Use this URL to cite or link to this record in EThOS:
Title: An exploration of the perceptions of Emotional Literacy Support Assistants (ELSAs) of the ELSA-pupil relationship
Author: Miles, Nicola Suzanne
ISNI:       0000 0004 5351 5155
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
Availability of Full Text:
Access from EThOS:
Access from Institution:
Research indicates that the number of teaching assistants (TAs) employed in schools throughout England and Wales has increased dramatically since the 1980s as a result of the integration and inclusion of children with special educational needs (SEN) within mainstream schools, and workforce reforms aimed at reducing the excessive workload of teachers. This has led to a change in the role of TAs, from that of assisting teachers, to directly supporting the teaching and learning process. Emotional literacy support assistants (ELSAs) are TAs who are trained by educational psychologists (EPs) to support children with social and emotional difficulties within schools, through delivering programmes of support which are specifically designed for individual pupils. Since being developed in 2003 in Southampton, the ELSA programme has spread to many areas of the UK and the number of ELSAs working in schools has increased. There is currently very little research into the role and effectiveness of ELSAs in schools and, to the researcher’s knowledge, there is no previous research into the relationship between ELSAs and the pupils they work with. The current research explores ELSA’s perceptions of the ELSA-pupil relationship, that is, the aspects of the ELSA-pupil relationship they perceive to be important and the factors they perceive to be facilitators or barriers to developing and maintaining the ELSA-pupil relationship. Semi-structured interviews were conducted with twelve ELSAs in one local authority (LA). Through thematic analysis of the data, themes emerged that reflected the bond, task agreement and goal agreement aspects of Bordin’s (1979) working alliance. In addition to this, themes resembled a number of the personal characteristics and therapist techniques proposed by Ackerman and Hilsenroth (2003) as helping to develop and maintain the alliance. Themes also reflected a number of Rogers’ (1957) necessary and sufficient conditions of therapeutic change, in addition to the concept of solution focussed brief therapy (de Shazer, 1988; de Shazer et al,. 2007). Furthermore, the themes resembled a number of the approaches and personality factors identified by Granitz, Koernig and Harich (2009) as being linked to rapport. Interpretations of the themes are discussed with respect to the research literature and implications for the practice of educational psychology are considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: BF Psychology