Girls with emotional and behavioural difficulties : an investigation into the provision being made to meet girls' needs

• Main Author: Katherine, J.
• Published: University College London (University of London) 2008
• Subjects: 371.93
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625141

Background: Boys are heavily over-represented in the 'EBD population' and school provision reflects this. Little has been written about the general and specific needs of girls or the support which they require. While all pupils experiencing EBD are likely to have common needs, it is also possible that girls' and boys' needs may differ in certain specific areas. Aim: This study aims to access girls' views in order to investigate the educational provision that is made for girls with EBD, and whether this provision is meeting girls' needs. Samples: The research has involved conducting 40 face-to-face, structured interviews with staff and female pupils in two educational settings (a mainstream secondary school and a pupil referral unit). Methods: Interviews were structured around the following questions: What are pupils' and staffs beliefs about girls' behaviour? What do girls and boys need to help them manage their behaviour better? Is there anything that would specifically help girls to manage their behaviour better? The data was analysed using grounded theory methodology. Results: Analysis of the data suggests that behavioural interventions for girls need to include whole school, small group and individual approaches. The data also suggest that girls respond best to social and language-based interventions. Conclusions: These findings can be explained in terms of the proposal by Underwood (2003) that there are differences between girls' and boys' ESD, not in a simplistic dichotomy between internalising and externalising aggressive behaviour as has been previously thought, but because girls' aggression tends to be social, aimed at achieving social harm. Effective interventions are therefore likely to be those that utilise social forces: peer pressure, role models and language.