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1
Penna, Bray Sally. "Support for children and young people with behavioural, emotional and social difficulties : the perspectives of children, young people, families and practitioners." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3155.
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This small scale study was informed by Symbolic Interactionism and Interpretivist Analysis and was carried out in a county within the south of England, referred to as ‘Southshire’. File searches and questionnaires were employed to gather contextual data. Semi-structured interviews were used to gather participant views and thematic analysis was used to analyse these interviews. This was a two part study consisting of two papers. The participants in Paper one of the study were young people with behavioural, emotional and social difficulties (BESD) and their parents or carers. Paper one focussed on the participants’ views and experiences of mainstream and special education after they had experienced both. The views of the special school keyworker were also sought in order to improve understanding of the support and barriers that exist for young people and families. Views were elicited through individual semi-structured interviews which were analysed qualitatively using a thematic analysis approach (Braun and Clarke 2006). To gain contextual information within the county and to help in the process of selecting participants, the files of fifty young people identified as experiencing BESD were searched and analysed and relevant information was recorded. Paper two focussed on practitioners’ experiences of supporting young people with BESD. An electronic questionnaire was sent to practitioners from a wide range of agencies and collected qualitative and quantitative data which informed the researcher of the local context and gave insights into practitioner views. Five practitioners were invited to take part in individual semi-structured interviews to explore their views on supporting young people with BESD. Interviews were analysed using a thematic analysis approach. Findings from papers one and two were assimilated and the implications for Educational Psychology practice were considered. The following research aims were addressed: 1. To improve our understanding of the support and barriers experienced by children and young people with BESD in a Local Authority 2. To develop a better understanding of how Educational Psychologists can support children and young people experiencing BESD, their parents, carers and other practitioners. Summary of findings The key finding within Paper 1 was that both the young people and parents/carers reported experiences that were contrary to the intentions of current inclusion policy. Broadly, negative experiences were reported at mainstream school and positive experiences were reported while at special school for BESD. Participants felt that they had been treated negatively by mainstream practitioners in particular and that young people had been denied access to the curriculum and activities within mainstream school. Additionally the young people had experienced bullying at mainstream school and the bullying had been ignored or the young people themselves had been perceived as the bully despite being the victim. Perceptions of and attitudes towards the ‘unseen’ disability of BESD were also referred to and parents and carers reported feeling isolated while their child was attending mainstream education. The key finding within Paper 2 was that practitioners also reported experiences that were contrary to the intentions of the current inclusion policy. They reported many challenges that are faced by practitioners when trying to include young people with BESD in mainstream schools, and when supporting them within the Local Authority. Participants felt that negative attitudes towards BESD exist within mainstream schools, that working with other agencies to support young people with BESD is difficult, that parental involvement is key, but not always possible and that elements within the government and Local Authority context conflict with the inclusion agenda and with meeting children’s needs. Significance and Contribution Through a design informed by Symbolic Interactionism and Interpretivist Analysis the participants authentic voices have been heard in order to deepen our understanding of their experiences. Previous research has explored the views and experiences of young people, families and practitioners; however this is the first time that they have been considered together sufficiently in order to identify shared views. Additionally, young people, families and keyworkers views were sought at a specific point within the young person’s journey - after they had attended both mainstream school and special school. Furthermore experiences of the transition from mainstream school to special school were considered. The findings within this study suggest that the application of a simple solution (i.e. including young people with BESD in mainstream schools) to a complex problem (the social inclusion of young people with BESD), has had a negative impact. In fact the findings seem to imply that the inclusion of young people with BESD within mainstream schools has actually created the social exclusion that inclusion was designed to alleviate. The evidence for this is present within the findings within this study. In relation to BESD, the medical model has been criticised for individualising the ‘problem’, however if an educational model view of BESD is taken we are led to consider that the education system itself is imperfect. Therefore taking the educational model approach and applying the simple solution of ‘inclusion’ to the very complex problem of social inclusion highlights many areas of difficulty. These areas of difficulty have been outlined in the findings of this study and of previous studies. The identified issues are entrenched within the education system and can only be tackled through an examination of the system itself. The reported experiences of inclusion are more nuanced than the powerful message my data suggests, therefore it is essential to note that this study is not simply suggesting that inclusion is ‘negative’ or ‘bad’ and that special school is ‘positive’ or ‘good’ – a much more complex picture has been presented. The complexities that have been highlighted within this study have also been considered alongside the role of the Educational Psychologist and how they can facilitate inclusion and essentially social inclusion through their work with young people, families and practitioners. As a result of the findings, it has been suggested that further research should focus on examining the education system and in particular the dichotomy between the inclusion agenda and results centred teaching and the specialist provision for BESD that exists since the implementation of the inclusion agenda and whether it is meeting the needs of young people. Further research may also focus on whether the case presented for young people with BESD in this study is similar for young people with other types of SEN. This further research on how inclusion policy translates into practice will be particularly pertinent as new government policies and agendas unfold.
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Skinner, Julia. "Social communication and interaction amongst children and young people with severe learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/54859/.
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This study explores the social and communicative interactions among children and young people in special schools who have severe learning difficulties. It considers the concept ofphatic communion or 'small talk' and its importance as a social and cultural practice. The study focuses on the actual communication of the children and young people and investigates the functions, patterns and strategies they employ. It considers the development of language and communication from birth onwards, particularly the processes involved in the progress of increasing skills in socially interactive communication. The study reviews literature concerning the development of communication in proto-conversations to the talk of children of typical development and children and adults with learning difficulties. It also investigates the role of non-verbal communication and context and how these can affect and support the social interaction process. The study employed an observational approach to data collection,recording predominantly by field notes, but also utilising some video and audio recording. The data were transcribed and analysed to provide examples of the range and variety of socio-communicative interactions between the children and young people. The findings demonstrate the multiplexity of skill involved in creating and perpetuating the social dynamics of amicable interaction. Finally conclusions are drawn to provide some significance of the impact that this study may offer to professionals working in the special educational sector, particularly with children and young people with severe learning difficulties.
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Spicer-White, Freya Leanne. "Young people's experiences of mental health difficulties." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/young-peoples-experiences-of-mental-health-difficulties(62915095-9baf-4848-b34d-e1299e985413).html.
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This thesis contains three related pieces of work that considered young people's experiences of mental health difficulties. The first is an original piece of qualitative research. Semi-structured interviews were used to investigate the lived experience of eight females with mental health difficulties, aged between 15 and 17 years. Through interpretative phenomenological analysis, five themes emerged; these were 'keep it hidden', 'the stickiness of a diagnosis', 'life is different now', 'relationships are different now' and 'other young people with difficulties'. How these young women related to their diagnosis became a topic of interest and therefore the focus of the second piece of work, a literature review. This review identified 15 studies. Ten studies employed quantitative methods to assess mental health literacy and attitudes in young people in the general population. Five studies used qualitative methods to investigate the attitudes of young people who had received a mental health diagnosis. The results suggested that many young people in the general population displayed poor, at best moderate, mental health literacy and that many young people held negative preconceptions about mental health diagnoses. Individuals who had received a diagnosis described themes that suggested high levels of shame and an altered sense of identity. Both the research Young people's experiences of mental health difficulties 7 and review papers considered the concept of pre and post diagnostic counselling as a potential clinical implication and this was discussed in the third piece of work. The discussion paper summarised that there are few specific recommendations for sharing a mental health diagnosis with adults or young people. It was suggested that further research is required to assess whether pre and post diagnostic counselling could be an effective way of improving the diagnosis experience for young people. Finally my personal reflections of completing the thesis are shared.
4
Cheong, Mei Yan. "How to raise 'hope' in young people from a moderate learning difficulties special school?" Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573601/.
