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Title: An exploration into the risk and protective factors to school adaptation as experienced by children living in army compared to non-army families
Author: Paradis, Pascale
ISNI:       0000 0004 5352 6698
Awarding Body: Institute of Education (University of London)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
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Purpose: This study aims to explore the similarities and differences of perceived risk and protective factors to school adaptation as experienced by children living in army compared to non-army families to inform educational psychology practice. Design/Method: This study followed a qualitative design. Parents of 3 and 4 year olds, attending a maintained nursery, in a specific Southern East England area, which is host to an army base and where children experience a relative number of disadvantages were contacted through a research leaflet and a family information questionnaire. 6 parents each from army and non-army families, and 4 practitioners who talked about 3 children in their classes, participated in semi-structured interviews. The transcripts were subjected to a thematic analysis. Findings: Unique risks, such as deployment and parental absence, are experienced by children living in army families, and they emotionally affect children. However, as well as adapting well to difficult situations, unlike children living in non-army families, these children benefit from community cohesion and social and familial support. Children living in army families are also exposed to unique risks such as army culture, possible bereavement and injury, post-deployment reunion, transitions and relocations. Despite experiencing these risks which have the potential to be extreme, proactive systemic planning is at the forethought of familial and school systems, whereas children living in non-army families experience many risks at family and school levels, such as parenting difficulties, parental mental health difficulties, conflict-based familial relationships and divided school systems. Implications for EP practice: EPs are well placed in implementing systemic support strategies at familial and school levels to help parents and practitioners at a crucial time in their children’s educational career, and promote school adaptation. Originality/value: This study uniquely contributes to the limited literature on risk and protective factors experienced by children from army families in the UK. The comparative nature of this study provides suggestions for EP interventions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Phys.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Psychology and Human Development