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Michelle Rose
Michelle Rose works full time as a Support Teacher Behaviour with the Department of Education and Training (DET). As part of her role she coaches two schools with Positive Behaviour for Learning (PBL) which was introduced to Australia about six years ago. Her research is based around PBL and the way schools involve and inform parents about the processes. The research will contribute to the PBL implementation process with the vision of providing a network of community support services that are available to parents and schools with the many issues that interfere with the complex role of parenting, and which impact on a child's ability to concentrate and learn.
Qualifications
Bachelor of Education, Postgraduate Certificate in Early Childhood, Postgraduate Diploma in Special Education, Masters in Special Education
Thesis Title
Developing school-wide change through Positive Behaviour Intervention and Support (PBIS): Changing behaviour and the parent connection
Supervisors
Professor Rhonda Craven, Associate Professor Alexander Yeung & Dr Mary Mooney
Abstract
A priority of public education in NSW is to provide young people with the foundations for lifelong learning, enabling them to become capable and confident adults who can make a positive contribution to our society (Department of Education and Training, 2010). The goals of public education state that educating children is a shared responsibility between parents and educators. However the mismatch between family values and expectations and those of educational institutions are sometimes conflicting, making it difficult for parents and children to engage positively with the school and the learning. In the school context PBIS is a systems approach to changing the school culture. These systems identify needs, develop plans and strategies that are effective and support their continued use by teaching students and staff the necessary skills to become confident users of the system. In the context of family ecology, the existence of multiple risk and protective factors contribute to the consensus or mismatch between school and family expectations. Many empirical studies indicate that the development of a secure attachment to caregivers, for example, is related to higher compliance, sociability and more effective emotional regulation (Greenberg, 1999). If interventions and assistance networks fall short of providing adequate support for at risk families, then a consequence for their young children is likely to be low academic achievement and poorer life outcomes in general for this group. The critical analysis of the extent to which schools engaged in the PBIS process have included parents in systems design, supports the hypothesis that a significant gap exists between the overarching goals of public education and the reality for families. New strategies to be included in the implementation phase of PBIS are discussed as is a multidisciplinary approach to parent inclusion and support.