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Using Snyder’s hope theory as the base, the present study aimed to conduct a qualitative-based exploratory case study to understand the relevance and operationalisation of a hope programme to young people from a moderate learning difficulties (MLD) special school. The person-centred approach was adopted in which the perspectives of four young people attending an MLD special school and their teachers and parents were obtained. This research has two phases. In Phase 1, the young people were invited to share their understandings of the terms used in Snyder’s hope theory, i.e. hope, goal, pathway thinking (replaced by the term ‘plan’ in this research), and agency thinking (replaced by the term ‘motivation’). They were also asked to share their views about the relevance and significance to them of an intervention programme, developed using Snyder’s hope theory, as well as its applications. The young people’s responses, along with Snyder’s hope theory, were then presented to the teachers and parents, to obtain their perspectives. The study findings demonstrated that most participants were positive about implementing a hope programme, based on Snyder’s theory, in the school. However, concerns were also raised with regard to its accessibility for students of all levels. Implications of the study findings for young people from an MLD special school and the practices of educational psychologists (EPs) were reflected. This research reflected the significant role of EPs in working systemically with schools, parents and students, and having an influence at the school level. It also demonstrated the role of EPs in strengthening the equal opportunities given to young people from an MLD school, and shed light on the appropriateness of a wellbeing programme that was informed by the local context as well as by group norms and values.
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Bayliss, P. D. "Language and integration : an investigation of students with severe learning difficulties in integrated and segregated environments." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326007.
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Ewen, Mandy. "Personalised Learning for young people who are disaffected or experience social, emotional and behavioural difficulties." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500573.
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Tellis-James, Charlie. "The stories young people with social, emotional and behavioural difficulties (SEBD) tell about their futures." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3443/.
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A number of psychological perspectives have been offered to account for social, emotional, behavioural difficulties (SEBD) and the legislation and sociocultural context continues to depict a rather concerning trajectory for this group of young people. It appears that the views of children and young people with SEBD are discussed at length, but researched relatively little. Research that has sought their views has been predominantly retrospective in focus, with very little research encouraging them to look towards the future. In the small body of research that has asked young people with SEBD about the future, the psychological concept of ‘possible selves’ has been applied. The findings suggest that young people with SEBD lack agency, and are more pessimistic about their futures compared with their mainstream peers. The current research drew on positive psychology in order to extend the literature and offer a more useful and optimistic way of conceptualising SEBD. Positive psychology places emphasis on: the future, strengths, resources and potential, and suggests that negative experiences can build positive qualities. It is therefore in direct opposition to a pre-occupation with risk. This research also draws on a social constructivist epistemology, placing the voice of the young person with SEBD at its centre. It seeks to better understand their experiences and accepts that meanings are varied and multiple. This research employed a narrative methodology in an attempt to impose less structure, in order to seek the stories young people with SEBD tell about themselves in the future. Within the qualitative design, unstructured interviews were used in order to maximise the potential for capturing individual meaning. The Quality of Life (QoL) literature was drawn on to facilitate the young people’s narratives, and the life path tool was used to structure their thinking. Eight young people were interviewed, across the school and home contexts. Narrative Oriented Inquiry (NOI) was used to analyse the narratives; a sjuzet-fabula analysis was carried out to reconstruct the young people’s stories, followed by a categorical-content analysis to explore themes relevant to the current research. Finally, the tone of the young people’s narratives were analysed to explore how they presented themes of potential and growth in their stories. The findings indicate that when asked the right questions, young people with SEBD can identify a range of strengths and resources in their lives. Many of the young people also identified qualities that they had built as a result of earlier negative experiences. Overall, the young people’s narratives are progressive in tone and reveal their hopes and aspirations for the future. A number of implications for future research and practice are identified but ultimately, by offering these young people the opportunity to tell their stories, this research permitted them a sense of agency over their lives and allowed them to focus on where they were going, rather than where they had been.
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Brown, Joan. "Professional environment of post-school transitions of young people with additional support needs." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9454.
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The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.
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Parmar, Geeta. "An evaluation of the referral pathway to CAMHS for young people with learning difficulties and/or disabilities from three perspectives : the young people, their parents and referrers." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511034.
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Hillyer, Rachael. "The support needs of foster carers who look after young people with emotional and behavioural difficulties." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297633.
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The poor outcomes of young people leaving foster care are well documented and demand a focus on placement permanency and interventions that encourage stability (Rubin et al, 2007). The need for better support for foster carers is widely acknowledged (Warman, Pallet & Scott, 2006; Morgan & Baron, 2011). To provide effective support an understanding of foster carers support needs is required. A qualitative approach explored the support needs of foster carers who look after young people perceived to have emotional and behavioural difficulties. Semi- structured interviews were undertaken with 17 foster carers employed by a local authority or an Independent Fostering Agency. A grounded theory methodology within a social constructionist framework was used to develop a new theoretical understanding from the data. A central storyline of ‘keeping your head above water’ emerged and appeared to encapsulate daily struggles and ways of managing. Categories which contributed to this were ‘becoming isolated’ from other professionals, ‘role ambiguity’ regarding the multiple meanings attached to being a foster carer, ‘making sense of emotional and behavioural difficulties’ highlighting a need to understand the children cared for, ‘a focus on behaviours’ illuminating approaches to parenting and ‘unmet emotional needs’ which is a possible consequence of focussing on children’s behaviours. The emergent theory may hold potential for developing psychological formulations, interventions and training programmes for foster carers. Suggestions for future support are put forward based on the new theoretical framework. Applications of the findings to Counselling Psychology are discussed in detail.
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Tayler, Beth. "How staff conceptualise and support recovery in young people with mental health difficulties: a Delphi survey." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658836.
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Objective Recovery has become integral within mental health service delivery in the past decade. However, much of the policy on recovery has been based upon research with adults, specifically clinical populations with severe mental health difficulties. There is very little empirical research on young people's recovery from mental health difficulties and little guidance for staff on implementing recovery within Child and Adolescent Mental Health Services (CAMHS). This study aimed to explore how staff conceptualise and support recovery in their work with young people. Design A mixed-methods Delphi survey was used, conducted over a series of three rounds. Participants In total, 36 NHS health care professionals with expelience of direct clinical work with children and young people with mental health difficulties took part. Results A high level of consensus was provided on a number of elements that define recovery and how it may be supported for young people. There was high consensus that recovery for young people related to self-empowerment and hope, as well as young people's identity, separate from mental health difficulties. There was no consensus for aspects of recovery related to service user involvement. Regarding how recovery can be supported for young people participants placed emphasis on recovery as an ongoing process, the therapeutic relationship, and working with families and the network around young people. Conclusions/lmplications Further research is needed to explore staff views of service user involvement in CAMHS, as well as to investigate how staff might understand recovery across the developmental range in CAMHS. The findings form the beginnings of a conceptualisation of what recovery is for young people and how it can be implemented, however, this is the first study of its type and research is required to further investigate the implementation of recovery-Olientated practice in CAMHS.
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Medcalf, Richard S. "The experiences of children and young people with social emotional and behavioural difficulties in physical education." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/4924e4dd-ca91-b463-5bc2-44e8ff3f5fc3/1.
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Research has previously highlighted the physical, social, affective and cognitive benefits of engagement in quality physical education (PE) (Bailey, 2006). Furthermore, practical, physical and expressive creative experiences in education have also been cited as being an important constituent when educating children and young people with social, emotional and behavioural difficulties (SEBD) (Cole and Visser, 1998). However, research has yet to address the experiences of the child with SEBD, as told by themselves, alongside the ideological benefits of their participation in physical education. As such, this study has examined how children and young people experience the National Curriculum of PE in England and Wales. Specifically working with those deemed by their school to have SEBD, this study aims to give voice to how participants create meaning of their PE experiences. A case study methodology was adopted whereby, after a period of piloting and familiarisation, two periods of twelve weeks were spent with six adolescent boys, each described by their schools as having SEBD. A range of participatory methods were used to elicit their perceptions of PE. Inductive processes of analysis generated outcomes which showed signs of the idiosyncratic nature of varying experiences and multiple truths. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. Participants spoke of their affinity towards the inherent practical nature of PE, which appeared to be forgiving of their desire for cathartic opportunities to participate physically. They regularly discussed their perception of PE being a subject allowing for relative freedoms not found elsewhere in their curricula. Narratives which described their experiences were also characterised by issues which focussed upon the non-educational aspects of the subject. The perceived pardon from the academic demands of school life, and the subsequent opportunities for socialisation with peers, were described as times which cemented the both positive and negative social systems at place in their classes. ii The case studies have resulted in the discussion of experiences which demonstrate the rich and highly individualised nature of children and young peoples‟ time in PE. The nature of their difficulties appeared to exacerbate and heighten the responses to participation which have been commonly reported in previous studies. Participants‟ time in PE was shown to be an example of the challenges that they face in their school lives more broadly. PE served to magnify both the positive and negative responses to education that were described as being experienced elsewhere in their curriculum subjects. This research has shown that, when adopting methodologies which privilege participatory methods, it is possible to gain greater depth of understanding as to how children with social emotional and behavioural difficulties experience physical education.
