Jeremy Oldfield
Datos Biográficos
| ID | 3656259 |
|---|---|
| NOMBRE | Jeremy Oldfield |
| NOMBRES | Jeremy |
| APELLIDO | Oldfield |
| FIRMA | OLDFIELD J |
| AFILIACIONES | Manchester Metropolitan University |
| ORCID | 0000-0002-7518-118X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England
Alongside the growing teacher supply crisis, there are widespread concerns about the mental health and well‐being of teachers, leading to a growing interest in the concept of teacher resilience. In this article, we investigate the possibilities for promoting teacher resilience at the school level using a novel participatory approach. We report a process of ecology mapping conducted with eight project partner schools, which informed the co‐develop…
Early life risk factors for adolescent mental health difficulties for individuals at risk of developmental language disorder
Young people with developmental language disorder (DLD) often have poorer mental health compared to those without DLD. However, not all young people with DLD experience such difficulties. Two hundred and eighty‐one young people at risk of DLD (45% Female; 53% White British) were identified from a UK based population‐cohort. Main caregivers completed questionnaires about their early life (
After the fire
Combining ecological resilience theory with a phenomenological epistemology, we explored experiential, social, and cultural factors mediating resilience‐building with participants from a village destroyed by the 2018 Fuego volcanic eruption in Guatemala. The purpose of the study is to find out what strategies displaced families and communities employ for living through the aftermath of a volcano eruption and for building psychological resilience.…
Decentring the ‘resilient teacher’
The teacher retention crisis has led to a strong discourse around the need for teachers to ‘build their resilience’, which places the responsibility for coping at the feet of the individual teacher. Contemporary research, however, supports a social-ecological approach, which takes account of environmental influences within the resilience process. This study draws upon five focus groups (28 teachers) to present evidence for complex interdependenci…
Zones of comfort and imaginability
We integrate participatory video, self-managed video interviews and video tour interviews in developing a method we call Participatory Video Interviewing, whilst exploring the experiences of young adults growing up in Guatemala City. We also use focus groups in order to gather participant reflections on the use of Participatory Video Interviewing. Our aim is to present the unique features and methodological contributions of Participatory Video In…
Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context
Over the last twenty‐five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to expl…
Reflections from the forgotten frontline
Currently, 78,150 children are in care in England, with 11% of the most vulnerable living in 2,460 residential homes due to multitype traumas. These children require safe and secure trauma-informed therapeutic care. However, the children's residential care workforce delivering this vital care is an unrepresented, under-researched and largely unsupported professional group. The workforce undertakes physically and emotionally challenging work in di…
Promoting resilience in street connected young people in Guatemala
Street connected young people (SCYP) are at risk of encountering negative life experiences, such as abuse, neglect, violence and exploitation. Nonetheless, some demonstrate remarkable resilience. This study therefore aimed to explore protective factors that promote resilience in SCYP in Guatemala City. Using ethnographic interviews and image elicitation eight young people and four adult educational outreach project coordinators participated withi…
Image and word on the street
We present an argument for reflexively combining participatory visual methods with each other, alongside qualitative ethnographic interviewing, in exploring resilience with street-connected young people who attend two voluntary educational outreach projects in Guatemala City. We present primary research in the form of three case studies selected from a wider, mixed-methods study. The case studies adopt an approach that is rooted in phenomenology,…
Streets of resilience
We explored resilience amongst street connected young people (SCYP) in Guatemala City in relation to two community‐based educational outreach projects who work with at risk young people. We investigated (a) how these projects adapt and constructed meaningful spaces of safety and protection for SCYP and (b) how their interactions with the families of SCYP impact on well‐being amongst SCYP. We focused on resilience‐building elements and practices, …
Quantifying teacher resilience
Previous research has identified individual and contextual level factors that may promote resilience in teachers; however, little is known about their relative importance in predicting measures of positive adaptation. Questionnaire data were collected from 226 UK teachers. Relative importance analyses identified a number of significant predictors of job satisfaction, burnout, and wellbeing. The results suggest that contextual influences on teache…
Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities
BackgroundStudents with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers.AimThe aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND.SampleThe study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England.MethodExplanat…
The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes
