Skype 30th September 8pm

On Friday we had our first Skype session and I think we all left the session feeling a little more equipped to start module 3, it was clear from the off that everyone was feeling the same sort of apprehension at the amount of work that is ahead of us.  Paula had some pictures on a slide of representations of how we might be feeling, such as a big pile of books, a tall building with a view looking up at the top floor...which seems very far away!!  There were others but those two stood out for me, the picture with all the books is not too dissimilar to how my desk currently looks!

I found the above picture and it made me smile... fortunately my desk isn't this bad!

Whilst looking through the notes I took through this session I have underlined one sentence which I know Paula has said before but it was nice to hear it again as I think it is something I should remind myself of...I need to remember that this is a piece of creative writing as well as academic.  This whole process is creative. Sometime i become frustrated with  myself as I put pressure on my writing to be perfect the first time around, but when I am learning new musical material or a new song I would never expect this of myself!I would take my time and practice, making sure I was exploring the material and constantly assessing how my performance could be improved.   I need to apply the same rules and remember this whole process is creative.  When I say it like that, it doesn't seem so terrifying, being creative is something I am comfortable with, a process that I understand, and I thoroughly enjoy creative tasks. This is no different! I shouldn't let the word academic take away the creativity from the process by paralysing me with fear!  Just because something is defined as academic, makes it no less creative.  

We finished the session by each stating what our next actions will be, what are we physically going to do next, what do we need to do. I think this helped a lot of us in making the next step seem reachable and doable, breaking the work down and just thinking... what is the next action I take.  For me I need to carry on transcribing my interviews so far so I can get them ready for analysis. I also need to be carrying on with my literature review and focusing on one book at a time to allow myself to fully focus on that one theory and be thorough in my critical review of it.  

Using my Blog

Literature Review and my Blog

During module 2 I used my blog a lot to discuss ideas and things that I had read.  At the time I was just doing it to get my ideas out and use some writing time to help me understand what I had read.  I have mentioned this before, but for me writing about things is extremely useful in helping me to critically analyse and understand what it is I have read. It also adds structure to the process for me and stops me becoming overwhelmed and lost...I read something-I write about it, simple. Then I can put it to one side and move on to something else. I think as well time is key, time to reflect… I started module 2 thinking that as soon as I read something then I should be an expert on it and immediately understand it, however that did not happen.  There would be times I would read an article and take a few more times of re reading before I felt like it made sense to me, sometimes the penny took a little longer to drop! But now I know that’s ok and all part of the process, take time to reflect on it… question it… write about it.   

At the end of module two when writing the literature part of the proposal I found that this process was now incredibly useful as all my thoughts and feelings about a piece of literature were right there in front of me, ready for me to pull apart and put back together again.  Also this process allowed time to reflect, on re reading my blog I found other things I hadn’t thought of, different perspectives and it allowed me to see if my opinions had changed with time- mostly they had.  So for module three I intend to use my blog for this purpose again, for all the literature I read I will post a short review which I can post to others and then come back to a later date! It allowed me to become completely familiar with the ideas and theories in a piece and really get to know it. 

The workload will be more in this module and I am aware that structure, organisation and focus will be the key to keeping me on track whilst writing the literature review.     

The Interviews So Far

Back into module 3, however I've been very fortunate and been able to carry on a lot of my BAPP work over summer meaning I have had my first few interviews with dramatherapists.  I did this for a few reasons, one being that my research is focused on primary schools and I thought that approaching people at the start of a new term in September may led to a lower rate of responses as that is an extremely busy time for anyone working in a primary school! Another being that I was also free
(kind of- moved house and searched for a new job) over the summer and wanted to get ahead before the start of term at a brand new job!

So the interview... well before I go into that I just need to say that the responses I have had and the support from the people I have contacted has been remarkable, people are so willing to help and their passion for the field of dramatherapy is so strong that I really have been touched at people giving up their free time to talk to me and answer my questions... If any of you are reading this, I can't thank you all enough!

So, back to the interview's so far.  My first one was face to face and I travelled a few hours by train to get there, I really did want to have at least a few physical face to face interviews as possible so I jumped at this opportunity.  The dramatherapist was warm, kind and extremely welcoming, they even made lunch for me and I was there for while after the interview while we chatted about books I should add to my reading list and people I should contact.  I am incredibly grateful for this interview, it was my first one and I must say, I was nervous.  However the dramatherapist made it all very easy for me and answered my questions and more!

