Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790206
Title: How do young people and Teaching Assistants experience the ELSA intervention in secondary school settings?
Author: Begley, J.
ISNI:       0000 0004 8503 7207
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Previous research has considered pupil and Teaching Assistant experiences of the ELSA (Emotional Literacy Support Assistant) intervention in primary settings. The purpose of this study was to provide an in-depth exploration of the experiences of the ELSA intervention for young people and Teaching Assistants (TAs) in secondary settings in one Local Authority. Research questions considered individual meanings and experiences and also the phenomenon of the ELSA encounter. Three young people (aged 14-15) and three TAs agreed to take part after being approached to share their experience of an ongoing ELSA intervention. The research was conducted using semi-structured interviews. The transcripts were analysed using an approach that drew on Interpretative Phenomenological Analysis (IPA), constructing idiographic accounts of individual meanings and experiences as well as a collective statement about the experience of the ELSA encounter. A first interpretative discussion considered how experiences of ELSA involved participants' self-concepts. A second interpretative discussion constructed a collective statement across the participants that theorised a relational, interpersonal experience at the heart of the ELSA encounter; this generated and was based on five collective headings: communication as emotional discharge; experiential learning and awareness; exploratory, challenging talk; flexibility and stable, attuned attachment. Together, these two interpretative discussions aimed to provide a rich, multi-perspectival description and interpretation of experiences of ELSA in secondary settings. Implications of this are considered: it is argued that high quality descriptions will add to practice-based evidence by informing the understanding and practice of professionals who implement ELSA directly as well as those providing training and line management. The stages of analysis, researcher's position, ability to generalise and the limitations of the study were considered in order to increase the transparency and rigour of the study.
Supervisor: May, D. ; Upton, H. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790206  DOI: Not available
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