair of Devon Inclusion through Partnership, (DIP). This group was established in September of 2002 when the author, met with a Head teacher of a local primary school experiencing difficulties including pupils with SEBD and a LEA officer. The original aims of this meeting were to discuss possible programmes that could assist in the school’s management of SEBD furthermore to establish ways of funding such programmes. It was from this initial discussion that DIP emerged as a group of contributors aiming to establish and then investigate the benefits of one particular programme for meeting the needs of pupils with SEBD, i.e. LAP. In January 2003 DIP submitted a funding application to Esmee Fairbairne, this was to secure the funding necessary to establish LAP. This application was not successful and led to the project being redesigned. DIP is hopeful that in light of the new design and findings accrued future funding applications will be successful. If successful this will enable further research to be carried out into ‘what works’ when including pupils with SEBD.
B. Research question one: Can mentoring pupils with SEBD assist them in overcoming barriers to their learning?
When referring to pupils with SEBD, the author is drawing on the following definition (DfE, Circular 9/94):
Such difficulties lie on the continuum between behaviour which challenges teachers but is within the normal, albeit unacceptable, bounds and that, which is indicative of serious mental illness.
Research suggests growing numbers of pupils with ‘SEBD’ in the mainstream education setting (Cooper, 2001; Cooper, Smith and Upton, 1994). As Cooper states, (2001, p.5)
It is estimated that currently at least 10 % (and possibly 20%) of school age children in England and Wales experience clinically significant levels of social, emotional and behavioural difficulties [...]
Until recently many practitioners and researchers tended to see cause of SEBD as lying solely with the child, a pathological ‘within child’ perspective (Cooper, Smith and Upton 1994). Today, in the context of the government’s aims for inclusive education (DfEE 2001) there is a much wider view. This suggests causation lies not with the child alone but can be linked to the child, family, social and school environment. All of these possible contributors to the child’s SEBD need to be taken into account in the assessment and suggestion of a way/s forward. Cooper, Smith and Upton (1994, p.19) state:
The influence of school in general, and teachers in particular on the behaviour of their pupils has been highlighted by a number of studies
In line with this Farrell, (1995, p. 3) suggests that:
Problem behaviours are a result of a complex 'interaction between contextual factors and aspects which the individual brings to the situation’. In particular the home environment and the school can play a large part in shaping the social and emotional adjustment of children. These two factors interact with the child’s own genetic predisposition.
In response to the call for guidance there have been publications aimed at the practitioner aiming to ‘include’ the pupil with SEBD. Specifically publications suggesting appropriate teaching methods (Fox, 2001; Thacker, Strudwick and Babbedge, 2002; Wise, 2000; Mathieson and Price, 2002), and learning environments (Cooper, 2001; Long, 2000; Bishop and Swain, 2000; King and Chantler; 2002). With reference to these publications there is a theme running throughout which notes the importance of building ‘relationship’ with the child. That ensuring a safe and supportive environment where pupil and support worker/volunteer/teacher can interact will lead to positive development for the pupil.
As Cooper (2001, p.123) claims:
When we examine the qualities of provision that seems most conducive to the positive development of pupils with SEBD, we find a range of attributes that should be reflected in all educational institutions. These are:
· A sense of security and safety
· An environment where students are valued as persons and that nurtures self respect and self esteem
· Supportive interpersonal relationships with staff who respect students as persons
· An emphasis on self control and co-operation rather than externally imposed control
· Opportunities to develop social, personal and academic skills and to become self directing
· The chance and necessary support for students to achieve academic success and qualifications and/or vocational qualifications
· Opportunities for students to exercise responsibility
· Exposure of students to positive role models and positive models of relationships
· Humanity and flexibility in the way the institution is run with respect for Persians as the guiding principle.
As cited above, ‘mentoring’ defined by Murray, (1991, p.5): is a structure and series of processes designed to create effective relationships between mentor, and proteges. The concept of ‘Mentor’ can be used in one of three ways: corporate mentor, qualification/learning mentor or community mentor (Parsloe & Wray, 2001). For the purposes of this research I am going to use it in the context of learning. A Learning Mentor will be defined as a person who is assigned to a particular pupil who has ‘Barriers to learning’. This study focuses on the use of mentoring with pupils presenting with SEBD, questioning whether or not it has merits in assisting such pupils in overcoming barrier/s to their learning.
What has research to date shown? Key studies into the nature and benefits of mentoring young people in England are the Doncaster Education Business Partnership (DEBP), (Beattie and Holden, 1994), the Rathbone Project, (Lyndsey and Crozier, 1999) and the National Mentoring Network, (NME), (NFER, 2002).
DEBP pioneered the development of a school-based young person mentoring programme in 1994, (Beeattie and Holden, 1994). Findings from this study suggested that mentoring had notable benefits for the pupils, especially with regards confidence levels, ability to relate with others and academic progress. Furthermore the study noted that future mentoring schemes should ensure the involvement of mentees in planning and evaluating sessions. The argument being that this would empower mentees in the long term giving them more ownership thus accountability regarding their progress.
