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Young People’s Use of School-Based Banter
No full textThis chapter draws upon several concepts derived from, or inspired by, Norbert Elias to critically examine the processes in which young people use ‘banter’ in a physical education school context. Ethnographic data is presented and analysed using Elias’s concepts of the individual civilizing process, habitus, ‘I-We-They’ identities and figuration, alongside Wouter’s notion of a third-nature psyche. We discuss banter as a behavioural norm and theorise the ways in which young males utilise, interpret and respond to banter with psycho-social emotional processes. We argue that young males’ use of banter is evidence of relatively high levels of shared understanding and mutual respect, both of which required heightened levels of emotional self-restraint and the need to exercise greater degrees of foresight. The use of banter demonstrates features of young people’s individual civilising process. In doing so, the chapter demonstrates how a figurational sociological approach can be applied to analysing young people’s relationships, behaviours and identities in an educational setting
How will AI text generation and processing impact sustainability reporting? Critical analysis, a conceptual framework and avenues for future research
No full textPurposeThe ability of generative artificial intelligence (AI) tools such as ChatGPT to produce convincing, human-like text has major implications for the future of corporate reporting, including sustainability reporting. As the importance of sustainability reporting continues to grow, this study aims to critically analyse the benefits and pitfalls of automated text generation and processing.Design/methodology/approachThis study develops a conceptual framework to delineate the field, assess the implications and form the basis for the generation of research questions. This study uses Alvesson and Deetz’s critical framework, considering insight (a review of literature and practice in the field), critique (consideration of the influences on the production and use of non-financial information and the implications for assurers of such information) and transformative redefinition (considering the implications of generative AI for sustainability reporting and proposing a research agenda).FindingsThis study highlights the implications of generative AI for sustainability accounting, reporting, assurance and report usage, including the risk of AI facilitating greenwashing, and the importance of more research on the use of AI for these matters.Practical implicationsThe paper highlights to stakeholders the implications of AI for all aspects of sustainability reporting, including accounting, reporting, assurance and usage of reports.Social implicationsThe implications of AI need to be understood in society, which this paper facilitates.Originality/valueThis study critically analyses the potential use of AI for sustainability reporting, construct a conceptual framework to delineate the field and develop a research agenda
Dissatisfied dropout from school‐based humanistic counselling: A theory‐building case series
No full textAbstractIntroductionDissatisfied dropout costs services financially and impacts client well‐being. Research is limited on reasons for dissatisfied dropout in adolescents. Preliminary research suggests it may be due to feeling uncomfortable with silences, not knowing what to talk about, or unresolved ruptures. This study aimed to understand and refine the theory about the reasons for adolescent dissatisfied dropout from school‐based humanistic counselling (SBHC).MethodA theory‐building series of case studies was conducted with three dissatisfied dropout adolescent cases who received SBHC during a randomised controlled trial. Gaps in the theory were established by exploring the themes in one case. Testing and developing the theory with additional cases involved comparing themes and theory statements to case data. The final theory integrated data across the three cases.ResultsTherapeutic relationship difficulties and client factors were the principal, overlapping reasons for dissatisfied dropout. Relationship difficulties included a poor therapeutic alliance, the counsellor persisting with their own agenda, repetitive client/counsellor interactions with silences, the client not feeling able to trust the counsellor with a risk issue and a lack of knowledge about humanistic counselling. Client factors included the client's hesitancy and ambivalence to talk about their feelings in the counselling.ConclusionThe results fitted with, but elaborated on and extended, the theory that a poor alliance, silences and misconceptions about counselling may lead to dissatisfied dropout. Emerging findings suggest the client's negative perception about disclosing their feelings and a lack of metacommunication about any difficulties in the therapeutic relationship may lead to dissatisfied dropout from SBHC
Fear and Professionalism on the Frontline: Emotion Management within Residential Care Work in the United Kingdom and Germany through the lens of COVID-19 as a ‘Breaching Experiment'
No full textThis paper highlights how care workers draw upon their personal understanding and experiences to determine the appropriate emotions to express while providing care for residents amid the unprecedented challenges of the Covid-19 pandemic
The gender gap in political efficacy: the accelerating effect of classroom discussions
No full textThe gender gap in political self-efficacy originates early in life and is among the most persistent inequalities in political attitudes across Western democracies. The difficulties in accessing data for early adolescents have resulted in limited research available to provide an understanding on how gender differences in political self-efficacy are developed. In this article we provide unique evidence on the development of the efficacy gap during secondary school. The Citizenship Educational Longitudinal study data from England on young people between the ages 11–16 shows that boys increase their levels of political self-efficacy significantly during this period while girls do not. Secondly, we show that teaching methods that are expected to enable the development of internal political efficacy, such as classroom discussions, are accelerating the gender gap in perceived abilities to get engaged in politics. Our findings show that, despite having the same access to classroom discussions in schools, this experience has a positive effect in the development of political efficacy for boys but, if anything, a negative effect for girls. Furthermore, even a small number of boys in the classroom discussions appears detrimental to girls’ political efficacy
Playful Pedagogies:: Embedding Mental Health and Wellbeing in Primary Schools
No full textSchool-based social and emotional learning (SEL) programmes aim to improve pupils’ decision-making, emotional regulation and social skills. A body of international evidence has demonstrated the effectiveness of this type of early intervention for improving both mental health and educational outcomes. Nonetheless, if evidence of a programme’s effectiveness is to be usefully applied, educators need to know not only what works but how, and this is the theme of the chapter. Clearly, collaboration and consultation with teachers are essential to properly develop school-based provision. This case study introduces the Book of Beasties SEL intervention (which is based on a mental wellness card game and linked wellbeing activities) and charts its implementation in a primary school setting. Challenges and facilitators associated with embedding the programme are considered through the first-hand reflections of a primary school teacher who was also the delivery agent. Practical recommendations for a smooth and effective implementation, as well as pitfalls to avoid, are provided and can be applied to a local settin