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Tsang, Wing-keung, and 曾永強. "Cough syrup abuse among young people in Hong Kong: causes of abuse and difficulties of giving up." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977807.
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Tsang, Wing-keung. "Cough syrup abuse among young people in Hong Kong : causes of abuse and difficulties of giving up /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13781224.
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Taylor, Bronagh. "Motor difficulties and psychosocial functioning in children who are excluded from school and young people who offend." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728674.
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Chapter 1 introduces the bioecological model of Urie Bronfenbrenner to explore the risk factors that may negatively impact on early development, with possible psychosocial ramifications, while chapter 2 addresses research on the potential effects of motor difficulties on psychosocial functioning, with reference to the environmental stress hypothesis. This research suggests that there is a bi-directional relationship between motor function and socio-emotional development. In Chapter 3, the motor abilities of children who were excluded from mainstream education were assessed. It was found that 50% of the children displayed clinically significant levels of motor difficulties that required intervention as well as high levels of persistence of the asymmetrical tonic neck reflex (ATNR). Regression analyses revealed that measures of hyperactivity, childhood adversity, ATNR persistence and gender were significant predictors of psychosocial functioning. It was concluded that motor difficulties and reflex persistence should be considered within a broader bioecological framework that acknowledges the powerful impact of childhood adversity on underlying neurological processes. Chapter 4 discusses research on the developmental pathways of oppositional defiant disorder (ODD) and conduct problems (CD) in children and young people, while chapter 5 describes a study of motor function in a sample of young people in the Juvenile Justice System. This sample showed a greater level of motor difficulty in comparison to young people in mainstream education, with 34% performing at a clinically significant level of motor impairment. Furthermore, they showed a greater level of ATNR persistence and had a lower overall level of literacy. Regression analyses revealed that motor skills, childhood adversity and literacy were significant predictors of conduct disorder in this sample. It was concluded that motor and literacy skills were impaired in the sample of young people who offend, but that these difficulties, as in Chapter 3, should be viewed within the wider context of childhood adversity.
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Bromley, Cassie. "An interpretative phenomenological analysis of young people's experiences of living with a parent with mental health difficulties." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/2803.
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This study examined the local needs of individuals accessing an adult community psychology service, using a cross sectional view of those waiting for the service. This service mapping exercise aimed to gather a better understanding of how the service was operating and the local differences in need. The results showed 163 individuals were waiting to access the service, with the majority (131) waiting for the stand-alone service. The different levels of demand resulted in varying waiting times across the service, with the stand-alone bases accruing the longest and the South-East and West areas producing the biggest relative need. Individuals waiting for the CMHT service were more likely to have two or more presenting problems than those waiting for stand-alone psychology (62.5% and 38.2% respectively). Social phobia and bipolar were more prevalent in the CMHT service, in comparison the stand-alone service had a higher percentage of individuals with depression, obsessive compulsive disorder and post traumatic stress disorder, however the proportions differed between areas. The second part of the study explored the effect on estimated waiting times of improving access to the stand-alone service by devolving it to local CMHT areas. Waiting times varied according to the resource deployment criteria used; relative need proved the most promising. The proposed advantages and disadvantages of reconfiguration demonstrated the complex implications involved, reinforcing the need for clear rationale when considering service restructuring. In conclusion this project highlighted the need for the service to continue tracking demand and individuals’ needs and keep systematic waiting time information for all parts of the service. The results provided a useful starting point to inform future service development, whilst emphasising the necessity for longitudinal data too.
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Hambidge, Sarah. "What does it mean to young people to be part of a care farm? : an evaluation of a care farm intervention for young people with behavioural, emotional and social difficulties." Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/30101/.
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This PhD thesis presents the findings of an evaluation to understand the impact of a care farm aiming to improve the mental and social health of disadvantaged young people with behavioural, emotional and social difficulties (BESDs) from low-socioeconomic backgrounds who are at risk of becoming NEET (Not in Employment, Education and Training) at sixteen years of age. It examines the potential for underlying mechanisms of a care farm to enhance young people’s chances of remaining in education, employment and training and lead to improvements for this disadvantaged group’s health and well-being. The Self-Determination Theory (SDT) was used as a theoretical framework to explore the psychological mechanisms underlying experiences of attending the care farm. This mixed-method study, explores the experiences and perceptions of young people attending the care farm. Data were longitudinally captured using a validated questionnaire pack, semi- structured interviews at baseline, six months and nine months, triangulated with observational fieldwork. The RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) evaluation framework was used to contextualise these findings. Inferential statistical analysis of behavioural, emotional and subjective well-being measure scores identified statistically significant differences in respect of the amount of time the young people had been attending the care farm and reductions in conduct problems, hyperactivity and the use of non-productive coping strategies and increased satisfaction with school, awareness of how actions affect the environment and overall connection to nature. Analysis of qualitative data suggested the young people perceived the farm as an inclusive environment, which improved their green environmental engagement (e.g. positive experiences from animals, sense of freedom from the physical space, increased participation in physical activity), personal functioning (e.g. coping, trust, self-confidence, self-efficacy, kindness, empathy), social functioning (e.g. pro-social behaviour: relationships with family, peers and in the school environment, social inclusion, sense of belonging to the care farm) and personal development (e.g. re-engagement with school, life & work skill learning). The young people also reported a reduction in their self-reported mental health risks (depression, anxiety and stress) and behavioural regulation difficulties. The thesis concludes by arguing that this care farm initiative provides an alternative to traditional classroom based learning for pre-NEET young people with BESDs when they are therapeutically supported in a green space. The farm environment is conducive for young people to build key social, life and relationship skills, thus enhancing their chances of remaining in education, employment or training.
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Ardern, Catherine. "How does mindfulness training change the narratives of young people identified as having behavioural difficulties? : an exploratory study." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6742/.
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Research investigating Mindfulness as an approach to intervention has generally taken a quantitative approach, focusing on outcomes rather than processes (Grossman, 2008). The purpose of this research was to develop understanding of how and why Mindfulness training might influence young people. The aim was to explore the changes in narratives that occur in young people following a Mindfulness intervention, in order to provide an understanding of how such an intervention might facilitate change. Participants were young people within a secondary school who were identified as having behavioural difficulties, which allowed for investigation of the theory that Mindfulness may be particularly appropriate for individuals with these difficulties (Davis, 2012). Five participants aged eleven to fourteen took part in the ‘Mindfulness for Schools’ intervention (Cattley and Lavelle, 2009). Two of these participants were interviewed using a semi-structured interview schedule prior to and after the intervention. Their interviews were analysed using narrative analysis, in which a multi-faceted, staged approach was adopted. The following findings were discussed: • Both interviewed participants appeared to have experienced a change in their sense of self following the intervention • Both participants showed an increase in self-compassion • Both participants appeared more optimistic about their future following the intervention • Both participants made reference to Mindfulness helping them, or used Mindfulness language in their post-intervention interviews • However, one of the two participants did not show a change in non-judgmental awareness, which might have been anticipated based on literature suggesting this awareness is a component of Mindfulness (e.g. Kabat-Zinn, 2003). Potential implications of this research are discussed, including suggestions for future research and implications for the future of using Mindfulness in schools and for the practice of Educational Psychologists (EPs).
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Rustemier, Sharon. "Inclusion in further education : the experiences of young people designated 'students with learning difficulties and/or disabilities', 1997-2000." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274347.