I decided to start the interview with questions to the therapist about how they got into the field, what made them become a dramatherapist.  I did this as I thought it would relax the start of the conversation and it would be more natural.  What I didn't anticipate is how interesting and useful these personal stories are, they have really made me think about why I chose this subject and what I aim to do with the knowledge I gain from this degree.  This has made my interviews more personal and I also share how I came across dramatherapy, it gives a common ground, a shared passion between me and the dramatherapist.  They have also been emotive, sharing personal experiences which lead them to where they are now and I have felt humbled to be able to hear them.

So far, the conversation style of interview has been very fruitful as I am able to still keep it in line with what exactly I want to know whilst allowing the flow to be a little bit more free and have found things out I didn't even think to ask!

There is a time consuming element to this,  a 30-40 minute is taking me a good few hours to transcribe.... from my researching about researching (!) the advice is to be as familiar as possible with your transcripts and to ensure that punctuation and expression is as close to the recording as possible.  This takes time..... for anyone starting to do it I recommend lots of short little breaks!  I think the starting part of the thematic analysis will be extremely hard... there is so much information in front of me , breaking it down and finding the themes will be a challenging time.  I am a little apprehensive about this and am looking into different ways of starting the analysis without overwhelming myself.

I have a few more interviews to do and am aiming to contact a few more people, so far this has been a more emotive and personal experience than I thought it would be.  Now it's real.  I'm actually talking to professional practitioners who have all of these wonderful experiences and are so willing and happy to share them with me.  After reading about it for so long and planning questions... then re planning questions... It has finally come to life. Just like drama, rehearsing a script is never the same as performing it live on stage, there is always more.    

Here we go.... Module 3

Module 3 is here and I can't quite believe how quickly this year has gone. What a year!! Since this time last year I have travelled (again!) and had some incredible adventures...decided on a future career path as a primary school teacher and started a new adventure in another part of the country with a new teaching support role starting in September.

I was pleased with my feedback for module 2 and after much reflection and a few conversations with my tutor I could finally get my questions to the place they need to be, though I think I will constantly be re wording them to the last possible minute. I realised my questions were very specific, I was targeting a specific problem and looking at it from a problem solving view instead of an exploratory one.  As discussed in my feedback I am not in a position to apply change to a situation in my current role, but I am in a position to apply knowledge to my own personal practice and everyday life.  So I needed to readjust my thinking from ' this is a problem... How can I solve it?' to more of a ' Why does this work this way... How?...' type approach.  I have a very active mind and become passionate about an idea very quickly, on reflection I think this is the reason my questions became so specific and focused into the subject area of inclusion in primary schools.  But this can be one of many things I ask about!  I was really cutting down the scope of research I could do by being so specific, altering my questions means a broader horizon and more knowledge to be gained whilst still touching on that area of inclusion.

  Studying on the cruise ship was something that allowed me a lot of time to really get my head down, the downside was obviously the internet and connectivity to the rest of the world.  I desperately missed not being able to just check things online or look up that article I had wanted to read.  I had to come up with a new system and make a lot of lists, planning ahead for ports I knew had decent wifi connections. But this did allow me uninterrupted time and study on one particular article at a time and I think it really helped to develop my critical thinking, it simply wasn't possible for me to become distracted by another idea because all I had was what was in front of me until the next port. I would make a note of it and then add to the list of things I needed to look at next time, it became a very methodical way of working with definite progression.   I think it helped to develop my sense of focus and even though I am glad to be back in the world of wifi I will endeavour to not lose this sense of concentration.

Initial thoughts ethics reader 5

Ethics blog

In this blog I will record my initial thoughts and reactions to the ethics reader and consider,  in turn , the ethics of my own professional inquiry.  

Working with children, ethics is considered in everyday situations, for example in module one I thought about the ethics of data protection and if I was to write about I certain situation, how could I do that ethically? 

Of the case studies presented in this reader the one I feel had the most significant response for was the photograph.  Imagining myself in that position was extremely hard to do and at first I found it hard to approach this objectively as an emotional response was inevitable.  I cannot imagine the guilt Kevin Carter must have felt, did his personal ethics out way his professional ethics in the end? I found myself wondering how many times he must have re lived that situation in his head and what he would have done differently. 

