Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566113
Title: A narrative study of the resilience and coping of unaccompanied asylum-seeking children and young people (UASC) arriving in a rural local authority (LA)
Author: Doggett, Caroline Joy
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2012
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Abstract:
Building on a small body of research that conceptualises unaccompanied asylum-seeking children and young people (UASC) as "active survivors" despite their vulnerability, this study aimed to: 1) investigate processes by which UASC develop and maintain resilience within the specific context of a rural county; and 2) develop understanding of the context-dependent nature of resilience, in terms of interactions between UASC coping styles and environmental variables. A narrative approach was adopted to explore UASC experience and meaning making. Three male UASCs aged 17-19 years participated in narrative interviews and completed The Resiliency Scales self-report questionnaires. Transcripts were subject to detailed thematic and structural narrative analysis. Five coping strategies were identified in UASC narratives: appreciating the positive; cultural distancing; suppression of reflection; externalising locus of control; and seeking personal agency (which itself included negotiation, non-compliance, being proactive, perseverance and having ambition). Key environmental influences were: school and relationships (which itself included social support and key adults). Two key findings were the interactions between agency and relationships, and between suppression and coherence. Recruitment and sample issues in research with 'hard to reach' groups are highlighted. Implications for professional practice with UASC based on an increased understanding of dynamics of resilience are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ap.Ed.&ChildPsy.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.566113  DOI: Not available
Keywords: BF Psychology ; LC Special aspects of education
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