Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746813
Title: How to raise 'hope' in young people from a moderate learning difficulties special school?
Author: Cheong, Mei Yan
ISNI:       0000 0004 7226 4777
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
Using Snyder’s hope theory as the base, the present study aimed to conduct a qualitative-based exploratory case study to understand the relevance and operationalisation of a hope programme to young people from a moderate learning difficulties (MLD) special school. The person-centred approach was adopted in which the perspectives of four young people attending an MLD special school and their teachers and parents were obtained. This research has two phases. In Phase 1, the young people were invited to share their understandings of the terms used in Snyder’s hope theory, i.e. hope, goal, pathway thinking (replaced by the term ‘plan’ in this research), and agency thinking (replaced by the term ‘motivation’). They were also asked to share their views about the relevance and significance to them of an intervention programme, developed using Snyder’s hope theory, as well as its applications. The young people’s responses, along with Snyder’s hope theory, were then presented to the teachers and parents, to obtain their perspectives. The study findings demonstrated that most participants were positive about implementing a hope programme, based on Snyder’s theory, in the school. However, concerns were also raised with regard to its accessibility for students of all levels. Implications of the study findings for young people from an MLD special school and the practices of educational psychologists (EPs) were reflected. This research reflected the significant role of EPs in working systemically with schools, parents and students, and having an influence at the school level. It also demonstrated the role of EPs in strengthening the equal opportunities given to young people from an MLD school, and shed light on the appropriateness of a wellbeing programme that was informed by the local context as well as by group norms and values.
Supervisor: Warwick, I. ; Lee, F. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746813  DOI: Not available
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