Research & Reports
First 20 Research & Reports articles shown only, please use the category search for more.
SEAD Guidance Document for Local Authorities- Written by Jenny Mosley
16 March 2012
Jenny Mosley was commissioned by the Government to provide the Circle Time Guidance for the Social and Emotional Aspects of Development for SEAD (Local Authority Training Handbook) as follows: Circle Time for the Early Years – Jenny Mosley Circle Time is appropriate for older children in the EYFS, not babies and toddlers. Jenny Mosley’s quality circle Time model is a whole school approa … read on
Social and Emotional Education in Schools from The British Psychological Society website (Jan 2012)
01 January 2012
The original article can be found at the following web address, we have used some of it here: http://www.bps.org.uk/news/social-and-emotional-education-schools05/01/2012 Overall quality of education can be bolstered through a focus on character building, new research has suggested. Investigators at Oregon State University (OSU) discovered that a concise programme aimed at boosting socia … read on
Research Findings about the the implementation of the Social and Emotional Aspects of Learning (SEAL) programme in schools by the University of Sussex July 2010
10 December 2010
Research shows us the importance of establishing schools that are safe and calm to maximise the potential for pupil learning. A recent study at the University of Sussex examines the varying approaches adopted by schools to promote the Social and Emotional Aspects of Learning (SEAL) programme. The SEAL programme is a whole school approach to introduce the skills and opportunities ne … read on
Running Small Circles of Support in a London Secondary School with Year 9 pupils (Kulchy 2009)
01 March 2009
Running Small Circles of Support in a London Secondary School with Year 9 pupils to help with improving attitude, reducing stress levels, dealing with anger management and increasing self-esteem Kulchy 2009 Background to the project and how it fits with Jenny Mosley Quality Circle Time model and current projectsWe were delighted to come across research based on running a small circle ti … read on
OFSTED 2009 - Circle Time is promoted by Ofsted to help children with behaviour and reduce exclusions
01 March 2009
OFSTED (2009) looked at schools with low exclusion rates to see what they were doing well. The education watchdog found that in schools with low exclusion rates:“‘Circle time’ approaches were widely used, which enabled children to develop the skills to negotiate, listen and respond with empathy, as well as to express themselves and to solve problems. In many cases, children were involved … read on
Promoting Emotional Education: Engaging Children and Young People with Social, Emotional and Behavioural Difficulties
01 January 2009
Edited by Carmel Cefai and Paul CooperThis is an exciting book, with 14 chapters each one on a different aspect of this subject and by a range of inspiring authors.Jenny Mosley contributed a research chapter entitled "Circle Time and Socio-emotional Competence in Children and Young People"For the benefit of readers of Jenny Mosley’s Quality Circle Time and Positive Press website, we are … read on
Turn Your School Round - report
12 February 2008
Turn Your School Round; Creating a Listening School: A Report On The Uptake And Impact of The Whole School Quality Circle Time Model in Scotland (initially outlined in Turn Your School Round - published by LDA) Prepared by Cassie Higgins and Shelia Watt School of Educational Studies, University of Dundee And Lina Waghorn, Educational Development Services, Dundee City Council Consultant: … read on
OFSTED 2008 - Quality Circle Time is recognised by Ofsted in “Good practice in re-engaging disaffected and reluctant students in secondary schools”
01 January 2008
This report, situated on the Ofsted website, presents the results of a survey of 29 secondary schools (including one academy and one pupil referral unit) to identify sustained good practice in re-engaging disaffected and reluctant students in their learning.The schools were surveyed between 2007 – 2008. The schools chosen for the survey all had a marked decrease in the number of unauthor … read on
Evaluating Circle Time as a support to social skills development – reflections on a journey in school-based research by Catherine Canney and Alison Byrne
26 February 2007
Below is an opening extract from this interesting 6-sided research paper, published in the British Journal of Special Education Vol. 33 No.1 during 2006. “The authors of this article argue that deficit in social skills behaviour is often one of the distinguishing characteristics that sets people with intellectual disability apart from their non-disabled peers. The need for social skill … read on
Circle Time: A Much-Neglected Resource in Secondary Schools? By Marilyn Tew
17 December 2006
By Marilyn Tew Pastoral Care, September 1998 This report appraises Circle Time in the secondary school. By Marilyn Tew Pastoral Care, September 1998 Throughout this article, unless otherwise stated, the use of the term ‘circle time’ refers to a whole-class meeting where everyone sits in a circle. It’s a forum that is bound by strict groundrules to ensure emotional ‘safe … read on
Supervision in Dance / Movement Therapy by Iraina Clarke
11 November 2006
Dissertation submitted in partial fulfilment of the requirements for the award of the Degree of Master of Education of the University of Bristol. September 1999. SYNOPSIS The purpose of this study is to explore the supervision experiences of Dance/Movement Therapists. It investigates 'supervision' as a learning process that aids professional development and focuses specifically on co … read on
Dramatherapy in Education by Jennifer Mosley
11 November 2006
Master of Education, University of Bristol. September 1987 Synopsis The majority of schools contain some seriously disaffected pupils. Many educators strongly urge the adoption of approaches which will help all pupils develop more positive, interpersonal relationships, enhance self-concept and encourage young people to establish themselves as purposive and creative agents within thei … read on
Toward a Caring Primary School: Using Mosley’s Circle-Time Model to Achieve the National Curriculum Goals for Primary Schools in Taiwan. By Yun-Yuh Huang
11 November 2006
A dissertation submitted to the University of Bristol in accordance with requirements of the Degree of the Master of Education in the Graduate School of Education by Yun-Yuh Huang. Master of Education in Guidance and Counselling. September 2003 Synopsis This study focuses on exploring and comparing the framework, concepts and goals of Mosley's Circle-Time model and the Grade 1-9 Curric … read on
PSHE : Intuition and Actualisation in Personal and Social Education: A Pilot Study of a Primary School Programme Using Circle Time by Edwina Clare Molloy
11 November 2006
Dissertation submitted in partial fulfilment of the requirements for the award of the degree of Master of Education at the University of Bristol by Edwina Clare Molloy. September 1999 SYNOPSIS This study explores Intuition and Actualisation in Personal and Social Education. Initially, I make an argument for intuition to be understood at a personal level as in-tuition, that inner-tuition … read on
Can Circle Time in the Foundation Stage Support the Early Learning Goals for Personal, Social and Emotional Development? by Fiona Wood
11 November 2006
A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education By Fiona Wood September 2001 “Curriculum Guidance for the Foundation Stage” (QCA 2000), establishes a distinct identity for the stage of learning that takes place from age 3 to the end of the reception year. The guidance recog … read on
The Place of Art Therapy in a Kenyan Rehabilitation Centre by Immanuel C.K. Njue
11 November 2006
Dissertation submitted in partial fulfilment of the requirements for the award of the degree of Master of Education of the University of Bristol. September 1999 SYNOPSIS This documentary based research project investigates the contribution a study of art therapy could make to the role of an art teacher working with nine physically disabled children in a residential rehabilitation and … read on
Groupwork with Self-Referred Young Women with Low Self-Esteem by Alison Morris
11 November 2006
This dissertation is submitted to the University of Bristol in accordance with the requirements of the Graduate School of Education for the degree of M.Ed. September 1998 SYNOPSIS Many young people today face tremendous difficulties in their lives, and a number of them make use of the facilities at Off The Record, an information, advice and counselling service, for 13-25 year olds, wh … read on
Can Circle Time facilitate the learning of emotional expression and competence in boys with severe EBD? by Georgina Franks.
11 November 2006
A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education September 2001 Educating children with emotional and behavioural difficulties (EBD) can be a thankless and frustrating task. Faced with daily abusive behaviour it is easy for teachers to get locked into the cycle of negativity … read on
Why is emotional Intelligence seen as a relevant concept to UK businesses today? by Jacqueline E. Rigby
11 November 2006
Dissertation submitted for the Degree of Master of Education, University of Bristol. September 2002 Synopsis Emotional intelligence is one of the hottest topics to come out of the social sciences in a long time. Its presence is being felt beyond the academic world of scientific research and out across a broad range of organisations in the public, private and voluntary sectors. It also … read on
Developing Children’s Self Esteem Through Thinking Skills in a Supportive Group Setting by Caroline Mann. September 1995.
11 November 2006
This dissertation is submitted in partial fulfilment of the requirement for the award of degree of Master of Education of the University of Bristol SYNOPSIS Education now realises that self esteem is of central importance to children's success in schools and for future job opportunities. It has come to be seen as a more accurate determinant of academic success than intelligence itself … read on