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Elliott, Agnes. "Exploring friendship experiences in young people with social pragmatic communication difficulties in an English Local Authority EP service context." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054639/.
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Previous research suggests that young people (YP) with Speech, Language and Communication Needs (SLCN) are at risk of social, emotional and mental health (SEMH) difficulties (Lindsay and Dockrell, 2012). SLCN covers a range of different language and communication needs including difficulties with social pragmatic communication. Research in this area is limited, but evidence suggests that social pragmatic communication difficulties (SPCD) can have long-term impact on YP’s social relationships (Whitehouse, Watt, Line and Bishop, 2009). DSM-5 introduced Social Pragmatic Communication Disorder (SPCD); a new diagnostic category defined as “persistent difficulties in the social use of verbal and nonverbal communication” in the absence of the rigid, restricted and repetitive interests and behaviours that characterise Autism Spectrum Disorder (ASD) (DSM-5; American Psychiatric Association, 2013). However, SPCD is a relatively new label that is not widely used. YP with SPCD are at risk of falling through gaps between the support available to those with a diagnosis of language impairment and those with ASD. Friendships provide emotional support and opportunities for learning social skills (Durkin and Conti-Ramsden, 2010). There is limited research into friendship in YP with SPCD, but research with YP with other communication difficulties suggests friendship may support emotional well-being (Conti-Ramsden & Botting, 2008). Therefore, research is needed to explore the potentially protective role of friendship for YP with SPCD. This thesis explored the views and experiences of YP with SPCD, focussing on friendship and related aspects of emotional well-being. The study used a qualitative approach involving semi-structured interviews with 6 secondary school pupils with SPCD. A multiple case study design brought together data for each YP triangulated with the accounts of parents and school staff, to explore friendship and related aspects of emotional well-being. The findings offer potential insights into the role of friendship and supporting factors for YP with SPCD. These have potential implications for EP practice, including the importance of raising awareness of the needs of this vulnerable group, and using YP’s views to inform development of holistic support.
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Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.
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This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.
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Hickey, S. "The initial experiences of young people with severe learning difficulties transitioning from post-16 school to a FE college." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1482275/.
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Background: Obtaining and promoting the voice of the young person with learning difficulties features strongly in both English education policies and learning difficulty research (e.g. DfE, 2014; Loyd, 2012; Porter & Lacey, 2004). In particular, the views of young people are being encouraged at points of transition, such as the move from post-16 provision to further education (e.g. Heslop, Abbott, Johnson, & Mallet, 2007; Palikara, Lindsay, & Dockrell, 2009). The present study aimed to explore the views and experiences of young people with severe learning difficulties (SLD) on their initial transition to further education (FE). It also examined the challenging and supportive factors identified by the young people as being significant in their start at FE provision. / Participants: Five young people, identified as having SLD in their statement of special educational needs (SEN) participated in the current study. All young people were attending the same FE college which had a specialist provision for students with SLD. / Methods and Procedures: To promote the voice of each young person, an individual case study design was employed. The views of the young people were gathered using semi-structured interviews. Each young person was interviewed twice, at the beginning of the first college term and six weeks later. / Results: All of the young people identified friendship at college as being a key experience and supportive factor for them. The young people also reported feeling positive about the learning and social opportunities available to them once they had started at college and two of the young people were particularly enthusiastic about opportunities for greater independence and autonomy. The young people identified significant factors in facilitating their transition, such as support from families (predominantly mothers) and college staff. Three young people experienced a sense of loss and missed their friends from school. Tiredness was also identified by four young people as a challenging factor to their experiences of college. / Conclusions: The study demonstrated the ability of young people with SLD to express their views and experiences of starting college, including identifying the supportive and challenging factors they had encountered. The findings and their implications for the role of educational psychologists (EP) are considered in relation to promoting the young people’s voice and also in supporting the transition of vulnerable populations to post-school provisions.
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Meakings, Sarah Jane. "A multi agency perspective on referral patterns, service responses and progress of young people with serious emotional and behavioural difficulties." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432689.
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Dahlqvist, Mattias. "Is family structure associated with the psychological behavior of young people? : The Strengths and Difficulties Questionnaire in a population sample." Thesis, Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138293.
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Differences in family structure have been linked to several mental health outcomes, where children living in a nuclear family setting are best-off, while children in joint physical custody are second best followed by those living mostly and only with one parent. One of the biggest changes in recent years is that joint physical custody is growing more common. The dependent variables in this thesis were three dimensions of mental health from the Strengths and Difficulties Questionnaire. Data from 6th and 9th graders in the entire Sweden 2009 was used. Regression modelling showed differences in mental health between the family structures throughout, although children in joint physical custody was not significantly different from those in nuclear families (reference category) in half of the models. Children living mostly with one parent reported the third worst levels of problematic behaviour and prevalence of low prosocial behaviour while those living with just one parent were worst off. Stratifying by gender did reveal small coefficient differences and so did controls for birth region. This thesis, although in a line of other publications based on this study can help shape future guidelines for e.g. social workers.
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Heffernan, Elsa. "An exploration of young people's views and understanding of mental health difficulties." Thesis, Staffordshire University, 2018. http://eprints.staffs.ac.uk/4903/.
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How young people perceive and respond to mental health difficulties will have implications for the health, wellbeing, shape of services and quality of life for their own and future generations. Understanding young people’s views will be important in guiding the development of resources that support them in learning about and protecting their mental health. The following pages present three papers which seek to facilitate a clearer understanding of what young people think and know about mental health difficulties. A review of the literature is presented in Paper 1 and indicates that this has been an under-researched area for many years. The existing literature presents an incomplete and varied account of the nature of young peoples’ understanding of mental health difficulties. It indicates a need for further, high-quality research in this area to address these inconsistencies and consider the sources that might influence young people’s perceptions. Paper 2 details the empirical research that was undertaken in response to these gaps in the literature. Sixteen young people took part in a vignette-based qualitative study. Interview transcripts were analysed using Thematic Analysis. Three themes were identified: ‘the experience of being unwell’, ‘empathy and stigma’, and ‘in search of truth’, and two subthemes, ‘cause and context’ and ‘helping and helplessness’. These themes are discussed in detail, and the clear strengths and gaps in young people’s understanding are discussed. Implications for the development and delivery of mental health education initiatives are considered. An executive summary of this research is presented in Paper 3. It includes recommendations to support schools and education providers in responding to recent developments in the UK which will ensure that every child is taught about mental health and wellbeing in school.
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Taylor, Michelle. "Transitions of young people identified as showing social, emotional and behavioural difficulties from education to adult life : a person-centred approach." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1272.
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A systematic literature review was conducted to report on outcomes for young people identified as showing social emotional and behavioural difficulties (SEBD). The review focused on studies conducted in the United Kingdom due to variation in international definitions of SEBD. Complexities surrounding the terms associated with SEBD are highlighted. Qualitative and quantitative papers included in this review were located through systematic searches of electronic databases and grey literature. I used an integrative synthesis method (Dixon-Woods et al, 2005) to amalgamate data from the papers included in the review into a textual narrative synthesis. A number of recurring themes were identified. Themes suggest relatively poor outcomes for these young people in terms of education, employment and crime. A salient theme was poor transitions from education to adult life and the need for further support during this time. Implications for research and limitations of the review are discussed.
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Kilroy, Genevieve. "A multiple case study investigating participation of children and young people with social, emotional and behavioural difficulties (SEBD) in statutory review processes." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/a-multiple-case-study-investigating-participation-of-children-and-young-people-with-social-emotional-and-behavioural-difficulties-sebd-in-statutory-review-processes(68382255-b005-453e-afc8-ef6bc3f80016).html.
