Moore, Kerry;
(2009)
Excluded from school :an exploration of the experiences of young people who have been permanently excluded.
Doctoral thesis , Institute of Education, University of London.
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Abstract
To date, little research has focused on the perspectives of young people who have been permanently excluded from school. Given the well documented short-term and long-term consequences for both the individual and society as a whole, which includes reduced life chances and wider social exclusion, this issue remains a government priority. The present study was carried out to develop a better understanding of the experiences and needs of young people who have been permanently excluded from school, a group seldom consulted about their views. A qualitative methodology was chosen to address the exploratory nature of the research. The study is based on an interpretative phenomenological analysis of the accounts of 6 adolescent boys. Semi-structured interviews were conducted and analysed using this methodology. Three superordinate themes emerged from the data analysis. These included the need to belong, to survive and adjust positively in the face of adversity. The discussion considers how young people can be supported with reference to psychological theory. The implications of the findings for school staff and other professionals working with young people, as well as for educational psychology practice, are discussed.
| Type: | Thesis (Doctoral) |
|---|---|
| Title: | Excluded from school :an exploration of the experiences of young people who have been permanently excluded |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://ethos.bl.uk/OrderDetails.do?did=2&uin=uk.bl... |
| Language: | English |
| Additional information: | Thesis: (D.Ed.Psy) University of London Institute of Education, 2009. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10019876 |
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