BACKGROUND: Adolescent attachment relationships with parents and peers and the sense of connectedness with the schools attended have been established as salient predictors of psychological well-being. Few studies, however, have assessed the relative importance of each attachment or connectedness relationship and how they interrelate to influence mental health outcomes. METHOD: A total of 203 adolescents (11-16 years) completed self-report measure…
Overcoming the odds
The study investigated male primary school trainee teachers’ barriers and motivations for their profession. Six male trainee primary school teachers were interviewed and data were analysed thematically. Three themes arose relating to potential barriers; physical contact; experiencing negative outsider perceptions; and working within a female orientated environment. Three themes demonstrated that barriers could be overcome if participants perceive…
Quantifying teacher resilience
Previous research has identified individual and contextual level factors that may promote resilience in teachers; however, little is known about their relative importance in predicting measures of positive adaptation. Questionnaire data were collected from 226 UK teachers. Relative importance analyses identified a number of significant predictors of job satisfaction, burnout, and wellbeing. The results suggest that contextual influences on teache…
Overcoming the odds
The study investigated male primary school trainee teachers’ barriers and motivations for their profession. Six male trainee primary school teachers were interviewed and data were analysed thematically. Three themes arose relating to potential barriers; physical contact; experiencing negative outsider perceptions; and working within a female orientated environment. Three themes demonstrated that barriers could be overcome if participants perceive…
Image and word on the street
We present an argument for reflexively combining participatory visual methods with each other, alongside qualitative ethnographic interviewing, in exploring resilience with street-connected young people who attend two voluntary educational outreach projects in Guatemala City. We present primary research in the form of three case studies selected from a wider, mixed-methods study. The case studies adopt an approach that is rooted in phenomenology,…
Reflections from the forgotten frontline
Currently, 78,150 children are in care in England, with 11% of the most vulnerable living in 2,460 residential homes due to multitype traumas. These children require safe and secure trauma-informed therapeutic care. However, the children's residential care workforce delivering this vital care is an unrepresented, under-researched and largely unsupported professional group. The workforce undertakes physically and emotionally challenging work in di…
Promoting resilience in street connected young people in Guatemala
Street connected young people (SCYP) are at risk of encountering negative life experiences, such as abuse, neglect, violence and exploitation. Nonetheless, some demonstrate remarkable resilience. This study therefore aimed to explore protective factors that promote resilience in SCYP in Guatemala City. Using ethnographic interviews and image elicitation eight young people and four adult educational outreach project coordinators participated withi…
Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities
BackgroundStudents with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers.AimThe aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND.SampleThe study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England.MethodExplanat…
After the fire
Combining ecological resilience theory with a phenomenological epistemology, we explored experiential, social, and cultural factors mediating resilience‐building with participants from a village destroyed by the 2018 Fuego volcanic eruption in Guatemala. The purpose of the study is to find out what strategies displaced families and communities employ for living through the aftermath of a volcano eruption and for building psychological resilience.…
Streets of resilience
We explored resilience amongst street connected young people (SCYP) in Guatemala City in relation to two community‐based educational outreach projects who work with at risk young people. We investigated (a) how these projects adapt and constructed meaningful spaces of safety and protection for SCYP and (b) how their interactions with the families of SCYP impact on well‐being amongst SCYP. We focused on resilience‐building elements and practices, …
The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes
BACKGROUND: Adolescent attachment relationships with parents and peers and the sense of connectedness with the schools attended have been established as salient predictors of psychological well-being. Few studies, however, have assessed the relative importance of each attachment or connectedness relationship and how they interrelate to influence mental health outcomes. METHOD: A total of 203 adolescents (11-16 years) completed self-report measure…
Overcoming the odds
The study investigated male primary school trainee teachers’ barriers and motivations for their profession. Six male trainee primary school teachers were interviewed and data were analysed thematically. Three themes arose relating to potential barriers; physical contact; experiencing negative outsider perceptions; and working within a female orientated environment. Three themes demonstrated that barriers could be overcome if participants perceive…
Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities
BackgroundStudents with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers.AimThe aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND.SampleThe study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England.MethodExplanat…
Image and word on the street
We present an argument for reflexively combining participatory visual methods with each other, alongside qualitative ethnographic interviewing, in exploring resilience with street-connected young people who attend two voluntary educational outreach projects in Guatemala City. We present primary research in the form of three case studies selected from a wider, mixed-methods study. The case studies adopt an approach that is rooted in phenomenology,…
Streets of resilience
We explored resilience amongst street connected young people (SCYP) in Guatemala City in relation to two community‐based educational outreach projects who work with at risk young people. We investigated (a) how these projects adapt and constructed meaningful spaces of safety and protection for SCYP and (b) how their interactions with the families of SCYP impact on well‐being amongst SCYP. We focused on resilience‐building elements and practices, …
Quantifying teacher resilience
Previous research has identified individual and contextual level factors that may promote resilience in teachers; however, little is known about their relative importance in predicting measures of positive adaptation. Questionnaire data were collected from 226 UK teachers. Relative importance analyses identified a number of significant predictors of job satisfaction, burnout, and wellbeing. The results suggest that contextual influences on teache…
Promoting resilience in street connected young people in Guatemala
Street connected young people (SCYP) are at risk of encountering negative life experiences, such as abuse, neglect, violence and exploitation. Nonetheless, some demonstrate remarkable resilience. This study therefore aimed to explore protective factors that promote resilience in SCYP in Guatemala City. Using ethnographic interviews and image elicitation eight young people and four adult educational outreach project coordinators participated withi…
Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context
Over the last twenty‐five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to expl…
Reflections from the forgotten frontline
Currently, 78,150 children are in care in England, with 11% of the most vulnerable living in 2,460 residential homes due to multitype traumas. These children require safe and secure trauma-informed therapeutic care. However, the children's residential care workforce delivering this vital care is an unrepresented, under-researched and largely unsupported professional group. The workforce undertakes physically and emotionally challenging work in di…
Decentring the ‘resilient teacher’
The teacher retention crisis has led to a strong discourse around the need for teachers to ‘build their resilience’, which places the responsibility for coping at the feet of the individual teacher. Contemporary research, however, supports a social-ecological approach, which takes account of environmental influences within the resilience process. This study draws upon five focus groups (28 teachers) to present evidence for complex interdependenci…
Zones of comfort and imaginability
We integrate participatory video, self-managed video interviews and video tour interviews in developing a method we call Participatory Video Interviewing, whilst exploring the experiences of young adults growing up in Guatemala City. We also use focus groups in order to gather participant reflections on the use of Participatory Video Interviewing. Our aim is to present the unique features and methodological contributions of Participatory Video In…
Early life risk factors for adolescent mental health difficulties for individuals at risk of developmental language disorder
Young people with developmental language disorder (DLD) often have poorer mental health compared to those without DLD. However, not all young people with DLD experience such difficulties. Two hundred and eighty‐one young people at risk of DLD (45% Female; 53% White British) were identified from a UK based population‐cohort. Main caregivers completed questionnaires about their early life (
After the fire
Combining ecological resilience theory with a phenomenological epistemology, we explored experiential, social, and cultural factors mediating resilience‐building with participants from a village destroyed by the 2018 Fuego volcanic eruption in Guatemala. The purpose of the study is to find out what strategies displaced families and communities employ for living through the aftermath of a volcano eruption and for building psychological resilience.…
What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England
Alongside the growing teacher supply crisis, there are widespread concerns about the mental health and well‐being of teachers, leading to a growing interest in the concept of teacher resilience. In this article, we investigate the possibilities for promoting teacher resilience at the school level using a novel participatory approach. We report a process of ecology mapping conducted with eight project partner schools, which informed the co‐develop…
Psychology (12 obras) · Resilience and Mental Health (6 obras) · Social Psychology (6 obras) · Sociology (6 obras) · Pedagogy (5 obras) · Psychological resilience (5 obras) · Citizen journalism (4 obras) · Early Childhood Education and Development (4 obras) · Medicine (4 obras) · Political science (4 obras)