Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533037
Title: An inquiry into how children describe spiritual and philosophical meaning in their lives and the development of a 'spiritual listening' technique to help educational psychologists facilitate this process
Author: Lipscombe, Anna
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2010
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Abstract:
Recent legislation (DfES, 2003; Children Act 2004) has led to a renewed emphasis on listening to children resulting in new approaches, such as `spiritual listening' (Gersch et al, 2008), being developed. `Spiritual listening' is a method of `deeper listening to children's views on concepts such as 'happiness', `destiny' and 'purpose'. The researcher aimed to extend this initial research by carrying out two interconnected studies, Study 1 with a theoretical focus and Study 2 with a practical focus. Study 1 aimed to explore children's spiritual and philosophical meaning-making and develop a theory underlying this process. Study 2 aimed to develop the `spiritual listening' tool for EP use. Adopting humanistic principles and a social constructionist epistemology, the researcher used Grounded Theory to allow both a theory, and the tool, to develop as the research progressed. Study 1 consisted of semi-structured interviews (using 'spiritual listening' questions) with 20 participants (10-11yrs). Responses were analysed and a theory identified. Study 2 incorporated two elements. Firstly, an 'advisory group' of 4 children (10-11 yrs) from a school using the P4C programme (philosophy for children) were recruited as co-researchers, and met the researcher 4 times to discuss the development of the tool. Secondly, an evaluation of the spiritual listening session was carried out with each participant, using semi-structured interviews and questionnaires. This evaluation helped to shape the final tool. The findings corresponded to the two studies. The analysis of the interviews led to a theory that `spiritual listening' facilitates meaning-making by enabling children to explore links between 'concrete' and 'metaphysical' aspects of their lives (Study 1). The evaluation data was summarised, along with an outline of the work carried out with the advisory group. This led to a presentation of the remodelled tool (Study 2) and a discussion about the implications for EP practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Doctorate of Educational and Child Psychology Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.533037  DOI: Not available
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