So using the theories presented in the reader I tried to look at it from an objective analytical point of view and see all sides to the event.  From a consequentialist  perspective perhaps there are many more outcomes to be considered.  It could be suggested that by adhering to instructions given and not touching the girl, he could have saved many others from the spread of epidemic.  The 'greater good' perspective could be achieved from this angle, he sacrificed one to potentially save more than that.   Also did the photograph highlight need for aid in the area? Did it's dramatic, Shocking and very memorable image inspire anyone to help others suffering in the same way the girl had? His professional ethics and strong ethos to simply observe where clearly in play here, I do not know what his personal beliefs were, who he was as a person but I can only imagine it was a difficult decision with lots to consider.  From the perspective of a deontologist Kevin Carter was wrong not to interfere and potentially save a life.  It really is a struggle for me to agree or disagree with either one which is why I chose to blog about this, I would like to know where other people stand on this case.  

Thinking about my own personal ethics and virtues, I am a nurturing person, in college I was awarded the 'Class Mother' award as I always stepped in to look after someone should they need it.  I feel I have a very strong maternal instinct and because of this, I thoroughly enjoy my work with children, teaching and nurturing education or artistic development is something I find incredibly rewarding.  If I had been taking the photograph I know that this part of my personality would have been very hard to ignore and my personal ethics are a big part of my professional ethics.  The safety and well being of any class I am a part of is an imperative part of my job.  I suppose this highlights for me why my inquiry is taking the route that it is.  Understanding how I can better implement or aid the implementation of inclusion is something that both my personal and professional ethics can encompass.  Securing a better future for all children can only be a good outcome and I sincerely hope through this process I can understand this further.  

So ethics in regards to my inquiry.  The main discovery I have made recently is that observing a drama therapy session is not possible.  I was a little disappointed at first as originally I had thought that would be a fascinating way to see drama therapy in action.  But thinking now and taking to the time to understand why, I think it comes down to a question of who it would benefit. Observing a session for children who may have educational needs could be detrimental to their participation in the session. A lot of children with learning barriers do not react well to strangers or any degree of change, Just by being in the room I could be inhibiting their own involvement and making them feel uncomfortable.  Not to mention the fact that data protection may be an issue also.  Drama therapist often work in delicate situations with children who not only have educational needs but also who have suffered abuse and trauma of some kind.  Obviously it would be incredibly inappropriate for me to witness any of this as the privacy of these children would be violated.  There's is simply no reason for me to know any private information.  So observing a class would not really benefit my inquiry because I wouldn't be seeing a true representation and it could harm the progression and development of the participants.  With this all in mind I feel the best way to conduct my inquiry would be through the process of interviews with experienced professionals .  In interviews I can ask my questions to someone who knows the field and physically has experienced what it is I wish to know.  It can ease the issues of data protection too as complete anonymity could also be an option.  By using the interview process I can make sure that no one is harmed in my inquiry, that I am not placing the participants of drama therapy in a uncomfortable and harmful position.  

I feel like this is a big step forward in the planning of my inquiry as I now have the ' how' section started. 'How' I am going to ask my questions now I just need to find the 'who'.  

This is just my first reaction to ethics, now I need to read the articles mentioned in the reader along with my own research and ensure I understand fully how my inquiry is ethical.  

McGuinness, R., 2015. Professional Ethics Module 2 , BAPP Arts WBS 3630 (Module  2) Reader  5, Middlesex University, unpublished. 

Initial thoughts on Inclusion in Education

This blog is a little preparation for my literature review. I'm just going to use this to try and piece all my notes together about what I have read so far.  Also to share this and see if anyone else is thinking similar thoughts or has any further ideas. 

Mainstream schools in England are required to follow an inclusion policy, guidelines set out by the government, the department for education .  These guidelines are to help schools understand and implement an inclusive education within their classrooms.  So what does that mean? Over the last 20 years or so, legislation has changed and been developed, now all schools are required to include children who may have SEN or other educational barriers.  The legislation also extends to children who may not speak English as a first language, children who have sensory development issues as well as emotional and behavioural difficulties.   Principally , every child has the right to an education in the school that is best for them.  There are many factors to these guidelines including also what should be done if it is deemed unsuitable for a child to be in mainstream, this occurs if it is deemed that the inclusion of a child is disturbing the education of other children.  Schools are to meet the needs of the child and actively strive towards inclusive policies and create a leaning environment that is suitable for all of its pupils. As a SEN support , I have worked in roles before one to one with a child who has, for example recently been given a statement.  Between myself, the class teacher and sometimes an educational psychologist we then figure out what is best for the child.  It is often a process of trial and error, sometimes things that have worked previously to support another child's inclusion will not work with child.  Everyone is unique and different and even if two children have a similar statement that's not to say that the same support techniques will also work n a similar way.  

