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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.
|Item Type:||Book Chapter|
|Keywords:||Disaffection; interview technique; self advocacy; self-esteem; personal construct psychology;|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||24 May 2006|
|Last Modified:||02 Aug 2016 12:50|
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Available Versions of this Item
‘Talking Stones’: an interview technique for disaffected students. (deposited 23 May 2006)
- Engaging with the views of disaffected students through 'Talking Stones'. (deposited 24 May 2006) [Currently Displayed]