Life stories as psychoeducation : their effect on a teacher’s ability to support high and complex needs students in their classrooms : a thesis presented in partial fulfilment of the requirements of a Masters of Arts (Psychology) at Massey University

Abstract

This thesis explored the use of life stories as an effective psychoeducational tool to improve teachers’ empathy towards a student exhibiting challenging behaviours. This study aimed to explore if reading a strength-based narrative about a young person’s life impacted how teachers attributed responsibility for student behaviours; the responses that they deemed appropriate to respond to their behaviour; the supports identified to successfully address their behaviour; as well as the barriers to implementing successful support(s). Teachers in this study, although already highly empathetic, increased in their level of empathy and compassion after reading a trauma informed, strengths-based life story. Teachers in this study before and after reading the life story preferred restorative responses; of note is that they significantly increased in their use of preventative strategies after reading the life story. As expected, the supports identified to successfully address challenging behaviour remained largely focused within the school context; however, there was a noticeable uptake in tailored supports focused on addressing the child’s needs in the context of their home, school, and community environments. This indicates that the life story allowed teachers to effectively individualise supports to meet the unique needs of the student. This was further reinforced by the significant decrease in identified barriers to successfully implementing supports following the life story. Life stories could be adopted by many social services to support those around young people with high and complex needs to better understand, respond to, and support them. Life stories can be a valuable tool to build better relationships and make positive changes in the lives of those being supported, and also those doing the supporting.