Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768574
Title: An exploration of school staff support for children and young people experiencing psychological loss in one secondary pupil referral unit
Author: Bougourd, S.
ISNI:       0000 0004 7654 6093
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2019
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Abstract:
Experiences of psychological loss are both hugely significant and inevitable life events. Support of psychological loss for children and young people (CYP) in schools is therefore relevant to the role of educational psychologists (EPs). The two phases of the current research explored psychological loss support for CYP from the perspective of the school staff who deliver it. Conceptual mapping techniques and semi-structured interviews with 18 participants, working across 3 school settings, helped to map support of psychological loss in the first phase of the current research. Using thematic analysis an overall system of support for CYP experiencing psychological loss was identified, with adjustments to the support system suggested to be required according to the age and development of CYP. Relationships between school staff and CYP were highlighted as pivotal to the success of support for psychological loss within this system, suggesting that EP support for psychological loss may be best placed in offering support to those who are supporting CYP in schools. In order to explore an approach to supporting school staff with psychological loss, a case study of an EP training programme with 9 participants from a secondary PRU school setting was outlined in the second phase of the research. It was found that adopting an approach that was specific and relevant to the setting, with a focus on the language associated with loss and celebration of existing supportive practice of participants, enabled the knowledge and confidence of school staff to support CYP experiencing psychological loss to be increased. With positive outcomes for the school setting reported. Implications for further research and EP practice are considered.
Supervisor: Shield, W. ; Larkin, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768574  DOI: Not available
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