Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537976
Title: The impact of nurture group interventions : parental involvement and perceptions
Author: Walker, Louise Clare
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2010
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Abstract:
This study sets out to explore parents'l experiences of part-time nurture groups within three primary schools in a large urban authority in the North of England. Six parents were interviewed using a semi-structured narrative approach, to explore their experiences, perceptions, expectations and feelings about the nurture group intervention. A discussion of the findings using interpretative phenomenological analysis offers insights into the nature of relationships between parents, nurture group staff and children, and the impact of the intervention and its influence on parents' behaviour. Key themes which emerged from the data concerned the parents' relationships with nurture group staff. They perceived staff to be friendly, caring and trustworthy. They were encouraged by the individual, personalised attention given to their child and felt positive about the holistic, caring nature of the intervention. The gains that parents perceived their child had made included a positive attitude to school, engagement with learning and the development of constructive relationships with school staff and children. Key areas of concern centred on aspects of withdrawal/re-integration and limited information sharing with parents, and communication between nurture group staff and teachers. Findings were related to the theoretical notion of 'educational attachment' and collaborative models of parent partnership. The study concludes by identifying ways in which schools could further develop effective collaborative practice with parents of children with social, emotional and behavioural difficulties. Future research issues are also highlighted.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.537976  DOI: Not available
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