ࡱ> -C( D/ 0|DTimes New Romanv00DTahomaew Romanv00" DWingdingsRomanv000DArialngsRomanv00"@DGaramondRomanv00@ .  @n?" dd@  @@`` @8\!      $%   #&$#**/0**78=>//KTV <AA@=>A B E F Q ʚ;>nq8ʚ;g4BdBd0ppp@ <4!d!dh0(*<4ddddh0(*<4BdBdh0(*80___PPT10 pp? %L9mListening to the voices of the socially marginalised: Perceptions, reality and the view from the playground.nn: Richard Taffe, PhD Charles Sturt University, Albury, NSW.;'R.The aim of the presentationBrief background to the study Understanding rejection Case studies of extreme rejection Principal effects of prolonged, extreme rejection Implications  (Describing the peer relations experience0Popular Average Neglected Controversial Rejected'  Understanding rejectionPeer rejection is associated with a range of interpersonal and intrapersonal problems, for example: difficulties joining in games and playing by the rules an inability to resolve conflict loneliness depression social anxiety and despairHd!"1 " (! A8 S Understanding rejection A consistent finding in research over the past 40 years has indicated that negative peer relations in childhood are predictive of negative long term outcomes such as low self-esteem dropping out of school antisocial behaviour delinquency adult criminality .Z`Z  Understanding rejectionrAll children will experience some form of rejection during their school lives Most children s experience of rejection will be brief For some children, rejection is extreme and prolonged Understanding RejectionEstimates of peer rejection vary Most modern estimates would be around 1-2 children per classroom Of those children identified as rejected in the first year of school 50% remain rejected six years later.   Understanding RejectionpChildren rejected by their peers fall into two main sub-types: Rejected (non-aggressive) Aggressive-Rejected .@/q6%&Treating the Aggressive-rejected childHighly resistant to standard behaviour modification Low level of adoption of new or improved behaviours Treatment effects often don t last  Case studiesFirstly, a desire to examine more closely those cases where children remained rejected or their rejection deepened over the course of the study. Secondly, a need to listen to the voices of those intimately involved with the experience of rejection. %8Children s views of targets& $&What peers were thinking about targetsStories aplenty about violent or aggressive behaviour  Doesn t play fair ,  cheats ,  starts a fight when he loses When probed for more detail: Peers sometimes found it hard to describe clearly or recall the details of occurrences of the target child s misdemeanours (including their own encounters with such children) Claims re target s aggression were sometimes based on hearsay Concerns about targets often related to classroom incidents, especially teacher-child interactions, not peer-to-peer playground incidentsptZZwZtQ"0   h'4Teachers views of targetsT: He s been to the paediatrician, as I said, and [the paediatrician] has actually said that Dennis has got very low self-esteem and he needs to be getting more in the classroom. But it s really hard to give that to Dennis because he doesn t give you anything to reward. Zaaa0aA02   (Teacher thoughts about targetsResponses were often negative and occasionally reflected hostility toward the child Many responses indicated that teachers had become exasperated with target children s behaviour and how this was affecting the classroom atmosphere Teachers were often inclined to accept and pass on reputational information about rejected children Many teachers appeared to harbour grudges against particular children Most teachers believed that rejected children were academically weak or lazy P +2What the aggressive-rejected said about themselveslInterviewer: What sorts of things do you and your friends like to do? Marcus: I don t really have any friends. And later& Int: When is it easy to play a game and have fun with other kids? Marcus: It s never easy for me& Int: When is it hard to play a game and have fun with other kids? Marcus: Nearly always. Int: Why is it hard? Can you tell me why it s hard? Marcus: Because everybody thinks I m going to tackle them and be rough."q E, The aggressive-rejected:Other rejectees expressed similar concerns. Int: When is it hard to play a game and have fun with other kids? Shane: Every day at school. Int: Can you tell me why it s hard? Shane: Because sometimes they don t want to play with you because they re playing with other kids. NZ,"$""$&_ Q- ReputationFSadly, some children had actually begun to internalise their reputation with peers: Interviewer: Is there someone you don t like at school? Marcus: Myself. lT=  T$=,.Cases that were resistant to treatment effects:Playground experiences were unfulfilling Relationship with teachers was poor Discipline measures meant that they spent periods of time isolated from peers There was a depressing sameness about their negative school experience every day of the week. Few opportunities to socialise with other children outside school;Z;&.Cases that were resistant to treatment effectsaLonely Misunderstood Depressed about their social situation Socially anxious Victimized PowerlessO+Issues arising from the casesReputational effects Exclusion   H* Reputation6Status as an  aggressive kid is often maintained through hearsay  Aggressive rejected children s behaviour is interpreted differently to other children s behaviour (by peers and adults) School (and class) level processes can make instances of rule violations