Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787955
Title: An exploration into the use of social media technology in adolescents who school refuse
Author: Williams, Jemma
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2019
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Abstract:
Despite school refusal being a widely researched area; outcomes for young people affected by school refusal remain poor and the voice of the child continues to remain absent from the evidence base (Baker & Bishop, 2015). Due to the research on school refusal focusing mainly on treatment (Elliot & Place, 2019), there is little information which explores the impact of school refusal behaviour. Research often fails to address the externalised social factors which may be reinforcing the school refusal behaviour. Social Media Technology (SMT) now plays a large part of life, with the majority of people using some form of SMT (Battisby, 2018). It is still unclear what effect this is having on people's mental health with conflicting research often found (Twenge et al, 2018; Heffer et al, 2019). Research often discovers SMT links with mental health (Twenge et al, 2018) and socialising (Beyens et al, 2016). These links are also, often, observed within the Anxiety Based School Refusal (ABSR) literature (Csoti, 2003; Havik et al, 2015), one might assume that SMT can impact on the ABSR experience; there is currently no research which explores this further. This research aimed to provide an insight into the experience of Anxiety Based School Refusal (ABSR) for the young people and how those involved viewed SMT during this time. Four participants were interviewed in total via a semi-structured interview process; all pupil participants attended an anxious and phobic specialist school provision for those who were not attending mainstream education. Data was analysed using the process of Interpretative Phonological Analysis (Smith, Flower and Larkin, 2009), four super-ordinate themes were identified: the experience of school; the self as a person; social connection and impacts of SMT use. Implications for educational psychologists and professionals are considered alongside possible future directions for further study.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.787955  DOI: Not available
Keywords: BF Psychology
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