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The participation of children and young people (CYP) in decisions affecting them is high on the political agenda. CYP with special educational needs (SEN) in the form of social, emotional and behavioural difficulties (SEBD) continue to be under-represented in the literature with regard to participation and sharing their views. CYP with a statement of SEN must be formally reviewed on an annual basis, which is referred to as the annual statement review (ASR). The current research investigates how CYP with SEBD are presently participating in this formal and regular process that involves reviewing, decision-making and planning around their individual needs. A multiple case study was carried out, which involved two educational provisions, a resource based provision and a special provision, both for CYP with SEBD. Participants included the special educational needs coordinator (SENCo) in each provision, two CYP from the resource based provision, and one CYP from the special provision. Each of the three CYP were the focus of each individual case, with the two CYP from resource based provision being in Key Stage 2 and the individual CYP in special provision in Key Stage 4 of the National Curriculum. Main methods of data collection were semi-structured interview and observation throughout the ASR process. Data was analysed using thematic and content analysis. From a critical realist perspective, the investigation revealed that current practice to enable CYP with SEBD to participate in their ASR was found to be good, although it was proposed it could be better. This overall finding is based on the perspective that CYP should have the opportunity to make an impact on the ASR process as well as the outcome through decision-making, no matter how small the decision is that they are involved with. This was not always the case in the current practice examined in the study, more so with the younger CYP attending the resource based provision. The findings contribute to developing a good practice model for schools to support CYP with SEBD to effectively participate in review, decision-making and planning around their needs in statutory processes. A further research opportunity would be to investigate such practice in specialist provision for CYP with SEBD on a wider scale by using the survey design, to consider the current findings in a wider context.
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Pavey, Barbara Elizabeth. "Developing the quality of personal and social education-related transition to adulthood courses for young people with learning difficulties and/or disabilities." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:13664.
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The thesis examines the input offered to young people with LDD in further education, under the broad heading of transition to adulthood input. A range of research methods is used, combining to provide an understanding of what is offered in this work, and enabling suggestions to be made as to how transition to adulthood input might be judged, and improved. The thesis is in four parts: Part One: Further Education; Chapter One describes the background to transition to adulthood input in FE. Chapter Two covers broader considerations, including philosophical and ethical issues, together with recent developments in FE and their impact upon the target courses. Chapter Three describes the present position in FE for young people with LDD. Part Two: the PSE Foundations of Transition to Adulthood Studies: Chapter Four describes the theoretical and curricular influences upon this work. Chapter Five analyses PSE-related transition to adulthood curricular input, with a view to identifying common ground. Chapter Six attempts to clarify the difficulties surrounding assessment and evaluation in this work. Transition to adulthood's relationship to social psychology is confirmed, and Bandura's (1986) Social Cognitive theory is suggested as the focal theory for this work. Part Three: the Empirical Research: Chapter Seven provides an overview of the empirical research elements in the study. Chapter Eight describes a preliminary survey; Chapter Nine is concerned with the main survey, of transition to adulthood provision in three FE regions. Chapter Ten describes interviews with three Expert Witnesses, and Chapter Eleven describes interviews with two students groups. Part Four: Discussion, Issues and Outcomes: Chapter Twelve provides interpretation and discussion of the empirical research. Chapter Thirteen takes this further, describing possible ways forward. These include a suggested curriculum for adulthood and a departmental quality profile to be used by course providers. Chapter Fourteen provides a summary of conclusions.
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Robinson, Nina. "Spiritual listening : using a little box of big questions as a tool for promoting change and reflection opportunities with young people with social, emotional and behavioural difficulties and moderate learning difficulties." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4431/.
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This research aimed to ascertain the experiences and impact of using a spiritual listening tool, A Little Box of Big Questions, and follow-up questions to allow opportunities for change and reflection over four sessions with four young people with social, emotional and behavioural difficulties and moderate learning difficulties. The data were collected using semi-structured interviews guided by A Little Box of Big Questions with the young people, alongside a teacher focus group. The data were analysed using a thematic analysis approach. Several factors were identified that elucidated the experiences of those participating in the sessions and mechanisms were identified that suggested how A Little Box of Big Questions had an impact. Overall, the findings suggest that the themes of relationships, education and feelings about themselves and others not only play a role in students’ lives as demonstrated in their experiences of sessions, but are areas in which the sessions had an impact. The mechanisms by which these areas were impacted are suggested to be through Researcher, Student and Tool factors. The implications for Educational Psychologists are a greater understanding of the use and impact of A Little Box of Big Questions with those with Special Educational Needs over several sessions, a greater understanding of what aspects of their lives young people with Special Educational Needs view as important and a role for using A Little Box of Big Questions as a tool to help young people elicit future aspirations and hopes, enable goal setting and motivate behaviour change.
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Gordon, Colin. "Improving the educational opportunities and achievements for children and young people with emotional and behavioural difficulties in the public care of the local authority." Thesis, University of East London, 2003. http://roar.uel.ac.uk/3656/.
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An action research framework was the basis of a small-scale evaluation of how one local authority co-ordinates information about the SEN of children in their care, the needs of individual young people known to the SEN co-ordinator, the designated teacher and their carer and social worker, PEPs detailing individual needs and the support already provided and the action that should be taken according to the SEN Code of Practice and within the timescales prescribed. There are approximately 250 children and young people in public care in The Borough. In total, the study involved 66 children i.e. 22 looked-after children with criteria-defined emotional and behavioural difficulties at School Action Plus of the SEN Code of Practice or having a Statement of SEN for emotional and behavioural difficulties, 22 in Control Group 1 - children not in public care, but at School Action Plus of the SEN Code of Practice or having a Statement of SEN for EBD and 22 in Control Group 2 - children not in public care and not presenting emotional and behavioural difficulties. Measures of attainment, school attendance, fixed-term exclusion, authorised absence, unauthorised absence, behaviour and mental health were obtained. Statistical and descriptive differences and trends between and within all three groups were examined. Children's views regarding services received from the corporate parent were obtained. In turn, the interpretive views of representatives of the corporate parent about the children's views were elicited. A qualitative data analysis of children's views and corporate parent views was conducted and causal factors which may contribute to educational outcomes were evaluated. The results indicated concerns when attainments were analysed according to Year Group and subject specificity. Children in public care are more likely to be excluded from school for longer periods, even accounting for emotional and behavioural difficulties. The research identified specific roles and responsibilities of the corporate parent, particularly the Designated Teacher, Governors, Social Workers, Foster Carers, and Educational Psychologist in maximising the life chances of children in public care.
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Harvest, Hannah. "How can EPs best support secondary school staff to work effectively with children and young people who experience social, emotional and mental health difficulties?" Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10054522/.
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Schools are increasingly being positioned as providers and coordinators of social, emotional and mental health (SEMH) support for children and young people, yet the voice of school staff and Educational Psychologists (EPs) is underrepresented. This research utilised focus groups with 14 school staff across two mainstream secondary schools in a south London borough to understand what is supportive in their role helping children and young people (CYP) who experience SEMH difficulties. Five EPs constituted a focus group in the same borough to understand their view on how they can be bolder in stepping into their role supporting schools and staff with SEMH. Bronfenbrenner’s ecological theory was used as a lens through which to explore the complex factors which impact on schools and EPs. Attunement in the school community, staff knowledge and skills and role conflicts emerged as themes through a thematic analysis of focus group transcripts. Conclusions focus on the importance of an inclusive ethos within the school which supports both staff and students, and discussion of whether schools are culturally and systemically adapting to meet children and young people’s SEMH needs. EPs are positioned at the intersection of psychology and education, and so are well placed to support schools across the ecological system. Implications for further research and policy are suggested.
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Lyons, Elizabeth. "An exploration of comfort and discomfort amongst children and young people with severe physical, learning and communication difficulties who depend on postural management equipment." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/13338/.