In summarising results from the ‘Rathbone Adult mentoring scheme’ implemented to support pupils with SEBD, Cooper states (2001, p.93):
There is a clear sense from the Rathbone evaluation that the students responded well to the adult atmosphere of the project and the creation of a structure which assumed the students would behave in a responsible and trustworthy manner seems to have had a motivating effect.
The National Mentoring Network, (http://www.nmn.org.uk/) established the UK Mentoring Strategy Group in 1998. Its aims:
· create a national body of influence and a voice for mentoring across the UK
· forge closer links with Government departments
· identify key issues, cross cutting themes and action to take them forward
· highlight areas for working in partnership or in collaboration
(http://www.nmn.org.uk/cgi-bin/page.pl?article=65)
This group oversees the work of the NME which to date has been shown as effective in meeting the learning needs of pupils at risk form exclusion specifically those presenting with SEBD. In the context of NME, mentees meet individually with their learning mentor, adult volunteers from the local community and/or older students. All mentoring was one to one. Research conducted by NFER (NFER, 2002) highlighted the benefits of this work. As stated, (NFER, p.2):
The research found that mentoring had a positive impact on the young people’s personal development [...] According to the young people who had participated in the mentoring programmes the main effect was in helping them realise the importance of getting qualifications [...] a feeling by mentees that they could achieve more, and an increase in their confidence.
Thus the benefits of mentoring schemes for pupils with SEBD are apparent. As shown in the above four studies, mentoring of pupils who are at risk of exclusion, presenting with SEBD has numerous benefits including; personal, social and academic.
C. Research question two: What is ‘The Learning Assistance Programme’ (LAP)?
"It's a friendship, a process of helping,
And a well of goodwill it can tap.
A wise course it steers, with its brisk volunteers,
The parents and partners in LAP."
Max Fatchen (http://www.lap.asn.au/)
When discussing the Learning Assistance Programme (LAP), the author is referring to a form of mentoring established in Australia in 1976. The following quote taken from the originator defines LAP, (Penhall, Brown and Carmody, 1992, p.8):
The Learning Assistance Programme (LAP) is a ‘grass roots’ development that has evolved since it began at Banksia Park High A-School, Australia 1976 into an international programme for students in schools across all age groups. Volunteers in partnership with teaching staff, work with students on a one-to-one basis for one or two regular sessions each week. The significant individual time creates more learning situations where the students can experience success and support their development at school.
From this definition of LAP one can see the LAP ‘volunteer’ plays the role of ‘mentor’ as defined above, (Murray, 1991) and the pupil being assisted plays the role of ‘protégé’ as previously defined, (Muray, 1991). Hence when refereeing to volunteer within the context of the LAP scheme the author is also acknowledging their role as a mentor. LAP reflects Murray’s conceptual understanding of the role of mentor and protégé, from here on to be referred to as mentor and pupil (1991, p.12):
In a facilitated mentoring process there is typical one mentor to one protégé [...] the mentor carries out [...] the functions of the sponsor and role model in a relationship structured around the skills that the protégé wants to develop.
LAP, as defined above, reflects the key attributes cited by Cooper (2001) as necessary to promote inclusion of pupils with SEBD. LAP is premised on the belief that all children have the potential to be effective learners, to reach their potential and thus to achieve. LAP acknowledges that at times in a child’s life there will be difficulties, some of a barrier may present which has detrimental effects on their learning. It is the responsibility of the adults in that child’s life to firstly acknowledge that there is some sort of problem and through dialogue and collaboration deduce effective methods for helping that child overcome this barrier. LAP maintains that in doing so providing the child with an adult to play the role of mentor can prove very effective. In LAP the role of the volunteers who act as mentors is paramount to success. LAP cites the following as key aspects to the work of the mentor if adhered to resulting in positive experiences and development for the pupil being mentored (Penhall, Brown, Carmody, 1992, p.28):
· CARE
· Communication
· Content
· Confidentiality
· Communication
· Co-operation
For LAP to work there must be a LAP co-ordinator or management team in position from the outset. The co-ordinator/management team takes full responsibility for the management and running of the programme. They act as first port of call for any teacher eager to refer one of their students to a LAP mentor, for the LAP mentors who must relay on a regular basis how work with their pupil is progressing, for the parents of the pupil keeping them informed and ultimately to the pupil herself providing support and answering any questions she may have. As cited (Penhall, Brown, Carmody, 1992, p.10):
The function of the co-ordinator, or management team, is to ensure that the management of the people involved, and the procedures and strategies developed, mirror the philosophy of the programme, as well as the policies and priorities of the school [...] It is vital, therefore, that those involved in co-ordinating LAP programmes:
· Relate well to both adults and children