INDEX
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There are three aspects of the residential experience, as described by the pupils of Lakeside and Farfield, that are repeatedly and consistently related to positive outcomes; these are summarized under the headings of respite, relationships, and re-signification, It is argued that these three features of the residential experience are the most critical in achieving the positive outcomes suggested. A. Respite. Respite from the distressing situations which many of these pupils encounter in their home settings, in the form of negative family relationships, delinquent peer group associations, and disturbed schooling. These problems can be summarized in terms of:
It is interesting to note that this range of problems is reflected in the research literature on deviant and disturbed young people (e.g., see West & Farrington, 1973; Dunlop, 1974; Pringle, 1975; Hoghughi, 1978; Tattum, 1982; Rutter & Giller, 1983), Whilst few pupils experience all of these problems (though some do), all of the interviewees in this study experienced a combination of some of these problems. Particularly prominent were school and family problems. Whilst it would be over-simplistic to think of these problems as causes of EBD, it seems to be the case that for these pupils the experience of having to cope with these circumstances occupied their energies to the exclusion of all else. And often, although the boys themselves were seen by others as being a source of some of these problems, the boys felt powerless to change their behavior, whilst feeling responsible for it. The respite provided by the residential situation enabled many of these boys to simply break the cycle of their involvement in these distressing circumstances, Respite in itself is for these pupils a necessary starting point for their positive development, since it gives them relief from circumstances which maintain their problems. B. Relationships. Relationships of a high quality with staff and fellow pupils in the residential community contribute to the development of more positive self-images by giving pupils a sense of being valued and cared for by significant others whom they have learned to trust. Relationships are perhaps the single most important mechanism at work, since it is through relationships that pupils are often first exposed to an image of themselves which challenges their own low opinions of themselves as bad and worthless individuals, It is the reflection of themselves that they see in others' responses to them that enable pupils to develop a positive self-image. This in turn gives them the confidence to take on new challenges (educational, social, emotional, etc.) in the knowledge that they will be accepted and valued by others, even if they fail. C. Re-Signification Or Positive Signification. The term “signification” has been employed by Hargreaves et al. (1975) to describe a key component of the process by which pupils come to be labelled as “deviant.” The term is used by Matza (1976) to describe the point at which an individual's persona becomes identified with a particular form of deviance. It is the process by which a pupil becomes objectified as a “truant,” “yob,” or “bully.” Signification is when the pupil's deviant acts are taken to be his or her most representative acts. Positive signification occurs when the pupil is labelled with a positive identity. In both cases, the labelling is likely to have the effect of a self-fulfilling prophecy, whereby the pupil comes to internalize the image of him or herself that is projected by others. Re-Signification, argues the present writer, describes the process that many of the boys in the present study appear to be undergoing in their residential schools. Re-signification involves the development of new and positive identities as a consequence of relationships and experiences which undermine the pupil's original negative view of self, by revealing evidence of desirable, positive qualities. Re-signification is achieved through the availability in these two schools of opportunities for pupils to take on new challenges, learn new skills, develop a deeper knowledge of themselves, and move toward a more willing acceptance of themselves, To succeed, this process depends upon the supportive structure of good quality staff-pupil relationships, a secure environment, as well as the provision of carefully controlled but challenging situations in which effort and success are rewarded and community involvement is encouraged and acknowledged. In its early stages, positive signification involves the rewarding and highlighting of positive attributes that the pupils already possess. For its success, however, it has to be progressive, providing an impetus to take on new challenges. |
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