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Title: "Girls these days, they just stand up for themselves like" : the conceptualisations and lived experiences of four adolescent girls who were excluded and placed in alternative provision for difficulties related to 'Social, Emotional and Mental Health' (SEMH)
Author: Alexis , Verity
ISNI:       0000 0004 6057 9827
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2015
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Background: British legislation and the sociocultural context depict adolescence as being a time of risk, particularly for those identified as having 'Social, Emotional and Mental Health' ('SEMH') difficulties. Osier and Vincent (2003) highlighted a concerning potential trajectory for these young people, especially in terms of their educational and social exclusion. The views of young people who have been excluded have received some exploration, however, the views of girls who have been excluded and placed in alternative provision (AP) have rarely been elicited. Studies have seldom explored girls' understanding of their strengths, difficulties, needs and risk and resilience factors. Aim: The overall aim of the current study was to explore and emancipate the conceptualisations and lived experiences of adolescent girls identified as having 'SEMH,' who- were excluded from school and placed in AP. Methodology: The responses of four adolescent girls in one AP were interviewed using semi- structured interviews, which were analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers and Larkin, 2009). Findings: The girls spoke about their self-perceptions and conceptualisations of gender, family and life, experiences of bullying and social exclusion, and of managing strong emotions, in ways that could be categorised as internalising or externalising, and their experiences of difficulty, disaffection and exclusion. The girls also shared experiences of inclusion and AP. Discussion: The study demonstrated that the girls were capable of expressing their thoughts and feelings reflexively and coherently. The changing landscape of Special Education Needs (SEN) constructs from 'SEBD'to 'SEMH' with the recent SEN Code of Practice (DfE, 2014) raises issues surrounding the nature and causes of difficulties for adolescents and the efficacy of labels. The role for Educational Psychologist (EP) involvement was also considered. Conclusion: Future research should continue to promote the voice of young people, particularly vulnerable pupils such as girls identified with 'SEMH' difficulties.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ch.Ed.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available