Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790445
Title: Understanding the decision-making processes of young people in a pupil referral unit regarding post-16 education and training
Author: Rossello, A. F.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
For various reasons, young people in Years 10 and 11 often remain in a pupil referral unit (PRU) at a time when they are completing pivotal exams in their educational career. If these do not go well, chances are increased of becoming not in education, employment or training (NEET), impacting on the individual and society as a whole. Research has established that achievement in, and destinations from, PRUs are poor, and vulnerable young people often receive inadequate careers advice. Where young people are not supported to make realistic choices the evidence suggests that they often disengage with, and drop out of, further education (FE), leading once again to becoming NEET. This study explored how young people in key stage 4 education at a PRU made decisions about post-16 education and training, and how they were supported to make these decisions. A qualitative research design was adopted with the use of semi-structured interviews at three points in time over three terms to capture the decision-making process over a period of time among seven student participants. Two adult staff participants also took part. Thematic analysis was conducted in order to identify themes that captured the process. The longitudinal nature of the present research allowed for the iterative process of decision-making to be captured, and highlighted the importance of young people in a PRU setting receiving support with their decision-making from a familiar adult who is available regularly and with whom the young people have a positive, trusting and comfortable relationship. This support was shown to help young people with the challenges faced throughout the decision-making process such as changing their minds, often through a lack of self-confidence. Implications for educational professionals and educational psychology in practice are considered and directions for future research are discussed.
Supervisor: Rogers, L. ; Bakopoulou, I. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790445  DOI: Not available
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