Carroll, Laura;
(2011)
Childhood Acquired Brain Injury: Experiences and perspectives of children, parents, teachers and educational psychologists and implications for professional practice.
Doctoral thesis (D.Ed.Psy), Institute of Education, University of London.
Preview |
Text
Carroll_10019982_thesis_redacted.pdf Download (1MB) | Preview |
Abstract
Background: Research relating to children with Acquired Brain Injury [ABI] has tended to focus on the deficits that children and families experience instead of exploring the perspectives of children and key adults in terms of identification of needs and to address these needs. Teachers work with these children daily and Educational Psychologists [EPs] are often key professionals with a role in identifying the strengths and needs of these children in collaboration with their parents and teachers. / Aims: The current study aimed to explore the experiences and needs of children with ABI and the perspectives of their parents, teachers and EPs. The research considers the support that has been offered to these families and professionals, the factors that lead to better outcomes for these children and asks how best children, families and schools can be supported in the future. Support in terms of the EP role with children with ABI is particularly explored. / Participants: Thirty-seven qualitative semi-structured interviews were conducted which lead to the generation of four distinct datasets: children, parents, teachers and EPs. Children (n=6) from one London Authority [LA], with an ABI that had occurred in the last four years, were interviewed using semi-structured interviews and visual prompts. Parents (n=9), teachers (n=9) and EPs (n=13) were interviewed. Method: Semi-structured interviews explored the impact of the ABI on the child and family and school, the support offered, EP involvement and facilitating factors. Further recommendations for children, their families, and professionals in similar circumstances were considered. Rating scales were also used. The interviews with teachers and EPs additionally explored issues of training, support, moderating factors and future recommendations. Each interview was transcribed, and a thematic analysis was carried out for each dataset. / Results: For the children’s interviews, the emergent themes included the importance of protective factors and change. For the parents’ interviews, emergent themes included adjusting to being a parent of a child with ABI, facilitators of support and the need for psychological and specialist support. For the teachers’ interviews, the themes included the need for professional leadership and specialist knowledge, the responses to emotional needs and the challenges for the school. For the EPs’ interviews, the themes included the roles and functions of the professional network, the needs of families and the need for specialist professional support for children with ABI, as well as their families and teachers. / Conclusions: Findings highlight recent experiences of children with ABI and their families, teachers and EPs, and demonstrate that there is a need for improved professional liaison and specialist input, especially in terms of emotional support. Practical implications for parents and educational professionals are outlined.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Childhood Acquired Brain Injury: Experiences and perspectives of children, parents, teachers and educational psychologists and implications for professional practice |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Thesis: (D.Ed.Psy) University of London Institute of Education, 2011. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10019982 |
Archive Staff Only
 |
View Item |
