Relationships and learning: A review and investigation of narrative coherence in looked‐after children in primary school

Kennedy, Eilis, Geig, Anne, Minnis, Helen, Millward, Reuben, Towlson, Kate, Reid, Warren and Hill, Jonathan (2008) Relationships and learning: A review and investigation of narrative coherence in looked‐after children in primary school. Educational Psychology in Practice, 24 (1). pp. 13-27. ISSN 0266-7363 (print) ; 1469-5839 (electronic)

Full text not yet available from this repository.
Full text available to Trust users only. Shibboleth Password required: http://www.tandfonline.com/action/ssostart?idp=htt...

Abstract

This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked‐after children with problematic relationship histories in mainstream school and a matched control group of 17 of their peers. There were significant differences between the groups in the coherence of children's narratives, denial and avoidance in story play themes and in their use of intentionality. The paper considers the theory and discusses the results in terms of the implications for teaching, learning and intervention.

Item Type: Article
Additional Information: Published online: 22 Feb 2008
Uncontrolled Keywords: Research & Development Unit
Subjects: Emotions, Affective Psychology > Attachment/Affectional Bonds
Learning & Education > Learning & Education in Psychology
Department/People: Research
Special Units
URI: http://repository.tavistockandportman.ac.uk/id/eprint/2664

Actions (Library Staff login required)

View Item View Item