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The natural response to the intrusive bodily sensation of discomfort is positional change. The purpose of this study was to explore how children and young people with profound physical, learning and communication difficulties, largely dependent on others to gauge their need for positional change, have their comfort needs met when using postural management equipment. Thirteen qualitative case studies were undertaken. Nine of the participants attended a special needs education primary or secondary school, two were in transition to school and two attended day services. All participants had a neurodevelopmental disability, with each being the focus of one case study. Parents, teachers, therapists and key support staff were interviewed, and the school or day centre routines of the children and young people were observed, with selective video recording. Single case and cross case analyses were undertaken. The findings showed threats to comfort include the restrictive nature of various accessories, hastiness of care tasks producing positioning errors and the procedural stretching of tissues prior to application. Opportunities for lessening discomfort included scheduled daily routines and time out of postural management equipment. Equipment use for the children and young people in this study was intrinsically coupled with care giving. Attentive caregivers read the behavioural expressions of the children and young people and reassuringly responded, safeguarding them from discomforting experiences. This maximised each individual‘s adaptive functioning, without compromising the benefits of postural support. This study highlights that the same item of equipment can be both comfortable and uncomfortable. Given the social and interactional world in which the children and young people live and learn, and the complex nature of their difficulties, it is others who must accept responsibility for ensuring their optimal level of comfort.
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Wilkinson, Jodie. "Addressing the needs of young people identified to be experiencing behavioural, emotional and social difficulties : A study of 'in-city' support and multi-agency working." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4002.
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Young people who are identified on the Special Educational Needs (SEN) Register as experiencing behavioural, emotional and social difficulties (BESD) are acknowledged as being the most difficult to support and teach, with most requiring skilful and attentive management (Ofsted, 1999). The complications of establishing effective interventions and models of support for these young people have been repeatedly recognised (Farrell & Tsakalidou, 1999; Farrell & Polat, 2003). Currently, a wide range of services and models of provision are offered for young people with identified BESD, with varying degrees of effectiveness (Lloyd & O'Regan, 1999). There is a continued move, within our society, towards supporting children and young people through multi-agency service delivery, and this is reflected in recent government documentation (DfE, 2011). Models of multi-agency working and factors for facilitating these are, however, diverse. The effectiveness of multi-agency services for specific groups of young people, i.e. those reported to be experiencing BESD, is still not clear, and there is no one model of multi-agency working that is consistently acknowledged to be the most valuable. The aims of this research were to undertake a mixed methodology evaluation of a Service established to support young people with BESD, and to explore the impacts of multi-agency working. Paper one consists of an evaluation of the service that is currently provided; looking specifically at what is offered, and what the outcomes are for service users, their families and the local authority. There is also a consideration of whether the Service differs from, and/or is additional to, other provisions acknowledged as supporting young people with BESD, as documented in relevant literature. Participants include ten young people, six caregivers and ten members of Service staff. Data is collected through questionnaires with young people and their caregivers; interviews with staff; completion of the Strength and Difficulties Questionnaire (SDQ); and a review of records on the CareFirst system and young people’s files. The results from Paper one indicate multi-agency, holistic (meeting a range of psychological, social and biological needs) services help to create positive outcomes for young people recognised as experiencing BESD. These include reductions in emotional, social and mental health difficulties; as well as young person and caregiver satisfaction with services. A ‘model of service delivery’, reflecting the findings of this research, is proposed. Paper two looks at the experiences of staff in relation to the multi-agency setting they work in. This includes an exploration of staff perceptions of multi-agency working; the factors that facilitate multi-agency working; and the benefits experienced for service users and staff. Ten members of staff participated and data is collected through semi-structured interviews, and a questionnaire identifying facilitating factors for multi-agency working (Watson, 2006). The semi-structured interviews are analysed using thematic analysis. The results from Paper two indicate a number of key factors for facilitating multi-agency working, which are reflective of previous literature. Benefits of multi-agency working are identified, including holistic assessment and support; increased opportunities for multi-professional problem solving; and personal development. Difficulties relating to professional identity and communication are explored; and a consideration of how to minimise these difficulties is made. Government policy is moving further towards delivering multi-agency services nationwide (DfES, 2011), and it is acknowledged throughout the research that multi-agency working appears to bring benefits for services, service providers and service users. There is a need, however, to identify how a continued development in multi-agency services will occur when there are a growing number of local authority budgetary cuts, and a growth in traded and privatised services (Rowland, 2002).
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McDermott, Heidi. "An exploratory multiple case study investigating how the Routes for Learning assessment approach has been implemented by professionals working with children and young people with profound and multiple learning difficulties." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-multiple-case-study-investigating-how-the-routes-for-learning-assessment-approach-has-been-implemented-by-professionals-working-with-children-and-young-people-with-profound-and-multiple-learning-difficulties(655e2f29-f27f-4ea5-b78b-88c134cbe024).html.
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Background: The Routes for Learning (RfL) assessment is intended to enable accurate assessment of the cognitive and communication skills of pupils with profound and multiple learning difficulties (PMLD). A literature search revealed that there is little published research regarding the implementation or effectiveness of RfL. This study aimed to begin to address this lack of research by investigating some of the ways in which the RfL materials are used in practice, why they have been used in these ways and how this relates to the RfL guidance. Participants: Two special school settings were identified while working for an Educational Psychology Service. For each setting a practitioner using RfL and a staff member with leadership responsibility for assessment/RfL was identified. Methods: A multiple embedded case study was conducted in two special school settings in a North West local authority. A running record was kept of observations made of school staff using RfL in practice. Semi-structured interviews were conducted with practitioners using RfL and staff members with leadership responsibility for RfL. All interviewees also completed a background questionnaire to provide context for the research and to support data from interviews. Interviews were recorded and transcribed. An examination of the RfL materials and resources was undertaken. Analysis/Findings: All interview data were analysed using thematic analysis and the findings presented as thematic maps. Conclusion/Implications: This study found that RfL is being used in different ways in special schools and identified a number of issues which relate to its use and implementation.
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Street, Catherine Louise. "Still the 'last resort'? : an analysis of the pressures facing UK residential services for children and young people with emotional and behavioural difficulties during the years 1990-1995." Thesis, London School of Economics and Political Science (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301144.
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Winter, Sophie. "Work to be done? : exploring the current contribution of Educational Psychologists to special schools which cater for children and young people with profound and multiple learning difficulties (PMLD)." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6359/.
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This exploratory study aimed to discover the current contribution of Educational Psychologists to special schools catering for children and young people (CYP) with profound and multiple learning difficulties (PMLD) from the perspective of educational psychologists (EPs) and special school staff. A systematic literature review highlighted that no research has been carried out in this area. It did however highlight other areas of research previously undertaken in regards to CYP with PMLD and research which had captured the views of educational psychologists and (special) school staff. The research was carried out in light of the recognition that an increasing number of CYP with PMLD are entering specialist provision and an identified role for EPs in working with children who have severe, complex or challenging needs. The researcher created an online survey which was distributed to 146 Educational Psychology Service across England in addition to independent and private EPs. The survey was also sent to 288 special schools across England, identified as catering for CYP with PMLD. A number of 207 responses were received from EPs and 44 from special school staff. The quantitative data was analysed using descriptive statistics and the qualitative data was analysed using quantitative and qualitative content analysis. Important findings regarding the current contribution EPs are making to these specialist settings was highlighted in addition to potential barriers and opportunities to practice. The impact of this on future EP practice and research implications are also discussed.
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Ekberg, Margareta Stigsdotter. "Dom kallar oss värstingar : Om ungas lärande i mötet med skola, socialtjänst och polis." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8635.
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It is of primary concern, both from the perspective of the individual and of society at large, to take measures to prevent the occurrence of a negative development amongst young people. The starting point of this dissertation is the notion that interpersonal interactions that occur between people contribute to a process of learning, thus focus is placed upon the pedagogic interactions between society's authorities and young people in trouble. How such interactions contribute to the process of learning regarding the young people, and what that learning entails, is seen as a vital pedagogic question. The overriding aim of the dissertation is to identify aspects of learning that occur during the interactions between society's authorities and young people in trouble, in order to contribute to an understanding of how such interactions can be developed in a constructive manner. The thesis is based on the theories of man as a social being, dependent on relationships and interaction for the process of knowledge. The empirical study includes interviews with teachers, social workers, police officers and young people. Vignettes have formed the basis of discussions about the measures and initiatives taken by society and the types of experience the young people feel the measures and initiatives have led to. Since an element of authority is a component of the relationship between the representatives of society and the young people, the concept of governmentality formulated by Foucault has been used in the process of analysis. Also von Wright's concepts of punctual and relational perspective have been used in this process. The purpose of this study is to attempt to determine what consequences the various perspectives taken in the interactions may lead to, in relation to the knowledge these young people develop about themselves and about society. The result shows that society's representatives among themselves have different views of young people in trouble. Young people's experiences of interactions with society's representatives argue for the fact that their backgrounds often direct the course of the interaction and its contents. Young people testify about irrelevant measures and initiatives taken by society; that they are subject to prejudice and that the principle of "equality before the law" is not observed. Their experience has led them to feel that they have less of human dignity. The dissertation ends up in a discussion about the prerequisites necessary, in order that pedagogic interactions between a person in authority and young people in difficulties may proceed from a relational perspective. The ability to take the young person's perspective would thereby be a central aspect in the discussion about what measures and initiatives taken by society are appropriate to change a troubled lifestyle.
