Issues concerning adolescent disruptive behaviour within a further education setting
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Background: Adolescent disruptive behaviour within Further Education settings can cause distress and disrupt learning. Although considerable research has been conducted in schools, little has been carried out within the Further Education sector. Aims: The study sought to discover professional views regarding adolescent disruptiveness and collaborative team-working, adolescent learner perceptions of 'disruptive behaviour' and factors that contributed to disruptive behaviour within the College. Method: An open-ended qualitative approach was adopted and a purposive sample of five professionals who worked with disruptive adolescents at the same college were interviewed using a semi-structured approach. Adolescent views were gained from a purposive sample of eighteen, using open-ended questionnaires. Results: • There is evidence of interprofessional team-working within this particular College • There are signs of limited involvement with 'external' practitioners • The interprofessional team agreed on causes of disruptiveness • Information-sharing was considered important in effective provision although not • always executed • Learners identified (and condemned) disruptiveness, did not perceive themselves as • 'disruptive' and felt tutors should use harsher controls Conclusion: Training in behaviour management is underprovided despite there being a climate of disruptiveness; there are difficulties around sharing information between professionals (both internally and externally) which suggests course teams are not working truly collaboratively.
MSc Interprofessional Studies
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