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Психологическая наука и образование

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

Издается с 1996 года

Периодичность: 6 выпусков в год

Доступ к электронным архивам: открытый

Рейтинг Science Index РИНЦ
2016

1 место — направление «Психология»
1 место — направление «Народное образование. Педагогика»

16 место — общий рейтинг Science Index (3469 журналов)

3,107 —Двухлетний импакт-фактор
2,103 —Пятилетний импакт-фактор

 

Exclusion from School and Its Consequences * 655

Дэниелс Г., Ph.D., Профессор, Университет Оксфорда, Великобритания, Harry.daniels@education.ox.ac.uk

Аннотация

This article draws on data gathered in a two-year English government funded follow-up study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise “deep” exclusion. This reflection is set in the context of recent policy moves in England which seek to promote practices of ‘joined up’ or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children’s Services operate. This, it is argued may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children’s Services.

Ключевые слова: Exclusion, Secondary School Children’s Services

Рубрика: Перспективы инклюзивного образования

Тип: научная статья

* Исключение из школы и его последствия (пер.)

Ссылка для цитирования

Фрагмент статьи

Introduction

Exclusion from school as a possible precursor to exclusion from society remains a matter of public concern in many countries. Scott et al (2001) showed that children who are seen to exhibit significant antisocial behavior have poor social functioning as adults and are at high risk of social exclusion and that the costs incurred in the transition to adulthood are 10 times higher than those whose behavior is not a cause for concern. Prevention of social exclusion (Levitas et al, 2007) [16] and reduction of concomitant costs (Scott et al, 2001) [22] are major policy concerns in an era of economic uncertainty, speculation about the possible futures for social cohesion (Putnam, 2001) [21], and alarming reports about the prevalence of children’s mental health difficulties and eroded sense of well being (UNICEF, 2007; Maughan, 2004) [23, 17]. Bradshaw et al (2004) [3] point to the need to distinguish between factors which affect overall levels of social exclusion and the risk factors and triggers that precipitate or enhance individual vulnerability. Levitas et al (2007) [16] draw on this understanding and develop a distinction between social exclusion and “deep exclusion”, where social exclusion is defined as a complex and multi-dimensional process. It involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society, whether in economic, social, cultural or political arenas. It affects both the quality of life of individuals and the equity and cohesion of society as a whole.

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Литература
  1. Advisory Centre for Education (2000) “Voice for excluded not heard”, ACE Bulletin 97 (October).
  2. Berridge D., Brodie I., Pitts J., Porteous D. and Tarling R. The independent effects of permanent exclusion from school on the offen-ding careers of young people. RDS Occasional Paper 71, London: Home Office, 2001.
  3. Bradshaw J., Kemp P., Baldwin S. and Rowe A. The drivers of social exclusion: A review of the literature for the Social Exclusion Unit in the Breaking the Cycle series, London: SEU/ODPM,  2004.
  4. Clarke A. and Clarke A. Early Experience and the Life Path. London: Jessica Kingsley, 2000.
  5. Daniels H., Hogg R. D. A comparative study of Special Needs Practices in Denmark, Germany, Italy and England European Journal of Special Needs Education. V. 7. № 2. 1992.
  6. Daniels H., Cole T., Sellman E., Visser J., Bedward J. Study Of Young People Permanently Excluded From School. London: DfES, 2003.
  7. DCSF. Statistical First Release SFR 14/2008. London: DCSF, 2008.
  8. Evans P. “Conclusions and policy implications”, in Organisation for Economic Co-operation and Development (1995) Our Children at Risk. Paris: OECD, 1995.
  9. Firth H. and Horrocks C. “No home, no school, no future: exclusions and children who are Looked After”, in Blyth E. and Milner J. (eds) (1996) Exclusion from School: Inter-Professional Issues for Policy and Practice. London: Routledge, 1996.
  10. Gamarnikow E. and Green A. Developing social capital: dilemmas, possibilities and limitations in education’, in Hayton A. (ed) (1999) Tackling Disaffection & Social Exclusion: Education Perspectives and Policies. London: Kogan Page, 1999.
  11. Glisson C and Hemmelgarn A. The effects of organizational climate and interorganizational coordination on the quality and outcomes of children’s service systems. Child Abuse and Neglect. № 22 (5). 1998.
  12.  Harris N., Eden K. with Blair A. Challenges to School Exclusion. London: Routledge, 2000.
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  16. Levitas R., Pantazis Chr., Fahmy E., Gordon D., Lloyd E. and Patsios D. The multi-dimensional analysis of social exclusion. Bristol: Townsend Centre for the International Study of Poverty and Bristol Institute for Public Affairs, University of Bristol. 2007. Online report at: http:// www.cabinetoffice.gov.uk/upload/assets/www. cabinetoffice.gov.uk/social_exclusion_task_ force/research/multidimensional.pdf [retrieved 9 October 2008].
  17. Maughan B. “Mental health”, The health of children and young people. Сh. 12. 2004. www. statistics.gov.uk/Children/downloads/mental_ health.pdf.
  18. Mental Health Foundation. ‘Bright Futures: Promoting Children and Young People’s Mental Health. London: Mental Health Foundation. 1999.
  19. Miliband D. Social exclusion: The next steps forward, London: ODPM, 2006.
  20. Organisation for Economic Co-operation and Development. Our Children at Risk. Paris: OECD, 1995.
  21. Putnam R. Bowling alone, London: Simon and Schuster, 2001.
  22.  Scott S., Knapp M., Henderson J., Maughan B. Financial cost of social exclusion: follow up study of antisocial children into adulthood. British Medical Journal. № 323. 2001.
  23.  UNICEF. Child poverty in perspective: an overview of child well-being in rich countries. A comprehensive assessment of the lives and well-being of children and adolescents in the economically advanced nations. Innocenti Research Centre Report Card 7. UNICEF, Innocenti Research Centre, Florence, 2007.
  24. Waiton S. The politics of antisocial behaviour: Amoral panics. Abingdon: Routledge, 2008.
 
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