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Title: Exploring the contribution of emotional intelligence and value systems to outcomes for vulnerable students in their final year of formal education in a Pupil Referral Unit setting
Author: Graves, Robert
ISNI:       0000 0004 8500 3955
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Students attending Pupil Referral Units (PRUs) face not only the challenges of their often difficult homelives, but also, that they are trying to academically, emotionally and socially develop in a difficult area of the educational landscape. There has been a significant amount of focus on Alternative Provision (AP), including PRUs, by the government in recent times. However, despite numerous interventions in this arena, this sector of education continues to struggle to improve the outcomes for students attending APs, including PRUs. Therefore, indicating that continued scrutiny and intervention is required to give the best possible opportunities to the students who find themselves attending school outside of mainstream education. This thesis explored whether, in a single year of attendance at a PRU, vulnerable students could be equipped with skills that would enable them to have the greatest chance of success at school in their final year of formal education. That, if by raising the levels of emotional intelligence and value systems of these students, a more harmonious learning environment could be created, that would enable greater success at school, both academically and personally. To interrogate this, a case study following ethnographic principles and multiple data collection techniques was conducted on a group of forty Year 11 student participants. This method was chosen as it is considered especially valuable where the phenomenon being researched and the context are closely entwined, and the participants are observed in a naturalistic setting. The thesis concludes that this yearlong study based at a Year 11 Pupil Referral Unit, showed tangible outcomes to intervention strategies that can be employed to raise student levels of emotional intelligence and value systems; both collectively and individually. Also, that these outcomes give rise to a substantive argument that emotional intelligence and value systems can be monitored and assessed through observation and dialogue. And, that if these observations, made by those who spend the most time with the students, are monitored, analysed and discussed reflexively; valuable assessments of the interplay between a student's emotional intelligence and value systems can be made, so that appropriate strategies can be implemented to guide both personalised education plans and whole school improvement resulting in greater student success.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available