Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.666013
Title: Strength-based interventions in secondary school : how can they be most helpful for pupils at risk and not-at-risk of exclusion?
Author: Chatzinikolaou, Rodanthi
ISNI:       0000 0004 5352 7439
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2015
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Abstract:
Research in the field of positive psychology for children and young people has accumulated, and evidence shows that strength-based interventions can be beneficial in terms of wellbeing and school life outcomes. However, populations which are at higher risk of being excluded from school have not been adequately represented in the literature. The study is designed to address two significant areas. Firstly, it aspires to define the effectiveness of strength-based techniques for adolescents, including those who are at risk of school exclusion. Secondly, it aims to clarify how to improve professional practice for educational psychologists (EPs) and educators when using these approaches. For the purposes of the study, a mixed methods approach was adopted and a strength-based intervention programme was implemented in three secondary schools of one Local Authority. Questionnaires and semi-structured interviews were used to collect data about the effect of the intervention and ascertain potential areas of improvement. The findings reveal that although the intervention did not result in statistically significant improvements, pupils at risk of exclusion (AROE) seemed to have been affected more than pupils not AROE. Using Thematic Analysis, participants’ and facilitators’ views were captured into themes, which revealed that self-concept, social skills and strengths development were enhanced through the programme. In addition, this analysis highlighted the different components that contributed to helpful and unhelpful practice. The study offers knowledge and perspectives in terms of school applications for supporting pupils AROE and not AROE, and canvasses strategies that can be embedded within the school curriculum in order to inspire educators working with vulnerable populations. Conclusions and recommendations about professional practice are also presented.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.666013  DOI: Not available
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