Peters, Sue;
(2020)
Exploring the experience for young people of the Emotional Literacy Support Assistant (ELSA) intervention: case studies in secondary schools.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
Background: Whilst research has focused on young people’s (YP’s) experience and understanding of the Emotional Literacy Support Assistant (ELSA) phenomenon (Begley, 2015), the ELSA intervention (Barker, 2017) and YP’s perception of the effectiveness of the intervention (Hills, 2016), it has not yet considered the experience or ‘journey’ through the intervention from the YP’s perspective. / Aims: This study therefore aims to gain an understanding of how the YP experiences the ELSA intervention. Sample: Four YP in years seven and eight and three ELSAs were interviewed. Eight ELSAs also took part in a focus group. Methods: The research was conducted using a qualitative, in-depth multiple case study design and involved semi-structured interviews, drawing tasks, diaries and a focus group. / Findings: YP reported that the qualities of their ELSAs and the relationship they develop are important to their experience of the intervention and help them to meet their targets. They said that the relationship grew stronger over time and made them
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Exploring the experience for young people of the Emotional Literacy Support Assistant (ELSA) intervention: case studies in secondary schools |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10101254 |
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