Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747046
Title: Transitioning to secondary school : the experiences of young people with burn injuries
Author: Melville, Jennifer
ISNI:       0000 0004 7228 0806
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
The transition to secondary school is anticipated with a combination of both excitement and trepidation by most young people. Within clinical settings, young people with a burn injury and their parents/carers often express high levels of concern about this move. However, little is known about how transition to secondary school is actually experienced and managed by this group. Part 1 is a literature review evaluating the quality of the evidence base on interventions to support the transition to secondary school amongst the general student population. A total of nine studies evaluating different types of interventions were identified for inclusion in the review. The evidence base was small and the quality of the studies was generally poor, with only a few good quality studies providing evidence of effective transition interventions. Part 2 is a qualitative study that explores the experience of transition to secondary school for adolescents with burn injuries. Semi-structured interviews were conducted with 11 adolescent participants and transcripts were analysed using Framework Analysis approach. Overall, the participants’ descriptions of academic, institutional and psychosocial adjustment in transition were consistent with research on general student populations. However, most of the participants also reported that starting secondary school brought additional challenges related to their burn injuries around navigating social acceptance. Part 3 is a critical appraisal of the process of developing and carrying out the qualitative study with an adolescent clinical population. In particular, it reflects on dilemmas encountered in seeking ethical approval, the researcher’s learning on building rapport with participants and on the impact of previous affiliations between the researcher and some participants in the study.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.747046  DOI: Not available
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