Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790478
Title: Identifying barriers and facilitators for educational inclusion for young people who offend
Author: O'Carroll, J.
ISNI:       0000 0004 8498 2039
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This study is an investigation into the barriers and facilitators for youth offender's engagement in education using both quantitative and qualitative methods. The population was youth offenders in one inner London Local Authority (n=283) identified by professionals working within the Youth Offending Service (YOS). The current study was a mixed methods design divided into two phases. Phase 1 reports descriptive statistics from available data from Asset and other data sources available to the YOS for the youth offender population. Phase 2 involves semi structured interviews to seek the views of YOS workers (case officers, speech and language therapists, CAMHS staff, education staff, training and employment case officers, n=7), stakeholders within the education or training setting where youth offenders attend (teachers within mainstream, specialist, PRU and training provisions, n=7) and youth offenders themselves (n=7) to identify the barriers and facilitators for youth offenders engaging in education. The quantitative data indicated the sample mainly comprised of Black and Minority Ethnic (BME) young people (n=259), male (n=212) aged 14-16 year olds (n=155). The majority of school aged young people were educated at the PRU and the majority of young people above school age had no provision recorded, followed by being in alternative education or training. The qualitative data was interpreted through the lens of Bronfenbrenner's Eco-Systemic model and identified barriers and facilitators at each level of the system; professional interviews indicated barriers of a fragmented system, poor communication between the multiple professionals involved, disparity in data collection, difficulties with working with parents and unidentified SEN. Throughout both sets of interviews a common thread of relationships was identified as a barrier and potential facilitator where a strong supportive network is seen as protective factor for young people. This study reinforces the idea that services can improve when there is a good and coherent professional system with effective working relationships, as these are key in supporting this vulnerable young group of people. The Educational Psychologist is well placed to provide a supportive role at all levels of the system to support and improve educational outcomes for youth offenders.
Supervisor: Hurry, J. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790478  DOI: Not available
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