Use this URL to cite or link to this record in EThOS:
Title: Exploring the experiences of looked after young people transitioning into post school education
Author: Hunt, Tara
ISNI:       0000 0004 5916 3023
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
Availability of Full Text:
Access from EThOS:
A minority of young people have difficulty in accessing Post School Education, particularly those who are vulnerable. In this study, consideration is given to a specific population of potentially vulnerable young people, those who are in the care of the Local Authority. This study explores Looked after Young Peoples' experience of transition into Post School Education, considering two main research questions; what makes this transition process easier, and what makes this process more challenging. The study was carried out in a small metropolitan borough in the West Midlands where I work as a Trainee Educational Psychologist. In this small scale, exploratory study, four young peoples' experiences were considered though semi-structured interviews. To ensure the full transitional experience was considered, participants were interviewed multiple times, (these being pre, during and post transition). An idiographic approach was taken to this research and therefore each participant's account was considered uniquely using Interpretative Phenomenological Analysis. Super-ordinate themes emerged for each participant and these are presented in a case by case basis. Commonalities amongst these experiences emerged in developing master themes. The master themes were as follows: Self Transformation, Environmental Adaption, Interpersonal Relationships and Securing Positive Futures. These emergent themes provided insight in relation to the research questions. Benefits of emotional support, clear expectations and stable consistent relationships were identified as making the process easier. Practically, a graduated approach to transition, which developed advanced familiarity and facilitated opportunities for social inclusion, was also valued. The importance of positive attitudes, with high expectations for aspirational futures, were also recognised as key by the participants. Challenge was described in relation to identity changes and emotional regulation. A loss of routine, and adapting to new environments, were further described as being initially difficult. Relational loss and a fear of social isolation were also described as demanding elements of the transition. Finally, a lack of an individualised approach to transition planning and access to appropriate advice and guidance were also identified as creating challenge. Considerations for Educational Psychology practice are made based on these findings.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available