An exploration of group process consultation and experiences of working with a child presenting with challenging behaviour in Key Stage 1

Staff that manage students presenting with challenging behaviour are thought to experience higher levels of burnout and difficulties regulating negative reactions to students (Fiorilli, Albanese, Gabola and Pepe, 2017). The ability to regulate emotions in a professional capacity and portray emotions contrary to what is felt has been theorised by Hochschild (1983) as emotional labour, and is thought to be prevalent within the teaching profession (Kinman, Wray and Strange, 2011; Edwards, 2013). In order to counter the negative impact of emotional labour, researchers have suggested a reference group be created, to provide a reflective space for teachers to better understand how pupil behaviour impacts on their own emotions (Miller, 2003, Hargreaves, 2000). Group process consultation research has identified it as useful for staff to reflect upon their practice, the emotional impact of their role and develop additional behaviour strategies (Nolan and Moreland, 2014; Stringer and Hayes, 2016; Davison and Duffy, 2017). This research explored group process consultation sessions as guided by Farouk (2004). Weekly consultation sessions were held during school hours for a group of staff that worked with a child presenting with challenging behaviour in Key Stage (KS1), consisting of the class teacher, teaching assistant, lunchtime teaching assistant and school SENCo. Semi structured interviews were undertaken to establish staff members’ experiences of working with a child presenting with challenging behaviour and of their participation in group process consultation. Transcripts were analysed using Interpretative Phenomenological Analysis (IPA) resulting in two master themes for each research question. The group’s experiences of working with the focus student reflected an importance in taking a professional approach that was in harmony with participants’ morals and values, as summarised by the themes ‘guided by values, pressured by systems’ and ‘responsibility of advocacy’. Participants’ experiences of group consultation incorporated two master themes of ‘space for reflection’ and ‘empowered team’. The implications for further research and practice are discussed

An exploration of group process consultation and experiences of working with a child presenting with challenging behaviour in Key Stage 1

Staff that manage students presenting with challenging behaviour are thought to experience higher levels of burnout and difficulties regulating negative reactions to students (Fiorilli, Albanese, Gabola and Pepe, 2017). The ability to regulate emotions in a professional capacity and portray emotions contrary to what is felt has been theorised by Hochschild (1983) as emotional labour, and is thought to be prevalent within the teaching profession (Kinman, Wray and Strange, 2011; Edwards, 2013). In order to counter the negative impact of emotional labour, researchers have suggested a reference group be created, to provide a reflective space for teachers to better understand how pupil behaviour impacts on their own emotions (Miller, 2003, Hargreaves, 2000). Group process consultation research has identified it as useful for staff to reflect upon their practice, the emotional impact of their role and develop additional behaviour strategies (Nolan and Moreland, 2014; Stringer and Hayes, 2016; Davison and Duffy, 2017). This research explored group process consultation sessions as guided by Farouk (2004). Weekly consultation sessions were held during school hours for a group of staff that worked with a child presenting with challenging behaviour in Key Stage (KS1), consisting of the class teacher, teaching assistant, lunchtime teaching assistant and school SENCo. Semi structured interviews were undertaken to establish staff members’ experiences of working with a child presenting with challenging behaviour and of their participation in group process consultation. Transcripts were analysed using Interpretative Phenomenological Analysis (IPA) resulting in two master themes for each research question. The group’s experiences of working with the focus student reflected an importance in taking a professional approach that was in harmony with participants’ morals and values, as summarised by the themes ‘guided by values, pressured by systems’ and ‘responsibility of advocacy’. Participants’ experiences of group consultation incorporated two master themes of ‘space for reflection’ and ‘empowered team’. The implications for further research and practice are discussed

Toll-like receptors: a new target in rheumatoid arthritis?

Rheumatoid arthritis (RA) is one of the most prevalent autoimmune diseases. It is characterized by chronic inflammation of the joint leading to its destruction. Although the initiating cause remains elusive, environmental factors and genetic background are known to contribute to the etiology of RA. The role of Toll-like receptors (TLRs) in innate immunity and their ability to recognize microbial products has been well characterized. TLRs are able to recognize endogenous molecules released upon cell damage and necrosis, and are present in RA synovial fluid. Although it appears unlikely that a pathogen underlies the pathogenesis or progression of RA, the release of endogenous TLR ligands during inflammation may activate TLRs and perpetuate the disease. An increasing body of circumstantial evidence implicates TLR signaling in RA, although, at present, their involvement is not defined comprehensively. Targeting individual TLRs or their signaling transducers may provide a more specific therapy without global suppression of the immune system