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Lileikienė, Alma. "Sutrikusio intelekto jaunuolių, išėjusių iš vaikų ir jaunimo globos įstaigos, sunkumų įveikos strategijos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_090229-92909.
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Darbe atlikta teorinė sutrikusio intelekto vaikų ir jaunuolių, gyvenančių globos įstaigoje, psichosocialinės charakteristikos ir salutogenezės, kaip sunkumų įveikos metodologijos, bei vidinės darnos ir jos komponento – sunkumų įveikos strategijų struktūros analizė.
Iškelta hipotezė, kad sunkumų įveikos strategijų pasirinkimas priklauso nuo jaunuolių asmens savybių ir socialinės aplinkos. Neįgalūs jaunuoliai, įveikdami sunkumus, mažiau naudoja adaptacinių gebėjimų reikalaujančias strategijas.
Interviu ir anketinės apklausos metodais buvo atliktas tyrimas, kurio tikslas – ištirti, kaip įveikia sunkumus sutrikusio intelekto jaunuoliai, išėję iš vaikų ir jaunimo pensionato, kokias įveikos strategijas jie naudoja. Atlikta nestandartizuotos medžiagos turinio (duomenys kategorizuoti pagal semantinius ryšius) ir statistinė (aprašomoji vidurkių, standartinių nuokrypių, faktorinė) duomenų analizė.
Tyrime dalyvavo 7 jaunuoliai, turintys intelekto sutrikimą, ir 110 pensionatų darbuotojų, globėjų ir jų šeimų narių (atitinkamai – 99, 8 ir 3 respondentai).
Empirinėje dalyje nagrinėjamos sutrikusio intelekto jaunuolių asmenybės ypatumai (psichologinės ir būdo savybės, gebėjimai, vertybės ir nuostatos), socialiniai resursai (socialinė aplinka), stresinės situacijos ir jos subjektyvaus vertinimo ypatumai, įveikos veiksmai (strategijos), kuriuos individas atlieka, norėdamas prisitaikyti prie esamos situacijos.
Svarbiausios empirinio tyrimo išvados:
1. Sutrikusio intelekto jaunuolių įveikos... [toliau žr. visą tekstą]<br>Theoretical analysis of structure of psychosocial characteristics and salutogenesis as the methodology of coping with difficulties and the analysis of the inner harmony and its component – difficulties coping strategies of young people with dysfunction of intelligence from orphanages and foster homes for children is presented in this Thesis.
The hypothesis claims that the choice of difficulties coping strategies depends on personal characteristics of young people and the social environment. When coping with difficulties the disabled young people use fewer strategies requiring adaptation abilities.
The research was conducted using the methods of interview and questionnaire. The aim of the research – to study the ways the young people with the dysfunction of intelligence from orphanages and foster homes for children cope with difficulties and the coping strategies they use. The analysis of the content of nonstandard material (the data were categorized according to semantic relations) and statistic data analysis (descriptive analysis of averages, standard deviations, factorial analysis) were done.
7 young people with the dysfunction of intelligence and 110 employees working in the boarding-school, guardians and members of their families (99, 8 and 3 respondents respectively) participated in the research.
Personal peculiarities of young people with the dysfunction of intelligence (psychological and temper peculiarities, abilities, values and attitudes), social resources (social... [to full text]
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Esbrand, Tanisha. ""You can't always be at school, you need to move on" : a multi-perspective study exploring the experiences of young people with learning difficulties and their parents during post-school transition." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17594/.
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The experience of post-school transition for young people with learning difficulties can be a challenging time as it marks a significant change in their lives. Although government policy has recommended that schools involve both young people and their parents in all aspects of post-school transition processes, research has frequently found low levels of involvement by parties during post-school transition planning (e.g. collaboration and decision-making). The purpose of this research was to explore the experiences of young people with moderate learning difficulties and their parents as they transition from a special school sixth-form unit to a post-school provision (mainstream Further Education college). An idiographical investigation of the experiences of young people and their parents of post-school transition was conducted. Through applying a multi-perspective approach and an exploratory qualitative research design, data in the form of twelve transcripts, derived from sound recording was obtained using semi structured interviews with six participants (three young people with moderate learning difficulties and one of each of their parents) before the young people moved to college and after their move. Interpretative Phenomenological Analysis (IPA) was employed to analyse the young people’s and parents’ accounts of their transition and the following three key themes were found to be applicable across all cases: (i) Adjusting to Change; (ii) Involvement and Support; and (iii) Moving Towards Adulthood. These themes are similar to previous research, which has explored experiences of post-school transition for youngsters and parents. These research findings raised some important implications for Educational Psychologists with regards to support for both young people with learning difficulties and their parents and carers during transition, including support and training for key adults in order to enable them to think about the emotional impact of transition and individual therapeutic support for young people during this significant period in their lives.
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Hoskin, Joanna Helen. "Language Therapy in British Sign Language : a study exploring the use of therapeutic strategies and resources by Deaf adults working with young people who have language learning difficulties in British Sign Language (BSL)." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10022827/.
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Deaf practitioners, with varied backgrounds, training experience, roles and qualifications, currently work with d/Deaf children who have difficulties in their development of sign language. With the long term aim of improving practice, three questions were addressed: 1. How do Deaf practitioners (DPs) currently work with d/Deaf children who have language difficulties? 2. Can language therapy strategies and resources developed for spoken language be adapted for language therapy in BSL? 3. Can therapy strategy and resource use bring observable change to DPs’ therapeutic skills? The study had three phases. In Phase 1, questionnaires and focus groups asked DPs about current practice. In Phase 2, 4 DPs and the Speech and Language Therapist (SLT) researcher collaborated to deliver language therapy in BSL. Questionnaires, observation schedules and discussion gathered feedback from DPs. Phase 3, based on findings from Phases 1 and 2, comprised a training course for 17 DPs and SLTs. Theoretical information, with data examples from Phases 1 and 2, provided a basis for the training. Course participants provided information about their knowledge and confidence about language therapy in BSL before and after the course with their reflections on the usefulness of the information presented. In summary, the study confirmed that DPs have varying skills, knowledge and confidence. There are challenges for DPs, including accessing information on language disorder, language context, language mixing, and bilingualism. The roles of DPs and the availability of other professionals, such as SLTs, for co-working can make it challenging for practitioners to provide therapeutic intervention. DPs reported training and co-working aided their work. Participants identified a need for shared terminology to discuss language difficulties and intervention in English and BSL. A shared framework for assessment, goal setting, therapy and evaluation is needed. More accessible information, resources, training and supervision would support DPs and SLTs in this work.
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Bergquist, Maja, and Agnes Andersson. "”Det gjorde ont i hjärtat ibland” : - En kvalitativ undersökning om socialsekreterares erfarenheter av etiska dilemman i arbetet med ensamkommande barn och unga under 2015/2016." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-6957.
