Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576824
Title: An evaluation of a school-based intervention with Bangladeshi girls who self-harm
Author: Haque, Rakhee
Awarding Body: Queen Mary, University of London
Current Institution: Queen Mary, University of London
Date of Award: 2012
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Abstract:
This thesis presents the application of Guba & Lincoln's (1989) fourth generation evaluation (FGE) model to a school based clinical intervention aimed at Bangladeshi girls who were self-harming or were potentially at risk of self-harm. This clinical intervention or support project was designed as a preventative early intervention service and involved Bangladeshi girls, their parents and school teachers. It has been reported that women of South Asian background have relatively higher rates of self- harm compared with other ethnic groups. There have been different explanations put forward for this behaviour, one being cultural conflict. The experiences of this sample of Bangladeshi girls who self-harmed or who were at risk of self-harm was explored, illuminating some of the causes of this behaviour. This thesis also highlights the strengths and weaknesses of the FGE model as applied to this intervention. There were a number of factors which contributed to Bangladeshi girls experiencing thoughts of and actual self-harming behaviours, many of which have been found in other studies affecting adolescents across age groups and ethnicities. Although there were cultural components which affected the lives of these girls, the explanation of 'cultural conflict' was seen to be rather simplistic. Findings showing the fluidity with which cultural norms are negotiated allow one to question the idea of 'culture conflict'. This FGE model was useful in eliciting different views of the stakeholders concerning the intervention. Ways of further developing this model as an effective way of evaluating health services are suggested. Greater involvement of parents was recommended as a way to improve the effectiveness of future interventions with this group School based interventions are a useful way of delivering mental health services and have great potential in supporting children and young people with issues to do with self-harm and other emotional and behavioural problems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.576824  DOI: Not available
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