Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.773831
Title: Supporting resilience processes for children from armed forces families
Author: MacFarlane, Connie Mairi
ISNI:       0000 0004 7961 0724
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2018
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Children and young people from armed forces families (CYP-FAFF) often face multiple life changes and additional stressors but each child and family is unique in how they cope. This thesis is guided by theoretical perspectives on resilience which do not view it as an individual trait but as a dynamic developmental process which involves interactions, relationships and environment. First, a systematic literature review was conducted which evaluated which interventions improve the resilience for CYP-FAFF. There were only a small number of studies addressing this area and therefore the findings are tentative but suggest that child-friendly media specific to CYP-FAFF, resiliency skills training, supportive adults and peer collaboration could produce increased resilience. Only one study evaluated an intervention which was conducted in the UK, or in a school, and therefore further research in this area is required. Subsequently, using the ecological view of resilience, an empirical study was conducted which focuses on teacher-pupil relationships in a UK primary school. A qualitative survey of current and future practice in one context was conducted. It explored staff opinions in relation to the effective well-being support they provide for CYP-FAFF and how this can contribute to developing their practice. The participants were interviewed using principles from Appreciative Inquiry and then thematic analysis was utilised to generate themes. The findings created an understanding of the effective well-being support staff provide. The main themes include positive relationships and cultural responsiveness which are suggested to be central to well-being support and implementing change. Participants suggest that positive relationships are created through trust which requires adults to be responsive and authentic. In addition, change was mobilised through participants discussing strengths and possibilities. All themes were presented to a focus group to provide the opportunity to discuss together how the themes reflect the participants' school and which aspects of well-being support for CYP-FAFF can be further developed. The themes for developing practice are monitor actions to maintain values and enhance support through partnerships, particularly to increase parental engagement and provide direct support to CYP-FAFF.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.773831  DOI: Not available
Share: