(2004). Engaging with the views of disaffected students through 'Talking Stones'.
In: Wearmouth, Janice; Glynn, Ted; Richmond, Robin C. and Berryman, Mere eds.
Understanding pupil behaviour in school: a diversity of approaches.
David Fulton Publishing Ltd, pp. 37–48.
This is the latest version of this eprint.
This paper describes and discusses the use of an interview technique derived from Personal Construct Theory, ‘Talking Stones’, that is designed to support self advocacy, particularly for groups of disaffected students whose views may be difficult to ascertain. This technique assumes that for the individual learner everything is perceived and mediated by what is socially and personally salient. The paper illustrates how this tool lends itself to practice in schools. It can help to lay bare problematic relationships, usually between teenagers and staff, and open up dialogue.
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