highly conspicuous leading to a deepening of reputational effect. Teachers participate in practices that promote reputation-building and consolidation. Classrooms (and schools) are interpersonal  hothouses . It is hard to escape the reputation established in these environments.,Zi/# Exclusion:Excluded children have reduced opportunities to interact with others and practise social skills Induces a sense of learned helplessness with respect to attempts to act prosocially Accentuates their  difference and enhances reputational effects Increases the sense of alienation from the peer group, the class and the school Increased alienation may lead to rejection of socially approved standards of behaviour*t!EWhat this means for our understanding of aggressive-rejected childrenFF PWe need to look carefully at the systems that maintain children s social status in schools Intervention models that focus only on the individual  dysfunctional child need to be revised How we look at children who are aggressive-rejected needs to be changed Are they  Architects of their own downfall or  victims of circumstance ? The role of social context and especially classroom teachers needs to be carefully evaluatedZB `."2Turning things around for the aggressive-rejected 33"A greater emphasis on relationship-building in teacher education programs. Adoption of relationship-building approaches to education in schools (cooperative learning, class projects, school-wide citizenship, cross-grade activities). Sensitizing peer groups to the anatomy of interpersonal relations (e.g., talking about how to make friends, how to share, take turns; what to do if someone doesn t want to play with you, share etc). Intervention must be focussed on the child in context. 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     !"#$%&'()*+,/0Root EntrydO)Jq.Current UserGSummaryInformation(@UPowerPoint Document(DocumentSummaryInformation80|DTimes New Roman v0 0DTahomaew Roman v0 0" DWingdingsRoman v0 00DArialngsRoman v0 0@DGaramondRoman v0 0@ .  @n?" dd@  @@`` PHd#      $%  ! #&$#**/0**78=>//KTVWX <AA@=>A B E F Q ʚ;>nq8ʚ;g4BdBd$0ppp@ <4!d!dPh0*<4ddddPh0*<4BdBdPh0*80___PPT10 pp? %;mListening to the voices of the socially marginalised: Perceptions, reality and the view from the playground.nn: Richard Taffe, PhD Charles Sturt University, Albury, NSW.;'R.The aim of the presentationBrief background to the study Understanding rejection Case studies of extreme rejection Principal effects of prolonged, extreme rejection Implications  (Describing the peer relations experience0Popular Average Neglected Controversial Rejected'  Understanding rejectionPeer rejection is associated with a range of interpersonal and intrapersonal problems, for example: difficulties joining in games and playing by the rules an inability to resolve conflict loneliness depression social anxiety and despairHd!"1 " (! A8 S Understanding rejection A consistent finding in research over the past 40 years has indicated that negative peer relations in childhood are predictive of negative long term outcomes such as low self-esteem dropping out of school antisocial behaviour delinquency adult criminality .Z`Z  Understanding rejectionrAll children will experience some form of rejection during their school lives Most children s experience of rejection will be brief For some children, rejection is extreme and prolonged Understanding RejectionEstimates of peer rejection vary Most modern estimates would be around 1-2 children per classroom Of those children identified as rejected in the first year of school 50% remain rejected six years later.   Understanding RejectionpChildren rejected by their peers fall into two main sub-types: Rejected (non-aggressive) Aggressive-Rejected .@/q6%&Treating the Aggressive-rejected childHighly resistant to standard behaviour modification Low level of adoption of new or improved behaviours Treatment effects often don t last S0The present studyTypical Social Skills Training program: Clinical training program Peer modelling, self-as-model sessions Classroom program Self-monitoring in class and playground (} Case studiesFirstly, a desire to examine more closely those cases where children remained rejected or their rejection deepened over the course of the study. Secondly, a need to listen to the voices of those intimately involved with the experience of rejection. T/Sources of dataChildren who partnered aggressive-rejected children in the study Other children from their classroom Classroom teachers Parents Aggressive-rejected children themselves(Teacher thoughts about targetsResponses were often negative and occasionally reflected hostility toward the child Many responses indicated that teachers had become exasperated with target children s behaviour and how this was affecting the classroom atmosphere Teachers were often inclined to accept and pass on reputational information about rejected children Many teachers appeared to harbour grudges against particular children Most teachers believed that rejected children were academically weak or lazy P '4Teachers views of targetsT: He s been to the paediatrician, as I said, and [the paediatrician] has actually said that Dennis has got very low self-esteem and he needs to be getting more in the classroom. But it s really hard to give that to Dennis because he doesn t give you anything to reward. Zaaa0aA02   &What peers were thinking about targetsStories aplenty about violent or aggressive behaviour  Doesn t play fair ,  cheats ,  starts