always, often, sometimes challenging marginalisation by re-thinking relationships with children and...

Always, Often, Sometimes

Challenging marginalisation by re-thinking relationships with children and young people

Nicky Phillips and Simon Burnham

Overview

“If you don’t do this, don’t bother doing that”Hierarchies, lists, etc

What should we Always do?Different perspectives, different obligations

Practice examples of AOSQuestions

“Try doing ONE thing well …”

(W. Midlands PEP)

“Certainty is more important than

severity”(Bill Rogers)

“You mean if we say we’re not going to go to

the park, then we have to make sure

we don’t go?”(Parent)

“I’ve never had to tell so many people not to

worry that they haven’t followed my advice, and

not meant it”(Trainee EP)

The things that we sometimes do, and the things that we often do, only work because of

the things that we always do.

If you don’t do this, don’t bother doing that!

Hierarchical model of professional practice developmentEckersley K. & Deppeler, J. (2013) The Australian Educational and

Developmental Psychologist

Professional practice

Theory, Training & Roles

Leadership, Organisation Legal and Ethical issues

Research and Policy

The hierarchical relationship between theory and practice issues

Parker, R. (2013) Educational and Child Psychology

Ontology EpistemologyMethodology

MethodsSources

“Support to develop Sofia’s communication skills should be a priority in the planning to meet her

needs. It is likely that improvements in many of her

other skills in areas such as self-help and her learning of basic

concepts will require some significant improvements in Sofia’s ability to understand

communication from others and to express wishes and ideas.”

“Although his needs across the areas of learning, language and literacy are very evident, in my

opinion meeting Terry's social and emotional needs should be seen

as the greatest priority in his support. Without progress and success in these areas Terry is

less likely to succeed in his other ambitions.”

Children and young people generally don’t find the difference between

Often and Sometimes meaningful, but that’s fine – the big difference is

invariably between Always and everything else

“Jake's behaviour, as well as his own expressed views, shows that he is likely to work at his best in college if he has a

very strong and positive pastoral relationship with at least one member of staff who has the time to understand all

his needs and the capacity to support and listen calmly to him on a flexible, needs-led basis and in particular if he becomes

anxious or angry.”

Steve described his school as “a piece of shit” that couldn’t be made any worse if everyone left all their

rubbish on the ground.He was largely unconcerned about staff members’ views of him but felt

they were doing a good job.

Using AOS as a framework to help a nursery to develop its

practice with children with social communication difficulties

“From a management perspective, it’s a really useful tool; it helps me to set my expectations and communicate them with clarity.”

.

Margaret Dunford, HeadteacherWillows Centre for Children, Portsmouth

Margaret Dunford, HeadteacherWillows Centre for Children, Portsmouth

“Systemically, if you only focus on thesmaller detail - the ‘Sometimes’ - without doing the ‘Always’ - the key steps forward - then things will never improve.”

Questions