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Syftet med studien har varit att beskriva och förstå socialsekreterares erfarenheter av etiska dilemman som de upplevde i arbetet med ensamkommande barn och unga under 2015/2016 samt hur socialsekreterare hanterade dessa. Studien har haft en kvalitativ forskningsmetod med semi-strukturerade intervjuer. Sammanlagt har sju socialsekreterare från Västmanlands län som arbetade med ensamkommande barn och unga under 2015/2016 deltagit i studien. Studiens resultat har analyserats och tolkats utifrån teorin om coping, normativ etik och även tidigare forskning på området. Studiens resultat visar att socialsekreterare inom socialtjänsten ställdes inför en mängd svårigheter men som inte var renodlade etiska dilemman, utan hade karaktärer i form av etiska svårigheter och problem. Dessa etiska svårigheter har uppstått på flera arenor, i samverkan med Migrationsverket, ur en politiskt styrd organisation med riktlinjer och ekonomiska restriktioner samt i mötet med barn och ungdomar. Resultatet visar även att socialsekreterarna påverkats och berörts både privat som professionellt. Fem av sju socialsekreterare har varit sjukskrivna under perioden och flera har haft svårt att hantera etiska svårigheter. Socialsekreterarna har hanterat dessa etiska svårigheter genom att använda olika copingstrategier.<br>The purpose of this study has been to describe and understand social workers’ experiences of dealing with ethical dilemmas that arose in the work with unaccompanied children and young people during 2015/2016, and how social workers’ handled these dilemmas. The study has had a qualitative research method with semi-structured interviews. In total, seven social workers from the county of Västmanland, Sweden, who worked with unaccompanied children and young people during 2015/2016, participated in the study. The results of the study have been analysed and interpreted based on the theory of coping, normative ethics and also previous research in the field. The results of the study show that social workers faced a lot of difficulties, but were not purely ethical dilemmas, but had characters in the form of ethical difficulties and problems. These ethical difficulties have arisen in several arenas, in collaboration with the Swedish Migration Board, from a politically-driven organization with guidelines and economic constraints as well as in the meeting with children and young people. The result also shows that the social wokers have been affected both privately and professionally. Five out of seven social workers have been sick-listed during the period, and several have had difficulty coping with ethical difficulties. The social workers have dealt with these ethical difficulties using different coping strategies.
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Ma, Agnes Lai-yin. "The construction of special educational needs (SEN) and inter-professional, parent-professional, young people's self-other relationships : with reference to emotional and behavioural difficulties (EBD) and physical disabilities (PD)." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403247.
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Parry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.
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This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.
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Nyman, Pamela. "Alla vet väl vad kommunikation står för - eller? En hermeneutisk textanalys kring kommunikation i samverkan mellan myndigheter." Thesis, University of Gävle, Faculty of Education and Business Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6938.
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<p><strong>Bakgrund:</strong> Det har visat sig att en utökad samverkan behövs för att fånga upp de barn och unga som far illa i samhället idag. Därför initierade regeringen år 2006 en nationell samverkanssatsning där målet var att långsiktigt stärka samverkan mellan berörda myndigheter. I anslutning till satsningen som nyligen avslutats har några dokument publicerats, bland annat ett strategidokument vars syfte var att stöda samverkansarbetet, samt en formativ utvärdering som sammanfattar erfarenheterna från projekten. I dokumenten framträdde inledningsvis en otydlig bild av vad som menas med kommunikation samt motstridiga budskap om hur kommunikationen fungerat.</p><p><strong>Syfte</strong>: Syftet med studien var att få en större förståelse för hur begreppet kommunikation kan förstås samt för hur det beskrivs att kommunikationen fungerat i samverkanssatsningen.</p><p><strong>Metod:</strong> En hermeneutisk textanalys har gjorts på ovanstående dokument för att försöka tydliggöra och förstå de oklarheter och paradoxala budskap som kunnat urskiljas i texterna.</p><p><strong>Resultat:</strong> Trots otydliga uttalanden visade textanalysen på att kommunikation i mångt och mycket kan förstås som ett verktyg eller medel för att uppnå en gemensam bas för samverkan. Kommunikation är vidare ett sätt att utbyta kunskap och information på, samt en väg till förståelse. Resultatet visar även att förhållningssättet till kommunikation till stor del överensstämmer med hur kommunikation traditionellt sett brukar uppfattas inom organisationer. På frågan om hur kommunikationen ansetts fungera mellan de samverkande var det svårt att få fram en enhetlig bild. I utvärderingen går det att läsa att det skett få eller inga förbättringar alls, medan det utifrån analysen av dokumentet i sin helhet finns uttalanden som talar både för och emot.</p>
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Fitzpatrick, Suzanne. "Young homeless people /." Basingstoke : Palgrave Macmillan, 2002. http://catalogue.bnf.fr/ark:/12148/cb38839040w.
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Doenitz, Ulrich. "Young people plan differently : participation of young people in urban planning." Thesis, Cardiff University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606329.
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Gregory, Judith. "Informing young people : what motivates young people to read community education resources." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365378.
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Wallis, Simeon Quentin. "Young nones : young people of no religion." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77904/.
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Identifying what is important in the self-interpretations of young people who report no religion, this study examines how relationships of difference to religion relate to matters of importance. Twenty-three Year 10 pupils (14- and 15-year-olds) from two non-denominational secondary schools in the West Midlands who ticked the ‘no religion’ box on a questionnaire were asked to take photographs to represent what was important to them. These were used as prompts for discussions during one-to-one interviews that explored what was important to these young people, before asking questions about religion and their reasons for reporting none. Taking a relational approach to the study of non-religion (Lee 2012a; Quack 2014), this thesis identifies participants’ relationships of difference to their constructions of religion. Understanding identity as a self-interpretation relating to things that matter to us (Taylor 1989), it determines whether and how relationships of difference are significant in participants’ self-interpretations and how, therefore, ticking the ‘no religion’ box on a questionnaire relates to issues of identity. Participants’ constructions of religion and their decision to report none were influenced by what they considered to be matters of importance, and what they considered to be important was reflected in their beliefs about life, the end of life, life after death, God, the supernatural and prayer. While many participants held beliefs adapted from religious traditions, they considered these to be different from those they associated with religion. The question of whether participants expressed non-religious identities depends on the relative significance of relationships of difference to religion in participants’ self-interpretations. For the majority of participants, relationships of difference to religion were not of central importance, meaning that very few should be categorised as having non-religious self-identities. Implications are drawn for the study of youth, religion and non-religion and for the teaching of religion and belief in schools.
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Böhmová, Veronika. "Segmentation of young people." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-17354.
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My thesis deals with clothing habits of young people. The first part descibes the process of market segmentation, the second part abou the lifestyle of young people and about their clothing habits. I used a questionaire and with the help of PASW Statistics I revaled four segments.
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Owens, Janine. "People with learning difficulties and their healthcare encounters." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/15167/.
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This study aims to explore the healthcare experiences of people with learning difficulties and their carers. This area has become highly topical as a result of recent national health and social care policies that have emphasised the social inclusion agenda and the right of individuals to have a say in decisions that directly affect their health and wellbeing. This study exposes tensions between individual and social models in accounting for the healthcare experiences of people with learning difficulties. The decision-making process is complex and traditionally many people with learning difficulties have been judged incompetent to make their own healthcare decisions. However, the recent Mental Capacity Act 2005 proposes that people with learning difficulties should, like other people, be presumed to be competent (to make decisions) unless there are strong contraindicators. This proposition is tested in the study. To capture the voices of people with learning difficulties, particularly those with limited articulacy and no speech, ethnographic and narrative methods are used to include voices that may otherwise remain unheard. These methods were informed by a constructivist approach that involved working as closely as possible with informants in order to reach a shared understanding of their experiences. Recent policy proposals suggest that all parties within the healthcare encounter need to work 'in partnership' and 'collaboratively' to provide a more 'person-centred' healthcare encounter for people with learning difficulties. An attempt is therefore made to deconstruct these ideas and to examine what light they shed on the lived experiences of people with learning difficulties in relation to their healthcare encounters in mainstream and specialist services. The study can be seen as adding to the growing literature about the lived experiences of people with learning difficulties, to narratives about their everyday lives, to a questioning of tacit assumptions by staff about capacity and best interest, and to the power struggles people with learning difficulties continue to face in their everyday lives. The findings also demonstrate how situational and contextual factors mediate experiences, re-emphasising the importance of the social model of disability.