Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559318
Title: Exploration of successful intervention with children and young people who show school refusal behaviours
Author: Nuttall, Clare
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2012
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Abstract:
A certain degree of anxiety amongst children and young people is common given the pressures that children and young people face but it becomes problematic when it starts to affect children’s emotional well being and willingness to go to school. Interventions to support school refusal behaviours have reported success with some individuals, however there are many individuals for whom these interventions are unsuccessful (Lauchlan, 2003). Whilst individualised intervention programmes may be important, the factors associated with successful involvement in cases of school refusal behaviour are unclear.The present study explored factors associated with successful involvement through completing an exploratory case study looking at two successful cases of school refusal behaviour retrospectively. The research sought the perceptions of the young person, their parent, school staff and professionals from health and education to identify what they perceived to be effective, how they understood these factors to be effective and what might have led to more success and why in semi structured interviews. Thematic analysis was completed to identify emerging themes to provide a dynamic and triangulated view about factors which were associated with success.A number of common themes emerged between the two cases and in both cases there were a number of interacting factors which appeared to be associated with successful involvement. These factors have been represented in the ecological model of successful reintegration. This model illustrates the role of psychological factors at the level of the child, factors supporting the psychological factors at the level of the child, factors supporting the family and the role of professionals and systems. In addition, the model recognises the influence of context and how the factors associated with success need to be understood within context. The model is discussed along with the implications of the findings for practice and future research with reflections on the research process made.
Supervisor: Woods, Kevin; Bond, Caroline Sponsor: Not available
Qualification Name: Thesis (Doctorate in Educational and Child Psychology) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.559318  DOI: Not available
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