Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647490
Title: Exploring pupil perceptions of self and possible occupational selves, in a school for social emotional and behavioural difficulties
Author: Heslop, Christopher
ISNI:       0000 0004 5367 1609
Awarding Body: University of Newcastle Upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2014
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Abstract:
This document comprises of three interrelated papers: a systematic literature review (Chapter 1), a bridging document (Chapter 2) and a piece of empirical research (Chapter 3). An interest in how occupational efficacy may be enhanced during adolescence, led to a systematic review of literature examining the effectiveness of interventions designed to enhance ‘Career Decision Making Self-Efficacy’ (CDSME). The review took a quantitative approach to reviewing the findings of 10 published papers. Findings of this review suggest limited effects of specific short-term interventions designed to increase CDSME in adolescents aged 11-16. An apparent paucity of literature was also apparent regarding CDSME development in young people attending schools for Social Emotional and Behavioural Difficulties (SEBD). Important supplementary outcomes of the review include epistemological reflection on the conceptualisation of self-efficacy, and the methodology employed in its assessment; in particular the seemingly absent perspectives of the young people who partook in the reviewed studies. These considerations led to a piece of qualitative empirical research to explore the views of 6 students attending Riverdale SEBD School regarding perceptions of themselves and their occupational futures. Findings of this study suggest that Riverdale School experiences may potentially contribute to these pupil perceptions of themselves and possible future career options. This tentative understanding of pupils perceptions, developed through interpretation of their accounts, offers implications for local authority professionals responsible for the educational placement and experiences provided for these young people. A bridging document explains how findings of the systematic review led to the development of the research. It details the theoretical and epistemological underpinnings and provides justification for the methodology adopted. It also considers ethical and methodological dilemmas in more detail and provides reflexive commentary on the research process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.647490  DOI: Not available
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