a fight when he loses When probed for more detail: Peers sometimes found it hard to describe clearly or recall the details of occurrences of the target child s misdemeanours (including their own encounters with such children) Claims re target s aggression were sometimes based on hearsay Concerns about targets often related to classroom incidents, especially teacher-child interactions, not peer-to-peer playground incidents Targets were often ignored or actively avoided in the playground ntPPPtQ#B0   %8Children s views of targets& $+2What the aggressive-rejected said about themselveslInterviewer: What sorts of things do you and your friends like to do? Marcus: I don t really have any friends. And later& Int: When is it easy to play a game and have fun with other kids? Marcus: It s never easy for me& Int: When is it hard to play a game and have fun with other kids? Marcus: Nearly always. Int: Why is it hard? Can you tell me why it s hard? Marcus: Because everybody thinks I m going to tackle them and be rough."q E, The aggressive-rejected:Other rejectees expressed similar concerns. Int: When is it hard to play a game and have fun with other kids? Shane: Every day at school. Int: Can you tell me why it s hard? Shane: Because sometimes they don t want to play with you because they re playing with other kids. NZ,"$""$ Q-The aggressive-rejectedFSadly, some children had actually begun to internalise their reputation with peers: Interviewer: Is there someone you don t like at school? Marcus: Myself. lT=  T$=,.Cases that were resistant to treatment effects:Playground experiences were unfulfilling Relationship with teachers was poor Discipline measures meant that they spent periods of time isolated from peers There was a depressing sameness about their negative school experience every day of the week. Few opportunities to socialise with other children outside school;Z;&.Cases that were resistant to treatment effectsaLonely Misunderstood Depressed about their social situation Socially anxious Victimized PowerlessO+Issues arising from the casesReputational effects Exclusion   H* Reputation6Status as an  aggressive kid is often maintained through hearsay  Aggressive rejected children s behaviour is interpreted differently to other children s behaviour (by peers and adults) School (and class) level processes can make instances of rule violations highly conspicuous leading to a deepening of reputational effect. Teachers participate in practices that promote reputation-building and consolidation. Classrooms (and schools) are interpersonal  hothouses . It is hard to escape the reputation established in these environments.,Zi/# Exclusion:Excluded children have reduced opportunities to interact with others and practise social skills Induces a sense of learned helplessness with respect to attempts to act prosocially Accentuates their  difference and enhances reputational effects Increases the sense of alienation from the peer group, the class and the school Increased alienation may lead to rejection of socially approved standards of behaviour*t!EWhat this means for our understanding of aggressive-rejected childrenFF PWe need to look carefully at the systems that maintain children s social status in schools Intervention models that focus only on the individual  dysfunctional child need to be revised How we look at children who are aggressive-rejected needs to be changed Are they  Architects of their own downfall or  victims of circumstance ? The role of social context and especially classroom teachers needs to be carefully evaluatedZB `."2Turning things around for the aggressive-rejected 33"A greater emphasis on relationship-building in teacher education programs. Adoption of relationship-building approaches to education in schools (cooperative learning, class projects, school-wide citizenship, cross-grade activities). Sensitizing peer groups to the anatomy of interpersonal relations (e.g., talking about how to make friends, how to share, take turns; what to do if someone doesn t want to play with you, share etc). Intervention must be focussed on the child in context. Interventions are unlikely to work when the effects at the classroom and school level are ignored or underestimated.B\PO w /)$   d$(  dr d S [  `}  [ r d S [ ` [ H d 0޽h ? 380___PPT10.&$   p`$(  `r ` S ̵  `}   r ` S  `  H ` 0޽h ? 380___PPT10.Qy   0(  x  c $)  `}  ) x  c $d)]'g ) H  0޽h ? f̙fy___PPT10Y+D=' = @B +$   @T$(  Tr T S  G  `}  G r T S 0 G ` G H T 0޽h ? 380___PPT10.D~'r$Q S 2^07T ՜.+,0    YOn-screen Show "Times New RomanTahoma WingdingsArial Garamond Curtain Call Mountain TopStreamnListening to the voices of the socially marginalised: Perceptions, reality and the view from the playground.The aim of the presentation)Describing the peer relations experienceUnderstanding rejectionUnderstanding rejectionUnderstanding rejectionUnderstanding RejectionUnderstanding Rejection'Treating the Aggressive-rejected childThe present study Case studiesSources of dataTeacher thoughts about targetsTeachers views of targets'What peers were thinking about targetsChildrens views of targets3What the aggressive-rejected said about themselvesThe aggressive-rejectedThe aggressive-rejected/Cases that were resistant to treatment effects/Cases that were resistant to treatment effectsIssues arising from the cases Reputation ExclusionFWhat this means for our understanding of aggressive-rejected children3Turning things around for the aggressive-rejected  Fonts UsedDesign Template Slide Titles