Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532934
Title: The Solihull Approach : its use by school and community nurses in school drop-in sessions
Author: Derry, Claire
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2009
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Abstract:
This study looks at the experiences of Solihull Approach trained school and community nurses, asking if and how they use the Solihull Approach in their school drop-in sessions. The study also explores the experiences of pupils who have attended drop-ins with Solihull Approach trained nurses. The Solihull Approach is a psychotherapeutic and behavioural model for professionals working with children and their families. It provides a framework for practice and advocates the use of three key elements with children and their families: containment, reciprocity and behaviour management. This study used semi-structured interviews with nurses and pupils. It was found through thematic analysis (Braun and Clarke, 2006) of the transcripts that school and community nurses use two of the main elements of the Solihull Approach; containment and reciprocity in their drop-in work. It was found that nurses used containment prior to Solihull Approach training, although naming the process is itself suggested as helpful. Although nurses report not using reciprocity in their drop-ins, their descriptions of their behaviour and pupil accounts of the sessions indicate nurses use reciprocity in their drop-in sessions. It was found that nurses do not think reciprocity is relevant to their drop-in work but is relevant in the home, particularly to the parent and child relationship. Additionally, the findings indicate what pupils value about drop-in sessions; privacy and confidentiality being paramount to them. The implications of these findings for training in and development of the Solihull Approach are discussed, while methodological issues arising from the research paradigm are explored. The distinctive and original contribution of the research is described and recommendations for future research are presented.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532934  DOI: Not available
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