The Department for Education and Skill (DFES)  says, 

' schools, local education authorities and other should actively seek to remove barriers to learning and participation.' 

So is it working? According to the DFES policy schools who have used tools provided such as the index for inclusion have seen a positive outcome.  

However it is also argued that on an evidential bases, more research  needs to be done. (G, Lindsay 2007) research in this are is complex and difficult because of the amount of variables, it is not black and white.  SEN itself covers a wide range of needs and each can present themselves  differently in each different case.  It all can be deemed individual to each child, just as each child themselves is an individual and unique.  

There is also the question of environment.  Schools themselves have been identified as 'communities of practice' ( Ainscow, Booth and Dyson 2006) with individual personalities and certain ways of doing things and implementing their own policies as well as policies from education authorities.  I would agree that this is another variable to add to the list.  Having worked through an agency and in a wide range of schools I often have to tread carefully and ensure I am familiar with the school's identity in order to understand my role within the already established environment.  I often think it is like moving into someone else's home.  

The other considerations include the attitudes and training history of the teacher (Lindsay 2007). How does the teacher respond to the situation, do they fully believe in the inclusion policy? Are they willing to implement it? Can they approach a situation objectively and without prejudice and discrimination? Teachers have so much to consider, so much pressure is put on levels and attainment that inclusion of a severely disruptive child could be seen as having a negative effect on the rest of that class and their learning.  So training is imperative in the need for inclusion, support is given to teachers to assure they can balance all of the needs of the classroom and ensure the quality of learning for each and every child.  Again from personal experience I have seen a wide range of teachers who have their own strategies for implementing inclusion.  

The research itself, or lack of, shows us that there are marginally positive outcomes in some studies. (Lindsay 2007) I believe the answer to this question lies within the supporting of children's rights and also our developing society and culture. Even if all the research comes back with negative results from inclusive practice, that is more likely to highlight the need for more training and an evaluation of current implementation practice rather than the need for inclusion itself.  Inclusion is a support of children's rights to a suitable, challenging and attainable education, we should be striving to reach this to support children in their future.   We should promote the attitude of acceptance within society, not just educational settings.  Children develop social skills among their peers in school, we should be encouraging and supporting this in ALL children.  We should strive towards an inclusive education because In turn I believe that this will prepare our children for an inclusive society in which all people have a role. 

Ainscow,M. ,Booth, T. ,Dyson, A., 2006. Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, [online] Available at: http://www.humanities.manchester.ac.uk/medialibrary/edutest/files/cee/intern_jounal_of_ied_paper_2006.pdf [9/03/16] 

DFES,2001. Inclusive Schooling Children with Special Educational Needs. [pdf] DFES Publications. Available at: https://www.gov.uk/government/publications/inclusive-schooling-children-with-special-educational-needs [9/03/16]

Lindsay,G., 2007. Educational Psychology and the effectiveness of Inclusive Education/mainstream.  British Journal of Educational Psychology,[online] available at: 

https://www.researchgate.net/profile/Geoff_Lindsay/publication/6411469_Educational_psychology_and_the_effectiveness_of_inclusive_educationmainstreaming/links/0c96052ce535acd711000000.pdf [16/03/16]

Drama therapy in education thoughts....

Blog

This is just a blog to document my thinking so far and see if anybody else is thinking anything similar. 

My journey through module 2 so far has been incredibly rewarding, through the process of finding out what it is I want to know I have been lead to read fascinating articles and discover things about my chosen area that I didn't even know existed.  I find that I really am enjoying the learning aspect and gaining a deeper understanding of drama as a therapy and educational tool. 

I've decided to focus my research a little more in the way of education as per my experience and what I wish to pursue in the future, I think it will be the most beneficial.  But that doesn't mean I will stop reading all of the other things I have found, simply because I enjoy learning about them.  

I don't know if anyone else would agree with this, but I feel like being involved in the performing arts is all consuming, especially when you're training and trying to find auditions and jobs etc. I have found the BAPP course almost liberating in the feeling that I have been given the chance to see this world in a different light and learn more about the million other areas that make the performing arts what they are.  I have always believed the performing arts can be used for healing and development but until now I never knew just how much. 

So with all of this information mind I want to really focus my thinking on drama therapy and it's role in education.  What can it do? How can it benefit children in school? What does it achieve? 

I have found a few research documents that actively support the role of drama therapy in education and make a very strong case for how much it is needed.  I really need to now look at these studies and articles with a more critical mindset and be objective in my analysis of them also.