Monday, 1 May 2017

Boxall Profile

One of the tools we are using to gather baseline data on the class is the Boxall Profile developed in London in 1969 by Marjorie Boxall

The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties (SEBD) and are failing at school. It helps teachers to plan focused intervention for those children whose behaviour seems to make no sense. The profile provides the teacher with insights and suggests points of entry into the child's world — it makes people think about what lies behind the behaviour.
This profile provides a different way of looking at the behaviour that gets in the way of the child's progress. It focuses on children's early development, on their self-concept, on the attitudes they had absorbed and brought with them into school. The test highlights the difficulties presented by most of these children as the outcome of impoverished early nurturing. Lacking an adequate experience of being cherished and attended to, for whatever reason, they were not able to make trusting relationships with adults or to respond appropriately to other children. They were unready to meet the social and intellectual demands of school life, and so failed.

The Boxall Profile is separated in to two areas - Developmental Strand and Diagnostic Profile. 

The Developmental Strand
This measures progress through the different aspects of development in the pre-school years.
  • Organisation of Experience
    • Engage and participate in learning. has\ the necessary tools to be able to be a part of formalised education.
  • Internalisation of Controls
    • Be able to self manage to be a part of a functioning group and follow formalised rules.
High scores on the Developmental Strand indicate that a child feels supported and is ready to learn.

The Diagnostic Profile
This consists of items describing behaviours that inhibit or interfere with the child's satisfactory involvement in school. They are directly or indirectly the outcome of impaired learning in the earliest years.
  • Self Limiting Features
    • Lacking interest and motivation. Very low self worth and negative self talk.
  • Underdeveloped Behaviour
    • High levels of impulsivity, low level of self and sense of belonging. Seeks attachment.
  • Unsupported Development
    • Profound lack of trust in others. Feels unsupported and insecure. Blames others, often angry, perceives high level of threat leading to resentful and negative behaviour.

High scores on the Diagnostic Profile suggest a profound lack of early nurturing care, and perhaps abusive treatment. The child has had no reason to trust the adults in his/her world and protects him/herself from hurt and total loss of self-regard by strategies that cause trouble in school