Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573031
Title: Perceptions of self, peers and school : the use of multi-method approach for eliciting pupil voice in provision for boys with social, emotional and behavioural difficulties
Author: Sines, Jennie Ellen
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2011
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Abstract:
There is a lack of research exploring the views of young people with social, emotional and behavioural difficulties (SEBO), especially the views of those in specialist settings. This thesis aimed to explore the perceptions of boys in a secondary setting for SEBO. Areas explored included self-perception, perceptions of peers, perceptions of different provisions and perceptions about being inteNiewed. Sixteen boys were inteNiewed aged between 11 and 16 years of age. A multi-method approach to inteNiewing was used which utilised tools from educational psychology (EP) practice (solution-focussed questioning [such as scaling], and tools from personal construct psychology [such as draw a person]), as well as a life-grid method. Each inteNiew was analysed using thematic analysis. Themes which emerged from the data included perceptions about the self with regard to emotions, relationships and behaviour, barriers to achieving their ideal futures, and benefits and drawbacks of mainstream and specialist provisions. The boys also appeared to have an overall positive view of the methods used and spoke about the benefits of eliciting pupil voice. This research highlights the need for further exploration into the views of pupils within specialist settings as well as having important implications for future practice of EPs and school based professionals.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573031  DOI: Not available
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